2015 Secondary Catalogue - Cambridge University Press

2015

Secondary Catalogue

Get it right with the Cambridge English Corpus MISTAKE

MISTAKE

MISTAKE

MISTAKE

MISTAKE

MISTAKE

Every year, over 200,000 Spanish students take one of the Cambridge English exams. At Cambridge University Press we analyse these exam scripts to find out common errors and problem areas. All this information is incorporated into the Cambridge English Corpus, which we use to adapt our teaching materials to the specific needs of Spanish speakers. www.cambridge.es/corpus

Contents SECONDARY & BACHILLERATO

4

Secondary Courses

4

Bachillerato Courses

16

Supplementary Materials

24

EXAMS

34

Courses

34

Supplementary Materials

56

ISBN LISTING

62

Key to symbols English for Spanish Speakers courses

CES

Titles suitable for Cambridge English Schools (see page 72) Titles include information from the Cambridge Learner Corpus

levels

Common European Framework of Reference for Languages (CEFR) levels Titles with interactive whiteboard software Online resources Digital components App for mobile devices

Smart Planet

NEW

Ben Goldstein and Ceri Jones

CES

ELEMENTARY TO PRE-INTERMEDIATE

Student’s Book

1

Student’s Book

Ben Goldstein & Ceri Jones


English for Spanish Speakers


2

Student’s Book


4

3


A1-B1

levels

Student’s Book


4


Curiosity creates interest. Interest creates a motivated learner. Be curious!

Smart Planet is a secondary course specifically written for Spain which appeals to students’ curiosity about the world around them. Stimulating materials complemented by fascinating videos from Discovery EducationTM help bring classes to life and are the ideal starting point for successful language learning. Key features: • Exciting, internationally-themed reading and listening topics. • Thorough vocabulary and grammar treatment. • Graded activities to cater for the mixed-ability classroom. • A guided, step-by-step approach to writing and speaking. • Culture and CLIL pages complemented by spectacular Discovery EducationTM videos.

Dealing with mixed ability Smart Planet takes into account the reality of today’s secondary classroom with students working at different levels. • The activities in the Student’s Book are carefully graded moving from more controlled to more open practice, which allows for students to answer at their personal level. • The Workbook includes exercises on three levels which are clearly marked with one, two or three stars. • The Smart Resources DVD-ROM includes grammar and vocabulary worksheets at two levels – standard and extra. Likewise the tests are provided at two levels. • The Teacher’s Book also provides optional activities to help deal with mixed ability.

Smart Planet is specifically designed for Spanish-speaking secondary students and includes: • ‘Get it right!’ pages in the Student’s Book and Workbook, plus ‘Get it right!’ boxes throughout the Student’s Book, highlight and practise common mistakes made by Spanish-speaking learners. • ‘Say it right!’ and ‘Spell it right!’ sections focus on aspects of English pronunciation and spelling which are difficult for Spanish speakers. • Specific CLIL lessons on other subjects of the Spanish curriculum. • English, Catalan and Spanish editions of the Workbook. • English and Spanish editions of the Teacher’s Book for levels 1 and 2.

4

www.cambridge.es/smartplanet

Student’s Book



Workbook


1


1

For teachers

Student’s Book with DVD-ROM The Student’s Book comes with a DVD-ROM with all the videos from Discovery Education™ and includes: • 9 clearly structured units making navigation easy for both students and teachers • Extra optional CLIL lessons • A suggested Project for each term • A complete Pronunciation section • Videos integrated into the lessons • A unique AR (Augmented Reality) app permitting students to scan pages with a smartphone for direct access to videos, audios and other resources

Teacher’s Book


1


Teacher’s Book The Teacher’s Book is interleaved with the corresponding pages from the Student’s Book and includes: • Clear, at-a-glance teaching notes and video lesson plans. • Language notes for grammar lessons. • Background information sections, with useful extra facts about the lesson content. • Basic competences and CEF mapping. • Warm-up and optional activities. • Teaching tips and a Games Bank. • Optional activities to help deal with mixed ability. Spanish editions are available for levels 1 and 2. Class Audio CDs The Class Audio CDs contain four discs with all the recordings from the Student’s Book and Workbook.

Workbook The Workbook is available in three different editions (English, Spanish and Catalan). It offers complete practice of all the vocabulary and grammar from the Student’s Book, with: • graded activities to cater for mixed abilities • extra listening tasks for self-study practice, with online MP3 audio files • a complete Grammar Reference with extra practice • A wordlist and a ‘Vocabulary Extra’ section for extension • Dictation and translation exercises

Test Generator The Test Generator is an invaluable assessment tool. You decide what you want to test and the generator does the rest for you - custom made tests for each unit in seconds! Smart Resources DVD ROM


1

Smart Resources DVD-ROM A complete classroom resource disc covering all your needs – photocopiable worksheets to deal with mixed-ability, grammar, vocabulary and all the skills. Listening tests audio and Discovery Education™ videos are also included.


Digital Planet A complete teacher’s digital package covering all classroom needs – Student’s Books and Workbooks for classroom projection with interactive activities, answer keys and all the videos and audios. Everything you need in one component.

Smart Planet Digital For learners • Fully-interactive digital Student’s Books and Workbooks, online and offline. These digital books are both multiplatform and multi-device. • A unique Augmented Reality app allows students to scan pages of the Student’s Book with their smartphone for direct access to videos, audios and resources. • The free DVD-ROM packaged with the Student’s Book contains all the Discovery Education™ videos from the course. It also contains self-correcting exercises which students can complete while watching the videos.

For teachers • The Test Generator allows you to quickly create, edit and save tests that are suited to the specific needs of your students. • The Smart Resources DVD-ROM provides all the extra classroom resources teachers need with extra worksheets to cover testing, mixed ability, skills work, drama and even games and puzzles. All the Discovery EducationTM videos have also been included, as well as the audio recordings of the listening tests. • The Digital Planet pack includes the digital Student’s Book and Workbook for classroom projection, special interactive activities, the digital Teacher’s Book, PDFs of the Student’s Book and Workbook and the Discovery EducationTM videos.

Full ISBN listing on page 62

SECONDARY Courses

For students

5

Smart Planet Topics that appeal to teenagers’ interests and stimulate their curiosity about the world around them

Watch

9.1

p95 City of Water

9.2

p99 Alaska

9.1

p95 City of Water 9.3

p100 My Holiday Destinations

9.2

9.4

p117 Holiday in Australia

Language

Speak and write

Seasons Weather Landscapes Present continuous for future be going to

Ask about holiday plans Write an email about holiday plans

Read and listen

Maths

Read about teenagers’ holiday plans Listen to a teenager talking about her holiday photos

Instant access to videos, audios and multimedia resources for smartphones and tablets through our unique Augmented Reality App

6

Fascinating Discovery EducationTM videos offer your students a wider perspective of the topic

Culture Canada: Land of surprises

Across the curriculum Look at the photos and pictures in Unit 9. 1. Find … a pinkcolourful boat. houses. • some flag in with a French. • aasign Unit 9

p99 Al k

93

Look at the photos and pictures in Unit 9. 1. Find … a pink boat. some colourful houses. • flag in with a French. • aasign Unit 9

93

The ’Be curious’ section will engage your students and help them get an overview of the unit before starting

www.cambridge.es/smartplanet

Your Turn

6

Work with a partner. Discuss the questions. 1 What’s the weather usually like in your town or city? 2 What’s your favourite season? 3 What season don’t you like? Why?

‘Your Turn’ activities give students the opportunity to personalise what they have learnt

Vocabulary Seasons

Weather

1

3

Look at the calendar. Which months are in each season?

Spring: March …

Look at the photos of the weather (1–8) below and match them with the phrases in the box. It’s sunny. It’s snowy.

It’s foggy. It’s icy. It’s windy. It’s stormy. It’s rainy. It’s cloudy.

1 It’s icy.

4 5 spring

summer

3.29

Listen, check and repeat.

Look again at the photos in Exercise 3. Which are … • cold? • wet? • warm?

‘Get it right!’ boxes highlight common errors that Spanish-speaking teenagers make at this level

Your Turn

6 autumn

January April July October

2

3.28

winter

February May August November

March June September December

Work with a partner. Discuss the questions. 1 What’s the weather usually like in your town or city? 2 What’s your favourite season? 3 What season don’t you like? Why? 1 In spring it’s usually warm and sunny in my town.

Get it right! We say: What’s the weather like? (✗ What’s the time like?)

Listen and check.

Get it right! We say: What’s the weather like? (✗ What’s the time like?)

2

1

3

4

5 6

7

8 8

Reading: Culture Unit 9

1

Look at the photos connected to Canada. What can you see?

2

3.36 Read and listen to the text about Canada. Match the headings (1–7) with the paragraphs (a–g). 1 A national symbol 5 Toronto’s tower 2 Canada’s languages 6 Snow all year 3 A famous waterfall 7 Beware of the bears! 4 An enormous lake

Canada:

Land of surprises Canada is a unique place. It’s an enormous country but it’s got a population of only 35 million so there’s a lot of space! It’s a world of contrasting landscapes. The symbol of Here are some interesting Canada is the facts about Canada. maple leaf. It’s on a

Cultural pages offer information on English-speaking countries all over the world

The Nunavut Province is close to the Arctic Circle. There’s snow and ice all year and temperatures are very low, down to –37ºC in winter. The car number plates are in the shape of polar bears because these animals are common there.

SECONDARY Courses

94

c

b

the country’s flag. In autumn these leaves are red.

There are a lot of beautiful national parks, lakes and mountains in Canada. The biggest lake in the world is Lake Superior on the border with the USA. From a satellite it’s like a country! e

d

Summer in the Rocky Mountains in the west of the country is warm, but be careful of the bears!

Canada’s National Tower in Toronto is very tall – it’s 553 metres high. It’s got a restaurant on the top!

About 20% of the population are bilingual in English g and French (the official languages). French is the official language in the Quebec region.

f

Niagara Falls is a famous waterfall. It is in fact three waterfalls, not one: the American, Bridal Veil and Horseshoe Falls combine to create the magnificent Niagara Falls. Almost 30 million people visit it every year.

Your Turn

3

Short ‘Fact’ boxes include unusual information based on the topic of the unit

Read the text again. Write the correct places or things for each statement. 1 Lots of people visit it every year. 2 French is the official language there. 3 It appears on the Canadian flag. 4 They appear on cars. 5 People sometimes go there to eat. 6 You can see it from space. 7 20% of the population speak them. 8 There are bears there.

4

Work with a partner. Think of some interesting facts about your country. Share your ideas with the class.

9.3 Alaska Find out about life in Alaska.

Unit 9

99

7

Interactive for Spanish Speakers Helen Hadkins, Samantha Lewis and Joanna Budden

CES

FALSE BEGINNER TO INTERMEDIATE


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Student’s Book 2

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Helen Hadkins

and

A2

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A2-B2

levels


Student’s Book 1

Samantha Lewis

4

B1

Student’s Book 3

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B1– B2

Secondary - 80–90 teaching hours, extendable to 180

This exciting course for teenagers is packed from cover to cover with upto-the-minute, stimulating content. Students are given maximum support to get them speaking and interacting in real, contemporary English from day one. Teachers can tailor the course to their own requirements using the wide range of materials such as DVDs, Interactive Whiteboard Software, Testmaker and other online extras, to make classes get really ‘interactive’. Inspire confident communication • ‘Interaction’ sections prepare students for using English in real-life situations • Fold-out classroom language flap keeps useful phrases for speaking activities to hand

• ‘Check it out!’ boxes expose students to real international English from the Cambridge English Corpus, drawing attention to language areas that can cause difficulty Think about world culture • ‘Culture UK’ noticeboards and ‘Culture World’ magazine articles practise skills using authentic reading and listening material • ‘Culture Vulture’ boxes provide insights into real life in English-speaking countries to stimulate discussion about cultural differences • Related activities and projects give students the opportunity to explore topics in more depth

Interactive includes content specifically designed for Spanish-speaking teenagers. • ‘Get it right!’ pages in the Student’s Book and Workbook, plus ‘Get it right!’ boxes throughout the Student’s Book, highlight and practise common mistakes made by Spanish-speaking learners in grammar and vocabulary. These pages are informed by the Cambridge Learner Corpus. • ‘Say it right!’ exercises focus on common pronunciation errors made by Spanish speakers. • Pages dedicated to cross-curricular topics deal with subjects from the Spanish curriculum. • Extra exam practice in the Workbook, with Cambridge English: Key, Preliminary and First exam-type exercises.

8

www.cambridge.es/interactive

For students

For teachers

Student’s Book This course provides 80-90 hours of material at each level. With Interactive, you will: • Inspire your students to communicate confidently in English with special ‘Interaction’ sections, a ‘Pronunciation’ focus and extra communication support. • Motivate your students and get them thinking about culture throughout the English-speaking world. • Help your Spanish-speaking students overcome the specific difficulties they face when learning English.


Workbook 4 8JUI"VEJP$%

Teacher’s Resource Book 4 With Class Audio CDs

and

Garan Holcombe Nicholas Murgatroyd with Helen Hadkins, Samantha Lewis and Joanna Budden

Teacher’s Resource Book with Audio CDs The Teacher’s Resource Book contains full explanations on how to exploit the Student’s Book material, as well as photocopiable resource material and all Student’s Book audio recordings.

B2

Workbook with Audio CD The Workbook provides additional practice in the language introduced in the Student’s Book. It also addresses the needs of teenage Spanish learners with dedicated sections dealing with typical Spanish learner errors and CLIL pages, and offers extra exam practice.

DVD* The DVD provides visual dramatisations of all ‘Pronunciation’ and ‘Interaction’ sections. A ‘Talking Heads’ section shows young people using natural language in real situations. Teen-presented Interviews focus on aspects of UK culture.

Interactive Whiteboard Software* This presentational software brings together all the core content of the course into a single platform, allowing for immediate access to key resources, including all of the Student’s Book, images, audio and video content for Interaction and Pronunciation activities in the Student’s Book.

B2

Student’s Zone The Web Zone contains loads of extra materials to get students practising English in fun and creative ways.

Testmaker Audio CD/CD-ROM* This Testmaker Audio CD/CD-ROM gives you the flexibility to create and edit your own tests. Choose from unit tests, which can be combined in pairs, and end-of-year tests, while testing at ‘standard’ or ‘more challenging’ levels. The Testmaker can produce two versions of each test to prevent students from sharing answers. Teacher’s Zone The Teacher’s Website offers support with teaching tips, extra materials and DVD clips.

*Designed for the international edition

Interactive for Spanish Speakers Digital For learners • Digital Student’s Books and Workbooks, online and offline. These digital books are both multiplatform and multi-device, working on computers, tablets and interactive whiteboards for classroom presentation. • The Interactive website contains a wealth of extra material to get your students practising English in a lively and creative way, including games and activities, audio and video, and the unique Comic Builder. For more information, visit: interactive.cambridge.org

For teachers • Interactive Whiteboard software for classroom presentation. • Flexible Testmaker Audio CD/CD-ROM allows you to quickly create, edit and save tests that are suited to the special needs of your students. • The Interactive website offers extra resources for teachers, including a placement test, printable versions of the graphic novel stories, wordlists, CLIL material, etc.


SECONDARY Courses

Meredith -FWZ


9

Interactive for Spanish Speakers Get it right!

3

and

1 trip, journey or travel ?

a

Don’t confuse these words about travel. Trip is a noun to describe a visit to a place. ✓ We went on a camping trip in the mountains. (✗ a camping travel/journey) Journey is a noun to describe the time you spend going to a place. ✓ It was a really long, uncomfortable journey by bus. (✗ a long, uncomfortable travel/way) Travel is a verb to describe moving from one place to another ✓ In the Amazon, it’s easiest to travel by boat. (✗ …move by boat)

a

4

b

1.48

Listen and check your answers.

3 Talking about friends Choose the best words to complete this text. Use correctly expressions with friend. ✓ We went to stay with a friend of ours in Paris. (✗ … a friend of us ) ✓ I play tennis with a couple of friends from school.(✗ … friends of school.) When you meet someone and become friends, you can say: ✓ I got to know people from all over the world.(✗ … I knew people) ✓ I made lots of new friends.(✗ … met lots of new friends.)

Complete the sentences with words from the box. 1 Joining a club is a good way to … new friends. 2 I’m meeting up with a friend … my football team. 3 I first … to know Silvia in swimming classes.

Tell your partner about a memorable trip you’ve made.

4 My parents often have dinner with friends of … .

4 Say it right!

2 Uncountable nouns

Silent ‘r’ a

Remember that some countable nouns in your language are uncountable in English. ✓ They had to carry their camping equipment. (✗ equipments) ✓ Could you send me some more information about the trip? (✗ informations) ✓ I need some travel advice (✗ some advices) ✓ It’s easy to get around on public transport. (✗ a public transport) ✓ Being a volunteer can sometimes be hard work. (✗ a hard work)

38

Read the text with a partner. Correct the mistakes as you read.

‘Get it right’ pages provide tips and practice to avoid common mistakes made by Spanish speakers

Working as a conservation volunteer in the Caribbean was great, but it was a hard work too. During the day, we went into schools to give advices and informations about protecting the local wildlifes. Then at night, we went down to the beach where sea turtles lay their eggs in the sand. We used special equipments to plot the exact location of each nest. Tourists on the beach can cause damages to the nests, so if we know where they are, we have more chance of protecting them.

Well folks, it’s day four of my 1travel/trip to Morocco and yesterday we arrived in Marrakesh. The 2journey/way by train from Casablanca wasn’t too bad, just VERY hot! It’s fun 3moving/travelling on public transport though because of the interesting local people. Marrakesh is certainly not the place for a quiet, relaxing 4holiday/holidays, but it’s a fascinating city. I’ll post photos soon …

b

Common errors

1.49 We only pronounce ‘r’ if it is followed by a vowel sound. Listen to the examples and repeat.

hurricane, rain (‘r’ is pronounced) tornado, thunder (‘r’ is silent)

b

1.50 Write the words in two lists: Pronounced ‘r’ and Silent ‘r’. Then listen and check.

argue disaster drought earth extreme fire nature problem stressed strong weather worry

c

Work with a partner. Write a sentence with as many words as possible from Exercise b. Can your partner say the sentence correctly?

Get it right! 3 and 4

Unit 12 Interactive Science: Genetic inheritance 1 Heredity or environment? Every parent (human, plant or animal) passes characteristics on to their children. This is called heredity. Which of the characteristics below do you inherit from your parents and which come from your environment?

JTWW L\aXM

age

langu

1 Heredity or environment?

skin colour

hand size eye colour beliefs PIQ ZKW TW] Z VW[M[PIX M

Every parent (human, plant or animal) passes characteristics on to their children. This is called heredity. Which of the characteristics below do you inherit from your parents and which come from your environment?

age

langu

favourite football team

JTW WL\aXM

skin colour

2 Genes and alleles

hand size eye colour

a

Work with a partner and see how many questions you can answer in the quiz. 1 How many chromosomes do humans have in each cell? a 2.

beliefs PI QZKW TW ]Z VW [M[PIXM

b 23.

c 46.

2 How many genes are in each chromosome? a 23.

b 1,000s.

c None.

3 Which characteristics are passed on in chromosomes? a Language. b Many, including eye colour and blood type. c Eye colour only.

favourite football team

4 What are alleles? a Different forms of the same gene.

b Types of chromosomes.

cell

c Eyes.

5 How many alleles do we have for eye colour? a 4.

b 2.

c 23.

6 What colour are your eyes if you have two alleles for blue eyes? a Brown.

b Blue or brown.

c Blue.

7 Which eye colour is dominant? a Brown.

b Blue.

c Green.

8 Which eye colour is recessive?

CLIL pages offer students the opportunity to work with different areas of the school curriculum

10

a Brown.

b Blue.

c Green.

9 If the mother and father have brown eyes, what colour eyes can their children have? a Brown only.

b 122

4.42

b Blue only.

c Brown or blue.

Now listen and check your answers to the quiz.

Interactive Science

chromosome

www.cambridge.es/interactive

Get your students thinking about culture throughout the English-speaking world

d

Better times?

A hard life

y or o t

e

s

people in In the 18th and 19th centuries, most the whole family Ireland were very poor and often Large families worked on the land to grow food. many people and houses used to live in very small only had potatoes to eat. the potato In 1845 a terrible disease attacked Great Potato plants. For six years during ‘The so people had Famine’ there were no potatoes, people died nothing to eat. About one million to live in other and many more people left Ireland Australia. countries like Canada, the USA and

es pay

7 Sounds good!

century o into dlarks gh the ked for Then things ood. The dirty cold in

Present perfect and past simple Present perfect with for and since Vocabulary: Music; Music online Interaction 7: Talking about songs

1 a group of musicians

2 3 4

5 6 7 8 9 10

who sing and play music together one song which a music lic company sells to the public the words to a song a collection of songs which ch a music company sells as a CD, etc. a person who likes a singer er or musician a lot the list of best-selling singles gles and albums to sing, dance or play an instrument in public to save music electronically a song which is very successful a room where musicians and producers make albums

A album B band C charts D fan E hit F lyrics G perform H record I single J studio

c

Do you know any more music words? Write them in your Workbook (page 120 Exercise 1). Work in a group. Answer the questions.

Culture Vulture

✓ I know the lyrics to that song. ✗ I know the letter to that song.

2

/s/DQG/z/

a

3.2

/s/

b

c

3.4

d

album/band?

In the past, most of the objects people used at home or to work on the land were made by cratfsmen from local materials like wood, metal or glass. Nowadays, tourists such as buy traditional Irish craft products, souvenirs. jewellery, glasses and jumpers as

The Irish dance master.

During the 18th century, the dance master was a dancing teacher who travelled from village to village. He used to wear bright clothes and taught traditional Irish dances to poor people. Today, millions of people all Irish dancing over the world can enjoy traditional of the Dance. in shows like Riverdance and Lord

Unit 2

producer

/z/

music

president

Listen and choose the correct sound: /s/ or /z/ 4 house 5 science 6 these

7 hasn’t 8 pencil 9 listen

D

Listen, check your answers and repeat.

course

museum

postcard

message

mistake

whose

single

because

police po

isn’t

disc d isc

mouse

star

please

concert co

rrace

those tho th ose

busy bus bu sy

wasn’t was wa sn’ nt

present p pr esen entt

answer an

firstt

course

museum

postcard

message

choose isn’t cousin cou co usin

rrace

mistake

whose

single

because

police po

disc d isc

mouse

star

please

concert co

those tho th ose

busy bus bu sy

wasn’t was wa sn’ nt

present p pr esen entt

answer an

D

firstt choose

cousin cou co usin

D

e

The craftsman

DVD

Follow the /s/ sounds with your finger to find a way through the puzzle. You can move up or down , left or right . Work with a partner and say the words.

D

favourite songs? 3 What’s in the charts in your

Unit 7

song

3.3

18

d Traditional jobs in Irelan

‘My family moved to Dublin, the capital of Ireland, from Poland three years ago. My dad worked as a builder, but then he started his own lots of Irish business. I love Ireland and I’ve got English, but friends. I didn’t use to speak good now I’m bilingual in Polish and English!’

Listen to the sounds /s/ and /z/ in these words.

1 musician 2 voice 3 easy

2 Do you know the lyrics to your

country at the moment? 4 Do you sing or play an instrument? What kind of music do you sing/play?

Did you know that the UK singles chart started in 1952? Now the charts include information about top downloads and online music, as well as CDs people buy in shops. Do you have music charts in your country? How often do you listen to the charts on TV / the internet / the radio?

Get it right!

1 What’s your favourite single/

58

much food or water got to New York. is still hard. Now we live in New York City, but life and My dad and I are builders and my mother older sisters work in a factory.’

and ded a the 19th s and in very conditions s and n 1838 a flooded killed 26 ple, aged and 17. By only boys uld work in

1 B band

b

‘My family left Ireland for the USA on a big ship six months ago. Me, my parents and my six brothers and sisters lived in a small cabin for three months. We didn’t have and my baby sister died before we

Music s sic 3.1 Match the words with the definitions. Then listen and check.

Ania Kowalski, 16 years old

Sean O’Neill, 15 years old (1851)

3.5

Listen and check your answers.

Fun pronunciation activities in each unit practise sounds in context

SECONDARY Courses

1 a

quality of In the 1990s Ireland enjoyed a good the world life. People from countries all over because the came to live and work in Ireland s like economy was very strong. Big companie new offices and Microsoft, Apple and Google built workers, factory there were lots of jobs for office changed workers, waiters and builders. Ireland in the world to from one of the poorest countries many countries one of the richest. But then, like problems and in the world, Ireland had economic bring. noone knows what the future will

The unique Comic Builder lets students’ imagination run wild as they create, write and print their own stories

11

English in Mind for Spanish Speakers CES

BEGINNER TO ADVANCED


Student’s Book Starter


Student’s Book

Student’s Book 2

Student’s Book 3

Student’s Book 4

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DVD-R

Herbert Puchta and Jeff Stranks with Richard Carter and Peter Lewis-Jones

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Herbert Puchta, Jeff Stranks and Peter Lewis-Jones Level 3 with Richard Carter

Herbert Puchta, Jeff Stranks & Peter Lewis-Jones

Secondary - 80–90 teaching hours, extendable to 180

English in Mind inspires teachers and students the world over. Designed especially for teenagers, this course has proved to be perfectly matched to their interests, age and abilities. Teen photostories introduce ‘Everyday English’ and lead into speaking practice in the form of discussions and improvisation.

Key features • Structured speaking practice and development throughout each level • DVD-ROM with games, video and practice activities • An extra ‘Vocabulary bank’ shows new words in context and offers acompanying practice exercises • Flexible Testmaker CD-ROM, expanded Teacher’s Book and web support • Authentic ‘Fiction in mind’ and ‘Literature in mind’ section develop reading skills (Levels 3, 4 and 5).

All levels include content specifically designed for Spanish speakers. • ‘Get it right!’ pages in the Student’s Book and Workbook, plus ‘Get it right!’ boxes throughout the Student’s Book, provide tips and practice to avoid the common errors made by Spanish speakers in grammar and vocabulary, based on research from the Cambridge Learner Corpus. • ‘Say it right!’ and ‘Spell it right!’ sections focus on aspects of English pronunciation and spelling which are difficult for Spanish speakers. • Pages dedicated to cross-curricular topics help students develop a wider knowledge of the world, enabling them to use English for a real purpose. • ‘Exams in mind’ pages in the Workbook offer practice in Cambridge English exam-type exercises. • The Workbook offers a step-by-step guide to writing, with authentic model texts, useful tips and staged tasks.

12

www.cambridge.es/englishinmind

For students

For teachers

Student’s Book with DVD-ROM Engaging content and a strong focus on grammar and vocabulary combine to make this course a hit with teachers and students. Popular features include: • Imaginative reading and listening topics that capture the interest of teenagers • ‘Culture in Mind’ sections which give students an insight into the world around them • ‘Everyday English’ to keep them in touch with how teenagers use English • Sections dedicated to help your Spanishspeaking students overcome the specific difficulties they face when learning English.

Teacher’s Resource Book with Class Audio CDs The Teacher’s Resource Book contains extra photocopiable grammar and communication activities, and a page of teaching tips and ideas per unit, specially written by methodology expert, Mario Rinvolucri. The Audio CDs contain all the audio from the Student’s Book and Workbook for each level.


Teacher’s Resource Book 5

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Interactive DVD-ROM Included with Student’s Book is a DVD-ROM with games, extra exercises and videos featuring the photostories’ characters as well as a ‘Videoke’ record-yourself function.

Workbook with Audio CD The Workbook provides extra language and skills practice for use both in the classroom or at home. It also includes extra vocabulary exercises corresponding to the expanded lexical sets in the Student’s Book ‘Vocabulary bank’. ‘Study Help’ and ‘Skills Tips’ sections give learners extra guidance. The audio content is included in the Workbook Audio CD.

Workbook 5

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Interactive Whiteboard Software* This powerful classroom presentation tool offers an exciting way to present and interact with the Student’s Book material in class. It also integrates the videostories and class listenings with audio scripts. A handy phoneme chart, pop-up online dictionary and ‘how to’ guide ensure you get the most out of this classroom software.

Testmaker Audio CD/CD-ROM* This Testmaker Audio CD/CD-ROM gives you the flexibility to create and edit your own tests. Choose from unit tests, which can be combined in pairs, and end-of-year tests, while testing at ‘standard’ or ‘more challenging’ levels. The Testmaker can produce two versions of each test to prevent students from sharing answers.

* Designed for the international edition

English in Mind Digital For learners • Fully-interactive digital Student’s Books and Workbooks, online and offline. These digital books are both multiplatform and multi-device and are available for levels Starter to 4. • Student’s DVD-ROM with games, video and practice activities

SECONDARY Courses


DVD* The DVD contains videostories which tie to the photostories in the Student’s Book, plus EiMTV, a lively mix of facts, real-life interviews and drama based in Britain. Students can also watch the videostories on the Student’s Book DVD-ROM in their own time, where they can complete related exercises.

For teachers • Flexible Testmaker Audio CD/CD-ROM allows you to quickly create, edit and save tests that are suited to the special needs of your students. • Interactive Whiteboard software for classroom presentation. • FREE resource website with placement test, grammar and vocabulary practice worksheets, portfolio builders and more.

Full ISBN listing on pages 62-63

13

English in Mind for Spanish Speakers Reality TV

5

make / let / be allowed to Modal verbs of obligation, prohibition and permission Vocabulary: television; extreme adjectives and modifiers; making new friends

Speak and read a

What do you watch on TV, and what do you watch on a PC?

b

What are the most popular reality TV shows in your country? What kind of things do people do on these shows?

c

Read the text quickly. Are any of your ideas mentioned?

d

CD2 T2 Read the text again and listen. Answer the questions. 1

Which of these are not mentioned as prizes? a b c d e

money a big house a theatre role a job a restaurant

2 According to the text, which of

these activities do participants in The Amazing Race not do? a b c d e 3

take flights do puzzles control animals work in teams dance

Which of these is not a reason for the popularity of The Amazing Race, according to the text? There are a lot of surprises. Some teams have bad arguments. c The team members don’t know each other well. d The contestants’ reactions to problems are realistic. e The teams face stressful situations.

Ever fancied bein on TV? The good news is that there’s probably a show for you. You could sing and dance to get a part in a musical. You could become an apprentice footballer at a top club, or an apprentice business executive. If you can cook, you might win your own restaurant, or you could invent something amazing and get rich. If you don’t actually know how to do anything, you could just let viewers watch you live in a big house, and hope you are voted the most popular resident. There are more exciting shows, though. How about a race around the world for $1 million? In the US show The Amazing Race, eleven pairs of contestants race around the world and have to complete different tasks on the way. These include the ‘ordinary’ (playing volleyball, gathering sheep), the ‘personal’ (getting tattooed, shaving your head), the ‘disgusting’ (eating two kilos of meat, drinking blood), and the

‘dangerous’ (rolling over in a car, bungee jumping). The pairs are allowed to decide how to get to their destinations – by car, train, boat, plane or bus – but they are not allowed to ask for help or use mobile phones. This kind of show is not exactly new, so what makes us keep watching? Well, what is different about The Amazing Race is that the participants know each other. There are married couples, dating couples, ex-couples, best friends and family members. Just like in real life, people who are close argue and get frustrated with each other when they are stressed. This is what makes the show successful. The contestants (and sometimes the producers) don’t know exactly what’s going to happen next. Some pairs really come together in these situations, while others completely fall apart. Which is all a little more real than most ‘reality’ shows.

contestant = someone who takes part in a competition shave = cut hair off your face, head or body fall apart = start having problems

a b

Discussion box 1

What is good and bad about reality shows? Why do you think reality shows have been so popular?

2 Would you like to be a contestant on a reality TV

show? Why / Why not?

44

UNIT 5

‘Culture in Mind’ sections give students an insight into the world around them

14

Fascinating topics engage teenage students and stimulate their minds

www.cambridge.es/englishinmind

Say it right! &(though) and F(despite) CD3 T9

a

Listen and repeat the sounds and

words. & R though F R despite

CD3 T10 Put the words in the correct column. Then listen, check and repeat. deny another discuss together disappear

/ð/ (though)

c

further

/d/ (despite) deny

History in mind

Transition to democracy

Work with a partner. Say the sentences. What do you think?

They’re discussing another project together.

1

Look at the pictures connected to the transition to democracy in Spain. What do you know about the events? Can you put them in the order that they happened?

2 There will be further delays today. A

B

Don’t deny that Dan has disappeared.

3

Adolfo Suárez wins the first elections.

Get it right! Crimes

Use I hope, not I wish, with to + infinitive or the simple present to talk about what you want to happen in the future: I hope to pass / I pass my exams in the summer. I wish to pass / I pass my exams in the summer. Use I wish with the simple past to talk about what you would like to happen in an imaginary situation: I wish people were more honest, but they aren’t.

a

E

b

Complete the text with your ideas. Then compare it with a partner.

&(though) and F(despite) CD3 T9

a

Listen and repeat the sounds and

words.

Attempted military coup by Colonel Tejero.

& R though F R despite

b

Put the words in the correct column. Then listen, check and repeat. deny another discuss together disappear

I’m not sure, but that could / would be a star.

E

further

2 If my brother read my emails, I could /

would be mad at him. 3

Could / Would you call the police if you saw someone robbing a bank?

4 We think Martha could / would win the

race. 5 If my friends forgot my birthday, I couldn’t /

wouldn’t be very happy.

/ð/ (though)

c

They’re discussing another project together.

2 There will be further delays today. 3

In November 1976, parliament passed The Law for Political Reform which officially ended the dictatorial regime once and for all and

Don’t deny that Dan has disappeared.

UNIT 9

Franco decreed that the monarchy should return after his death, so in 1975, King Juan Carlos I was crowned. Unexpectedly this event triggered off what is known as The Transition. This is the name given to the process which Spain went through to achieve parliamentary democracy.

At the same time, the nationalist and left-wing political parties, which had been banned by Franco during the dictatorship, joined forces with the reformers to reach a common goal; that of establishing a democratic government which would represent everybody.

/d/ (despite) deny

Work with a partner. Say the sentences. 1

he Spanish Civil War ended in 1939 with victory for General Franco, and so began a dictatorship which lasted nearly forty years. When Franco died on 20 November 1975, the dictatorship ended. During his lifetime, Franco’s regime had imposed a totalitarian government on Spain. This meant there were no political or social rights such as democratic representation in parliament, no unions, political parties, or equal rights for women. Spain had also experienced international isolation and economic and cultural stagnation under Franco.

T

The king eventually named Adolfo Suárez, a young politician from Franco’s staff, as head of the government. From that moment on, the king and Adolfo Suárez combined forces and gradually developed Spain’s new democracy.

CD3 T10

Choose the correct word. 1

D

Say it right!

I think Fiona could ( would) be in the library. Use would (often in conditional sentences) to express a possibility in an imaginary situation: Fiona would be in the library if she had to study.

The creation of the Spanish Constitution.

I hope to travel to ... , study ... and have ... in the future. I wish I lived in ... , spoke ... and knew ... .

2 could or would? Use could, not would, to express possibility in the present:

Complete Helen’s diary entry with hope or wish. 1 wish Dear diary, This week has been stressful. My parents keep telling me what to do. I 1 … they didn’t complain so much. And I’ve just found out we have six exams in May! I 2 … we didn’t have so many. Well, at least I’ve worked hard this year, so I 3 … to get good marks. I also 4 … the maths test isn’t too difficult. Anyway, the weekend is here. Tomorrow night is the school disco – I 5 … Leo is there! Oh, but I’m too shy to talk to him. I 6 … I knew how to talk to boys!

stole people the money stole people’s money

ast London at the end of the 19th century was a very poor place. Thieves stole people the money because they needed to survive and people i conditions di i h condemned the terrible living there. Then, in 1888, the murder Jack the Ripper appeared on the scene and killed at least five women. But Jack was never convicted of murder or condemned to prison, as the police never caught him. Perhaps that’s why he has become a legend today.

The Law for Political Reform is passed.

3 I hope … I wish …

Don’t get these words confused: She was sentenced ( condemned) to two years in prison. People have condemned the new law. (= They have strongly criticised it.) I’ve been robbed ( stolen) − they’ve just stolen my wallet ( stolen me the wallet)! The murderer ( murder) killed three people. He was convicted of first-degree murder.

Find two more mistakes in the text. Write the correct words in your notebook.

C

Common errors

83

The coronation of King Juan Carlos I.

66 6 6

UNIT UN IT 7

Pages dedicated to other school subjects enable students to use English for a real purpose

SECONDARY Courses

b

‘Say it right’ sections focus on helping Spanish-speaking students with problematic aspects of English pronunciation

The ‘Videoke’ function of the Student’s Book DVD-ROM allows students to record their own voices in the place of the videostory characters

15

Out & About

NEW

Mark Hancock and Annie McDonald INTERMEDIATE TO UPPER INTERMEDIATE

CES

2 levels

B1-B2



StUdEnT’s bOoK 2

±ÏĘĜĬĬåų±ƋŅ ±ƋƻĜĬĬåų±Ƌ ±ƋƻĜĬåųčŅ± ±ÏĘ±ųåĬ±ƋŅ

a±ųĩB±ĹÏŅÏĩ eĹĹĜåaÏ%ŅĹ±ĬÚ

StUdEnT’s bOoK 1

For the life they will live ±ÏĘĜĬĬåų±ƋŅ ±ƋƻĜĬĬåų±Ƌ ±ƋƻĜĬåųčŅ± ±ÏĘ±ųåĬ±ƋŅ


Bachillerato - Level 1: 100 teaching hours - Level 2: 65 teaching hours

The final Bachillerato exam and the University Entrance Exam are the key to success in this stage of students’ learning, but education goes beyond the classroom and exams. This is the idea behind Out & About – to create a course which gives solid language development for the exams but also helps to prepare students for real life, for the world in which they will live once all the exams are over. Out & About addresses the growing need for a more balanced approach to the skills, with more opportunities for listening and speaking within each lesson without forgetting the essential aim of Bachillerato courses. Special ‘Life Skill’ sections are also included to make the process of language learning relevant to the real world, beyond the need to pass exams.

Key features: • The ‘Common Mistakes at Bachillerato’ booklet, packaged with the Student’s Book, highlights errors students make and provides additional practice • ‘Life Skill’ sections help students to develop skills that they will need while both studying and in the future where they will be using English in the real world • ‘Streetwise’ highlights more colloquial use of language and will engage your students’ interest • ‘Tip’ boxes give the students short learning strategies for listening. • The ‘Vox-pop’ videos and documentaries on the Teacher’s DVD help with speaking and put the language of the unit into a wider real world context • The dedicated website outandabout.es offers extra resources for students and teachers, including audio files, videos, activities and the ‘tips and tricks’ section that gives students help with using English in the real world

Out & About has been designed for Bachillerato students and includes: • ‘Get it right!’ boxes that highlight common mistakes made by Spanish-speaking learners. These are informed by the Cambridge Learner Corpus. • A complete pronunciation syllabus integrated into every unit which focuses on common pronunciation problems Spanish speakers encounter. • ‘False friends’ boxes that highlight the pitfalls for Spanish speakers. • Specific practice and preparation for the Spanish University Entrance Exams.

16

www.cambridge.es/outandabout


StUdEnT’s bOoK

±ÏĘĜĬĬåų±ƋŅ ±ƋƻĜĬĬåų±Ƌ ±ƋƻĜĬåųčŅ± ±ÏĘ±ųåĬ±ƋŅ

1


For teachers

Student’s Book The Student’s Book provides comprehensive coverage of all the grammar and vocabulary in the Bachillerato syllabus with a thorough treatment of the language skills. It comes packaged with the Common Mistakes at Bachillerato booklet. The Student’s Book also offers: • 3 Term reviews • A comprehensive Grammar and Vocabulary reference • A Writing Guide • ‘Life skill’ pages • False friends reference pages

Teacher’s Book The Teacher’s Book provides all the teaching notes for each unit and is interleaved with the pages of the Student’s Book. It also includes:


TeAcHeR’s bOoK 1

Bachillerato Batxillerat Batxilergoa Bacharelato

Annie McDonald

Audio CDs Recordings for the Student’s Book and Workbook

LeVeL

1

& 1

wOrKbOoK 1

Bachillerato Batxillerat Batxilergoa Bacharelato

Claire Thacker

Class Audio CDs These include all the recordings from the Student’s Book. The Workbook audio is available online for download from outandabout.es.


Common Mistakes at Bachillerato This handy booklet, packaged with the Student’s Book, looks at the errors students make. It also explains how to make sure they get it right and monitors progress through regular tests. The booklet includes a full answer key making it ideal for self-study. English for Spanish Speakers

• An introduction to the methodology • A list and description of the components • An explanation of the ‘Life skill’ syllabus • Audioscripts

Workbook with downloadable audio The Workbook closely follows the Student’s Book structure and provides all the extra practice students could need. Extra sections have been included to offer even more help: exam practice, listening and speaking practice, a vocabulary builder, a PAU Glossary, phrasal verbs, and audioscripts. All the audio from the Workbook is available for download from www.outandabout.es. Augmented Reality App A unique app allows students to scan the unit opening page for direct access on their smartphone or tablet to multimedia resources.

Teacher’s Resource Disk The Teacher’s Resource Disk provides all the extra resources teachers need, with extra language practice worksheets, ready-to-use tests and extra exam practice.

Teacher’s DVD This DVD contains all the videos of the course, accompanied by an Activity Book with photocopiable video worksheets for use in class. Teacher’s notes on how to exploit the videos are also included.

Online PAU Test Generator The online Cambridge PAU Test Generator allows teachers to produce customized mock PAU exams for their students and includes all the regional variations of the exam. Listening and speaking tests are also included. When new University Entrance Tests are created in 2017, it will be updated to reflect these changes. Digital Out & About Digital Student’s Book and Workbook for classroom presentation, with all the videos, audios, answer keys, interactive activities, the digital Teacher’s Book and the Teacher’s Resource Disc materials.

Out & About Digital For learners • Digital Student’s Books and Workbooks are available both online and offline with interactive activities. These digital books are both multiplatform and multi-device, working on computers, tablets and interactive whiteboards for classroom presentation. • An Augmented Reality app allows students to scan the book for immediate access to videos, grammar tables and animations. • Extra resources available on the Out & About website, which also includes videos, grammar animations and audios.

For teachers • Digital Out & About is a powerful presentation tool that includes the Digital Student’s Book and Workbook for classroom projection incorporating all the videos, audios and answer keys with special interactive activities for every unit, including Grammar Animations. • The Teacher’s Resource Disc provides all the additional resources that teachers need, including grammar and vocabulary extra practice; reading, listening, writing and speaking worksheets; unit tests, term tests and end-of-year tests; and exam practice. • The Online Test Generator allows teachers to produce customized mock PAU exams for their students, and includes listening and speaking tests for extra practice.


BACHILLERATO Courses

For students

17

Out & About An impactful opening page arouses curiosity and engages the students

Unit 6

Behind Bars UNIT OBJECTIVES

•

find out about crime read and understand a text on crime topic words: crime listen to the radio news grammar: passives word building: verbs, adjectives, nouns + preposition speaking: talking about a TV drama writing: a TV drama Life skill: judging right from wrong

•

•

•

•

•

•

•

•

UNIT OBJECTIVES

•

•

find out about crime read and understand a text on crime topic words: crime listen to the radio news grammar: passives word building: verbs, adjectives, nouns + preposition speaking: talking about a TV drama writing: a TV drama Life skill: judging right from wrong

•

•

•

•

•

•

•

The unit objectives are clearly set out

VIDEO 1

VIDEO 2

Look at the photo. Talk to your partner for one minute about what you think has happened. Have you ever seen anyone commit a crime?

67

VIDEO 1

VIDEO 2

The videos that accompany the unit are highlighted

18

Instant access to the videos for smartphones and tablets through our unique Augmented Reality App

www.cambridge.es/outandabout

Unit

6

Streetwise whereabouts whereabouts can be a noun, meaning the place where a person or thing is: The exact whereabouts of the Mona Lisa was a mystery for a few years. OR it can be an adverb, meaning ‘in what part or area’ Whereabouts in Madrid do you live?

WHO STOLE MONA LISA

Get it right

THE

We say: He wasn't interested in keeping the painting.

He wasn't interested on keeping the painting.

5

10

15

20

25

30

L

eonardo da Vinci’s Mona Lisa is perhaps the most closely-guarded work of art in the world. It is protected from visitors at the Louvre Museum in Paris by a guard rail and bulletproof glass. However, security was not so tight on August 21, 1911, when it was stolen from the building in the early hours of the morning. Once the theft was discovered, the museum was shut down, and the police searched trains and ships and had border crossings closed, but it was no use. The painting had disappeared. The publicity surrounding the case spread around the world, and the Mona Lisa became the world’s most famous painting. When the Louvre reopened, people queued just to see the empty space where the picture had been. However, despite the massive police hunt, the whereabouts of the Mona Lisa remained a mystery. Two years later, there was still no sign of the painting, and it seemed that the thief had got away with the crime. But then, in December 1913, a man got in touch with an art dealer in Italy offering to sell him the painting. The art dealer contacted the police and when the man showed up with the picture, he was arrested, and the Mona Lisa was rescued. So who was the mystery art thief? It turned out that he was Vincenzo Peruggia, a workman

35

40

45

50

55

60

Streetwise whereabouts whereabouts can be a noun, meaning the place where a person or thing is: The exact whereabouts of the Mona Lisa was a mystery for a few years. OR it can be an adverb, meaning ‘in what part or area’ Whereabouts in Madrid do you live?

?

who had been employed at the Louvre. He had simply taken the picture off the wall, hidden it under his coat and taken it home to his tiny Paris apartment. Peruggia was convicted and sent to prison, but the story does not end there. In 1932, an American journalist named Karl Decker published an article which added a new twist to the story. According to Decker, Peruggia had been working in collaboration with an Argentinian con man called Eduardo de Valfierno. Before the Mona Lisa was stolen, Valfierno had six very good forged copies of the painting made, with the intention of selling them. He then paid Peruggia to steal the original. Once news of the theft had spread all over the world, it was much easier for Valfierno to convince his victims that his copies of the painting were the original. Valfierno made millions from the scam, but he wasn’t interested in keeping the original himself - he let Peruggia hold onto it. Valfierno revealed this whole story to Decker at a chance meeting in Morocco in 1914. However, it seems that this story may itself be another lie. There has never been any evidence to support Decker’s claims, and none of the six forged copies has ever turned up. The Valfierno story might have been invented by Decker in order to sell a magazine story. Whatever the truth is, the Mona Lisa is now not only a work of art, she is also a celebrity.

‘Streetwise’ highlights more colloquial use of language

Speaking

Unit

Talking about a TV drama

Life skill

1

Look at the picture. What do you think this TV drama series is about? Discuss with a partner.

Judging right from wrong

2

Read and listen to the conversation. What does Laura say to Jim to make him want to watch the series?

behind bars unit 6 69

Identifying the problem Discuss with a partner.

Laura: Have you seen the TV series Sherlock? Jim: No, I haven’t. What’s it about? Laura: It’s about the detective, Sherlock Holmes,

but it’s set in modern times.

1

Read the situation and decide what you would do.

2

Compare and discuss with a partner.

Jim: Is it any good?

‘Get it right’ boxes highlight common errors typical to a Spanish speaker

Get it right We say: He wasn't interested in keeping the painting.

Laura: Yes, it’s great. I love the Sherlock character.

He’s brilliant at solving crimes, but he’s really rude to people, especially when he’s dealing with his friend, Watson. It’s quite funny to watch the two of them together, especially when they have an argument. Jim: So how is it changed to make it modern? Laura: Well, for example, one episode is called The Hounds of Baskerville. It tells the story

of Baskerville, which is a military research base, and the gigantic hound is a vision. It’s caused by a chemical weapon. And Watson is an ex-soldier who has returned from Afghanistan, so he is able to help solve the crime. Jim: Wow. It sounds great. I’m sorry I've never seen it. Laura: I’ve got a box set on DVD. I’ll lend it to you when I’ve finished with it.

You see your classmate stealing something from another student’s bag. He or she is alone in the classroom and doesn’t know you are there. You leave quietly and think about your options. What will you do?

‘Life skill’ sections make the process of language learning relevant to the real world

a. Nothing. (Later, the teacher asks, ‘Did anybody see anything?’. What will you say?)

a. Tell the thief what you saw. (What will you say, exactly?)

Jim: OK, great. Thanks!

a. Report what you saw to a

He wasn't interested on keeping the painting.

6 5

3

Find phrases in the conversation for the following functions:

1 Asking about the topic 2 Saying where/when it happens 3 Asking for an opinion

L

4 Introducing the main event or sequence of events

5 Talking about an impression

Useful Language Talking about a film, book or TV Drama

Giving general information

Talking about a specific episode

Giving your opinion

What’s it about?

It’s set in / takes place in …

It tells the story of …

I enjoyed / didn’t enjoy it because…

Is it any good?

It’s about …

At the beginning / end …

It starts … / At first … Eventually …

It’s quite funny to watch because …

member of staff. (How will you explain the delay in reporting it?)

a. Write a note and put it in the thief’s locker. (What will you write in the note?)

Suggesting a solution Compare with a partner.

3

Are there any other ways you could respond to the situation above?

It sounds (great).

Tip

When you’re talking about a TV drama, give general information about the series and also talk about a specific episode.

When you’re talking about a TV drama, give general information about the series and also talk about a specific episode.

4 5 6

‘Tip’ boxes give the students short learning strategies for speaking.

Practise the conversation in Exercise 2 with a partner. Work with a partner. Make notes about a TV drama you’ve watched or know about. Work with a different partner and have a conversation like the one between Laura and Jim. Take turns to tell your partner about the TV drama from Exercise 5.

Judging right from wrong Nobody’s perfect and we all make mistakes. However, there are different degrees of right and wrong. Remember: If possible, give people a chance to right a wrong for themselves.

behind behind bars unit 5 6 75

Writing

Unit

9

A description of a place Writers use signposts to add further pieces of information, for example the highlighted expressions in addition, also, apart from, as well. Writers also use adjetives to make descriptions more interesting.

The Buskers te of Eastga 7

I like walking along Eastgate Street in Chester on Saturday mornings. It’s always crowded with tourists and

shoppers. In addition you’ll Ɠnd a lot oH DusMers there so the atOosphere is liXely and Hull oH Ousic. ;ou see the saOe Ousicians weeM aHter weeM. There’s one

special events as well. (or eZaOple durinI one particular

sound. There’s a Iroup HroO 'astern 'urope who play Ireat

traditional Ousic. There were crowds oH spectators in a

La\\. There’s also a Iirl who plays an old Iuitar and sinIs

circle around them.

hard to hear her Xoice aDoXe the noise oH the street.

kiosks which sell food.

3 There’s a man who plays the piano. There’s

Hestival the Indian Hestival oH &iwali there was a Iroup oH woOen in wonderHul colourHul dresses dancinI to

#ll oH this street entertainment maMes the town very

a girl who sings.

Read the essay. Do you think you would enjoy this street entertainment? Compare with a partner.

2

Does the writer feel positive or negative about the street entertainment in Chester? Find five adjectives which tell you.

3

The writer in Exercise 1 writes four paragraphs. They cover the four topics below. Put them in the correct order.

a One further, specific detail b Summing-up sentence c The place: when, who, where d Main features/people

4

Look at the topic sentences from a description of a busy London station. Match them with the paragraphs/ topics in Exercise 3.

1 All in all, the station can be quite a stressful place to be. 2 Euston Station in London at rush hour is one of the most crowded places I know.

3 Perhaps the most crowded part is the area in front of the departures board.

4 There are lots of busy shops and cafes.

Tip Use relative clauses to add details to your description There are some buskers. There are some buskers who play South American music.

114 unit 9 music to our ears

8

Write a description of a place you know (100 –150 words) which is often very crowded. Mention some of the people you see there and one particular occasion you remember.

Steps STEP 1: Getting and organising ideas

t Work with a partner. Choose a place you know about. t Brainstorm your ideas and arrange them in the table below.

4 There’s a group who plays pop songs. They dance

1 The place: when, who, where

.

2 Main features / people

Improve your writing

3 One further, specific detail

special ť as lonI as you’re not in a hurryК

8 1

Add the signposts in addition, also, apart from, as well to these sentences.

1 the tourists, there are a lot of buskers. 2 There are lots of market stalls. there are

Apart from the reIular perHorOers soOetiOes there are

Oan who plays an electric Xiolin and OaMes an aOa\inI

DeautiHully Dut she neXer Iets Ouch Ooney Decause it’s

Write!

Signpost

Writing task: Write a description of the place where you live.

5

Look at the sentences in the box below, which come from Paragraph 2 of the description. Invent more sentences with the same structure, changing the phrases in bold. Tell a partner. play(s) an electric violin

one man There’s There are

a group a girl some buskers

who

play(s) great jazz play(s) an old guitar

Write sentences describing the things below, use at least two adjectives to make interesting sentences. Try and use some signposts from Exercise 7 too.

1 2 3 4 5

The atmosphere at the concert The songs at the festival The rain station in London The people at the airport The buskers in the High Street

Useful Language It’s always busy / crowded It’s full of …

Writing Builder

There’s one man/girl/group who … There are a lot of …

6

Complete the text with the words in the box.

There’s / There are also … All of this …

adjectives atmosphere concluding details

do location

opinion see

In addition … Apart from … … as well

SECONDARY Courses

Tip

4 Summing-up sentence STEP 2: Writing a first draft

t Write a first draft of your description. t Follow the paragraph plan from your brainstorm in Step 1.

t Make sure you use relative clauses and signposts. STEP 3: Reviewing your writing

t Reread your first draft and answer these questions: 1 2 3 4 5

Have you followed all the instructions? Have you used relative clauses to add detail? Have you used some signposts to help your reader? Is your grammar, spelling and punctuation correct? Does each sentence lead smoothly to the next?

STEP 4: Writing a final draft

t Re-check your work before handing it in. t Write a brief note to your teacher about why you chose this place.

A description of a place should include details about the 1 2 , the scenery and the general . Try and 3 use lots of when describing a place to make your writing more real and interesting. In the first paragraph, you should introduce the place and give two or three 4 about it. In the second paragraph, you should describe the place in more detail and give examples of 5 6 the things you can and there and the people you might come across. In the final paragraph, 7 you should write a sentence and you can also 8 give your on the place.

Step-by-step approach to writing, with model texts, analysis and useful language

music to our ears unit 9 115

19

Next Generation Eoin Higgins with Gerard McLoughlin, Lynn Durrant, Ricard García and Núria Vidal Series Editor: Ramon Ribé 2 INTERMEDIATE TO UPPER INTERMEDIATE

levels

B1-B2

Student’s Book 1

Eoin Higgins with Gerard McLoughlin Lynn Durrant Núria Vidal Series Editor: Ramon

CES

Ribé

A breath of fresh air for Bachillerato Bachillerato - Level 1: 100 teaching hours - Level 2: 65 teaching hours

Next Generation is an exciting course for Bachillerato, combining complete preparation for the Pruebas de Acceso a la Universidad (PAU) exams with material that helps learners improve their English language skills for life. Prepare for PAU • ‘Grammar’ sections in each unit provide systematic revision and practice of the exam grammar syllabus. • Reading comprehension exercises provide exam-style practice in each unit. • ‘Writing’ sections take students stepby-step through how to write examstyle tasks. • Bachillerato experts help students develop the strategies they need for effective exam preparation in Level 2.

• PAU practice tests are included in the Workbook and Teacher’s Resource Book. • An online Test Generator allows teachers to produce customised mock PAU exams for their students. English for life • ‘Speaking’ and ‘Listening’ sections in each unit give learners the opportunity to develop their language skills beyond the exam syllabus. • Authentic texts give students practice in reading and understanding real English. • ‘Get Started’ sections in Level 1 help students develop the strategies they need for effective language learning. • A focus on phrasal verbs throughout Levels 1 and 2 helps learners with this challenging feature of English. • An extensive vocabulary syllabus covers a wide range of lexical areas.

Next Generation is specifically designed for Spanish-speaking Bachillerato students and includes: • ‘Error alert’ boxes throughout the Student’s Book and Workbook which highlight common mistakes made by Spanish-speaking learners. • ‘Get it right!’ pages in the Student’s Book which practise correcting common mistakes made by Spanish-speaking learners. These pages are informed by the Cambridge Learner Corpus. • ‘Pronunciation’ pages which focus on common pronunciation errors made by Spanish speakers.

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www.cambridge.es/nextgeneration

For teachers

Student’s Book The Student’s Book combines complete preparation for the PAU exam with material that helps learners improve their English language skills for life, featuring: • Authentic texts, with PAU-style comprehension exercises. • Step-by-step guidance on how to write PAUstyle tasks. • Exam strategies that further prepare students for exam success. • A detailed focus on phrasal verbs to help learners with this challenging feature of English. • Speaking and Listening sections which offer the opportunity to develop these language skills beyond the Bachillerato syllabus. • An extensive pronunciation syllabus, with a focus on problematic areas for Spanish speakers. • ‘Get it right!’ activities, informed by the Cambridge Learner Corpus, giving practice in areas of grammar and vocabulary than can be difficult for Spanish speakers.

Teacher’s Resource Book with Class Audio CDs The Teacher’s Resource Book combines comprehensive teaching notes with photocopiable worksheets providing extra practice of vocabulary, grammar, writing and phrasal verbs, as well as tests, mock PAU exams and answer keys to the Workbook and all photocopiable activities. It also comes with the Class Audio CDs.

Workbook Pack (Worbook with Audio CD and Common Mistakes at PAU Booklet) The activities in the Workbook reinforce the language learnt in the Student’s Book, with: • Authentic texts with PAU-style comprehension tasks. • Further practice of grammar and vocabulary taught in the unit. • Listening and pronunciation tasks. • Extra writing practice. • Extra phrasal verbs practice. • Vocabulary extension and extra grammar practice. The Workbook comes with an Audio CD and with the Common Mistakes at PAU Booklet, which provides additional practice in correcting mistakes commonly made by Spanish-speaking students taking PAU exams, written by experienced Bachillerato teachers and PAU examiners.

Next Generation Digital For learners • The Student’s Books and Workbooks of both levels are available as fully-interactive digital books, which can be used online and offline. These digital books are both multiplatform and multi-device, allowing for them to be used in PCs, tablets and interactive whiteboards for classroom presentation.

For teachers • The Online Cambridge PAU Test Generator allows teachers to produce customised mock PAU exams for their students. • Extra online resources are available for each level, including extra grammar, vocabulary, reading, listening and PAU writing practice. Visit www.cambridge.es/nextgeneration for more information.


BACHILLERTATO Courses

For students

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Next Generation

The following article appeared on several news sites around the internet in May, 2011. It attempts to explain the situation in Spain at the time.

2

Its innovative design and topics will appeal to today’s Bachillerato students

Spain’s ‘youth without future’ take to the streets

frustrated by their inability to start a career, earn a living and move out of their parents’ homes. For the past week, they have fuelled nightly demonstrations in Madrid and dozens of other towns and cities as part of a grassroots protest p movement 5 organized on the internet that has tapped into long-simmering grievances. The demonstrations ahead of local elections on Sunday have drawn tens of thousands, including unemployed people of all ages and pensioners angry over the government’s economic policies. But young people make up the vast majority. 10 Paula Mendez Sena, who is a 24-year-old architect by training, said she was taking part because she has been unemployed since graduating. Her 25-year-old partner, who has an engineering degree, is also out of work. ‘At our ages our parents had steady jobs, a house and children. When are we going to have work and 15 everything our parents had?’ she asked at Madrid’s central Puerta del Sol square, as some of the dozens of demonstrators who had camped out there overnight rested on sleeping bags nearby. Handmade signs posted on the walls of stores in the square bear out the anger felt by many youths. ‘If you don’t let us dream, 20 we won’t let you sleep,’ read one prominent cardboard sign. Inspired partly by the youth uprisings in North Africa, the movement is organised on social media sites like Facebook and Twitter, where it has tens of thousands of followers. ‘The revolutions in Arab nations demonstrated that collective 25 action can crystallize change,’ said Pablo Padilla, a 22-year-old anthropology student who is a leading activist. ‘What doesn’t lead to change is lying about on the sofa,’ adds Padilla, who has been doing a three-month internship since April at a website that pays just 300 euros ($424) a month, after spending a year and a 30

half out of work. Jose Feliz Tezanos, a sociologist at Madrid’s UNED university, said the internet has provided disgruntled youths with a ‘meeting point’ where they can organize, which did not exist before. ‘Social networking sites are the breeding ground for the movement,’ he said. 35 While Spain’s youth unemployment rate has long been much higher than that for the general population, it has risen sharply since the Spanish economy went into a tailspin following the collapse of a property bubble. The jobless rate for those under 25 stood at 44.6 percent in February, more than twice the 40 average for the country and the highest youth unemployment rate in the European Union. Tezanos estimates that twothirds of those with a job find themselves in a ‘precarious work situation’ – in dead-end jobs, on temporary contracts or 45 low-paid internships. Government spending cuts to reduce the public deficit and reforms intended to revive the economy have added to young people’s anxiety about their future. For example, the government has introduced changes to the labour law that make it easier to fire workers and has decided to put up the 50 retirement age to 67 from 65. ‘They are cutting all the rights which cost our parents and grandparents blood and sweat to earn,’ said 32-year-old Claudia Ayala, who is working as a shop assistant while she looks for a job related to her degree. ‘We have been putting up with this situation, but it reaches 55 the point where you have to say ‘enough.’ And that moment has come.’ Adapted from an article in The Herald Sun http://www.heraldsun.com.au/news/breaking-news/unemployed-youthprotest-over-economic-policy-in-spain Unit 2 919

READING 1

a b

You are going to read an article about an illness called Seasonal Affective Disorder, or SAD. What do you think causes this illness? Work with a partner and compare your ideas. 1.19

Read and listen to the article on the opposite page and check your ideas.

TIP REVIEW: Working out the meaning of words To work out the meaning of a word you don’t understand, first decide what part of speech it is, i.e. verb, noun, adjective, etc., then use information around it to help you understand it. You can also look out for common features between the word in English and in your own language to help you work out the meaning – but make sure it does have the same meaning and isn’t a ‘false friend’!

2

Find these words in the first half of the article and work out what they mean.

3

Choose the best answer according to the text. Only one answer is possible.

1 craving

2 encroaching

3 a lack of

4 debilitating

5 withdrawal

1 What is the difference between the ‘winter blues’ and SAD? a The ‘winter blues’ are caused by a lack of sunlight, while SAD happens when the seasons change. b SAD is a serious, clinical illness, whereas the ‘winter blues’ have milder symptoms. c SAD affects people who are depressed by darkness, whereas the ‘winter blues’ affect people who

feel weak due to the constant cold. 2 What might make you move likely to develop SAD? a A tendency to get stressed. b Living near the equator.

c A lot of snow on the ground.

3 What surprises Helen Hanson about her illness? a That she only suffers from it in winter. c That she can get an attack of it during any season. b That a cloudy sky can cause an attack. 4 What treatment do people who suffer from SAD require, according to Dr Bijlani? a Very bright light for four hours a day. c A light box for about ten hours a day. b A holiday in a sunny country.

EXAM TIP: Finding synonyms in the text • Start off by making sure you understand what kind of word you need to look for – verb, noun, adjective, adverb, etc. You can work this out from clues in the words given to you, e.g. if a word ends in -ly, it’s likely that you need to look for an adverb in the text. If a definition starts with to + infinitive, it’s defining a verb, so you know that you need to look for a verb in the text. • When you have identified a word in the text, use the context of the word to check its meaning, then try substituting the synonym or definition given, to see if it fits.

EXAM TIP: Finding synonyms in the text • Start off by making sure you understand what kind of word you need to look for – verb, noun, adjective, adverb, etc. You can work this out from clues in the words given to you, e.g. if a word ends in -ly, it’s likely that you need to look for an adverb in the text. If a definition starts with to + infinitive, it’s defining a verb, so you know that you need to look for a verb in the text. • When you have identified a word in the text, use the context of the word to check its meaning, then try substituting the synonym or definition given, to see if it fits.

4

Find words or phrases in the article that correspond in meaning to the words or definitions given below. Follow the instructions. 1 in a way that is obvious; clearly (paragraph 1)

What to do… The -ly in clearly and the phrase in a way that indicates that the word is an adverb, so you need to look for an adverb in the article. 2 when something is made smaller in size or amount (paragraph 2)

What to do… A definition beginning when something… indicates that the word you are looking for is a noun. 3 to stop something from happening (paragraph 3)

What to do… The use of the infinitive to stop indicates a verb.

Exam tips focus on specific skills that students will need for the reading section of the PAU exam

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What to do… The synonym is an adjective, so you know you need to look for an adjective in the article.

5

Discuss the following questions with a partner. 1 Do you suffer from the winter blues?

Body and Mind

go back bring on sth or bring sth on draw in wake up sb or wake sb up come on take away sth or take sth away let up sth

4 susceptible (paragraph 5)

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PHRASAL VERBS

2 What makes you depressed?

See phrasal verbs on page 126.

www.cambridge.es/nextgeneration

PHRASAL VERBS find out sth or find sth out log on (log onto sth) turn off sth or turn sth off

READING

GRAMMAR BUfYUg_VS_^TYdY_^Q\c 1

1

a Match the two parts of the sentences.

TIP: Making predictions

1 If that’s right, A I think it would be much more enjoyable. 2 If Christmas weren’t so commercial, B we wouldn’t have known about Occupy Wall Street. 3 If we hadn’t read the advert in Adbusters, C then we will really see the young people of the world

To get an idea of what a text is about before you read it, look at the title, any sub-headings and photos or pictures, then read the first paragraph.

stand up and be counted.

2

b Complete the conditional sentences with the correct form of the verbs in brackets. 1 Let’s go shopping on Thursday. If we

(wait) until the weekend, the shops

(be) really crowded. 2 The bill came to €70? Well, if you

the steak, it

(not be) so expensive.

See Language Reference, Note 34.

3 I’m not sure about going clothes shopping. If I

good bargains, I

3

FIRST, SECOND AND THIRD CONDITIONALS

(choose) the vegetarian dish instead of

(be) sure of finding some (go). But everything’s usually so expensive. (take) a taxi, we (get) there faster. (invite) me to the party, I (go).

Rewrite the sentences using conditionals. Use the words in brackets to help you.

3 4 5 6

ERROR

ALERT!

3 4 5 6 7 8

Don’t use will or would in the if clause.

() If we go out for dinner, we’ll spend a lot of money. () If we will go out for dinner, we’ll spend a lot of money. () If we had enough money, we’d go on holiday. () If we would have enough money, we’d go on holiday.

(If / not study a lot / not pass the exams) I want to learn Chinese, but I don’t have time. (If / more time / learn Chinese) I didn’t tell you the answer because I couldn’t figure it out either. (If / figure out the answer / tell you) I have to go to school tomorrow, so I can’t go out tonight. (If / not have to go to school tomorrow / go out tonight) You’re not going out until you tidy up your bedroom. (If / not tidy up your bedroom / not go out) Sandra bought the book because I lent her the money. (If / not lend her the money / Sandra not buy the book)

False. The writer thinks it’s amazing that Facebook and MySpace were only set up in 2003 and 2004 and yet have so many users.

get into sth

worlds. Young people go to community centres to use social networks. Most adults depend on the internet for their social lives. Daily internet use for social networking has increased among American teenagers. Olga is a devoted follower of the actor Heath Ledger. She used the web to find out about Heath Ledger. Olga didn’t get a very good response to her Heath Ledger fan page.

turn to sb fill in sth or fill sth in

PHRASAL VERBS

4

find out sth or find sth out

Answer the following questions in your own words.

log on (log onto sth)

1 What two things do we learn from the text about the use of the internet

among young people?

6

link up (sth / sb) or link (sth / sb) up hang out

Find words in the text for the following synonyms or definitions.

get back to sth

1 make the difference between two things less clear 3 risen very quickly to a high level 4 most recent

If I go shopping later, ... I would have bought some clothes ... If Christmas was in summer, ... If I’d been late for school today, ... If I had more time, ... I’ll lend you my mobile phone ...


turn off sth or turn sth off tap into sth

2 How have social networks helped Olga?

5

3 a Complete the conditional sentences with your own ideas. 1 2 3 4 5 6

get back to sth

1.3 Read the text again and listen. Say whether the following statements are true or false. Copy the evidence from the text to support your answer.

1 The writer isn’t surprised by the number of people using social networks. 2 It appears that young people don’t differentiate between the real and online

1 To pass the exams, you need to study a lot. 2

hang out

Read the text quickly. Were your predictions right?

1

4 Oh no, we’re going to be late. If we 5 I was free on Saturday evening. If he

2

tap into sth link up (sth / sb) or link (sth / sb) up

With a partner, make predictions about the text on the opposite page. What do you think it’s going to be about?

2 a piece of work 5 comfort

get into sth turn to sb fill in sth or fill sth in

Complete the sentences using the correct words.


in their infancy rface-to-face rsurfing the net rin search of rlog log on ruploaded 1 Christopher Columbus sailed across the Atlantic Ocean

a shorter route

to India.

b Compare your sentences from Exercise 3a with a partner.

A detailed focus on phrasal verbs helps learners with this challenging feature of English

2 I don’t think you should apologise to Diana by texting her. It’s better if you

do it

.

3 Have a look at my Facebook page. I’ve just some new photos. 4 Although e-books are still , many experts think they are the future of books. 5 Stop and turn off your computer. You spend too much time online. 6 I wonder if Larry has sent me that mail. I’ll , go into my email and check.

7

70

Make a list of the different things you can do on social networks. Compare with a partner.

The Global Economy 6

Technological Lives

! ALERT ERROR

Don’t use will or would in the if clause.

Error Alert! boxes highlight and practise common mistakes made by Spanish-speaking learners

() If we go out for dinner, we’ll spend a lot of money. () If we will go out for dinner, we’ll spend a lot of money. () If we had enough money, we’d go on holiday. () If we would have enough money, we’d go on holiday.

1TYcSeccY_ÛccQi 1

a

MAKE IT BETTER

Read the essay task, then, with a partner, make a list of ideas to support both sides of the argument.

BACHILLERATO Courses

2

WRITING 4 a Look at the circled words in Jordi’s essay. Which ones involve a mistake with the form of a word and which ones involve the use of the wrong word?

What are the advantages and disadvantages of being a teenager in Spain today?

TIP: Checking vocabulary – easily-confused words and false friends

b Read an essay in response to the task by a student called Jordi. Were any of your ideas from Exercise 1a the same as his? (There are some mistakes with vocabulary in the essay, but don’t worry about these now – you will correct them in Exercise 4.)

Check that you haven’t: • used the wrong form of a word, e.g. depressed instead of depressing. • confused one word for another, e.g. that instead of than. • used any false friends, i.e. a word in English that looks the same as a word in your own language but which has a different meaning, e.g. actually when what you mean to say is nowadays or today.

b Correct the mistakes in Jordi’s essay.

NEXT STEPS

5

Read the task, then follow the steps below to write it.

Do you think life will be easier or more difficult for your generation in the future? Write about 150 words. Brainstorm ideas for what to write about and make notes in a mind map. Think about: - how life will be easier for your generation in the future. - how life will be more difficult for your generation in the future. Check that you haven’t used the wrong form of a word, confused one word for another, or used a false friend.

2 a Look at the four paragraphs in Jordi’s essay. What is the function of each one? TIP: Organisation Notice how you can organise a discussion essay: Paragraph 1: a brief introduction to the question. Paragraph 2: the advantages or arguments for. Paragraph 3: the disadvantages or arguments against. Paragraph 4: a summary of the question and your opinion.

b How many points does Jordi make to argue the advantages and disadvantages?

3 a Find words or phrases in Jordi’s essay which have the following functions. Sometimes there is more than one example.

1 To introduce each side of the argument. 2 To give an example.

3 To add another idea. 4 To introduce the final part of the essay.

TIP: Useful words and phrases for a discussion essay Notice how you can use: • on the one hand d and on the other hand d to introduce two sides of an argument. • for example to give an example. • what’s more, in addition and furthermore to add another idea. • in conclusion to introduce the final part of the essay.

b Complete the sentences with a word or phrase from Exercise 3a. Sometimes more than one answer is possible. 1 It’s hard for young people to find work at the moment. , if they can manage to find a job, it’s ’ often badly paid. 2 , young people today have more opportunities to get an education than they used to.

, it’s ’ harder for them to get a job nowadays. 3 , I believe that people today are less happy than they were fifty years ago. 4 The cost of living has increased significantly in the past year. , the price of a cup of coffee has gone up by around 30%. 26

Revolution

PHRASAL VERBS go up


When you have finished, check that you have organised the paragraphs of your essay according to the plan in Step 2.

Choose the best ideas from your notes and organise them into paragraphs: 1 a brief introduction to the question 2 the advantages or arguments for 3 the disadvantages or arguments against 4 a summary of the question and your opinion

Write your essay using your notes from Step 2. Use the useful words and phrases for a discussion essay from Exercise 3 where appropriate: - introducing the two sides of the argument: on the one hand, on the other hand. - giving an example: for example, for instance. - adding another idea: what’s more, in addition, furthermore. - introducing the final part of the essay: in conclusion. Unit 2

927

Writing sections guide students on how to write exam-style tasks in a step-by-step process

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Photocopiable Resource Books Cambridge Copy Collection This lively collection of photocopiable resource books provides teachers with additional material to motivate students at all levels. - Photocopiable A4 spiral bound format - Step-by-step lesson plans and notes for the teacher

Teen World Multi-level activities for teenagers

A1-B2

www.cambridge.es/secondary/ccc

Film, TV and Music Multi-level activities for teenagers

A1-B2

Joanna Budden

Olha Madylus

ELEMENTARY TO UPPER INTERMEDIATE

ELEMENTARY TO UPPER INTERMEDIATE

A bank of supplementary activities which invite teenagers to discuss aspects of teenage life from family and friends, education and money to hobbies, health and ambitions. All four skills are practised through a variety of photocopiable activities.

Over 40 supplementary activities which cover three popular themes – Film, TV and Music. Topics range from an exploration of pop music culture, to who does what in film production, to creating a TV drama plot.

Pairwork and Groupwork

Imaginative Projects

Multi-level activities for teenagers

A1-B2

A resource book of project work for young students

A1-B2

Meredith Levy and Nicholas Murgatroyd ELEMENTARY TO UPPER INTERMEDIATE

Matt Wicks ELEMENTARY TO UPPER INTERMEDIATE

A rich resource for stimulating extra communication practice in pairs and groups. The activities cover topics that teens like to talk about whatever their level. Includes board games, role plays, questionnaires, problem solving and projects, all ready to photocopy and go!

Ten exciting projects on themes which are guaranteed to capture the imagination of teenage students. Students work in groups on projects such as a poster, radio programme, or group performance, all designed to get them using English naturally.

See Also… Get on Stage!

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A1-A2

Grammar Songs and Raps

A1-A2

Herbert Puchta, Matthew Devitt and Günter Gerngross

Herbert Puchta, Matthew Devitt and Günter Gerngross

BEGINNER TO PRE-INTERMEDIATE

BEGINNER TO PRE-INTERMEDIATE

This photocopiable resource book offers 21 original sketches and plays for young learners and teens. The book is divided into four sections: short humorous sketches, medium-length sketches, medium-length plays based on traditional stories and teen dramas. The DVD-ROM contains video recordings of three sample plays. The Audio CD contains audio recordings of plays, and photocopiable worksheets to check students’ comprehension and practise key vocabulary, lexical chunks and grammar.

Original songs and raps for presenting and practising key grammar structures in fun, dynamic and multi-sensory ways to help students remember the structures better and anchor them in their long-term memory. The book contains photocopiable handouts, and is accompanied by two audio CDs containing all the songs and raps. For each song or rap you will find clear, step-bystep teaching notes, including lead-in activities, listening tasks and game-like follow up activities.


Readers Cambridge Experience Readers

6 levels

A1-C1

Series Editor: Nicholas Tims www.cambridge.es/experiencereaders

STARTER TO ADVANCED

Get your students hooked on reading with Cambridge Experience Readers! Cambridge Experience Readers have been written and selected especially for teenagers. This series of graded readers has something for everyone, with a lively mix of original fiction, adapted fiction and factbooks.

• Stunning illustrations and activities aid students’ understanding and encourage independent learning • Online teaching resources for most titles, plus extra support for students and guides to help successfully introduce reading into your class.

• Audio recordings now available for download at: www.cambridge.es/experiencereaders STARTER LEVEL Starter/Beginner Headwords 250

ORIGINAL FICTION: COMEDY • Grandad’s Magic Gadgets

ORIGINAL FICTION: ADVENTURE

ORIGINAL FICTION: FANTASY • NEW As Others See Us

LEVEL 4 Intermediate Headwords 1900

by Helen Everett-Camplin

• A Little Trouble in California

by Nicola Prentis

by Richard MacAndrew

by Louise Clover

ORIGINAL FICTION: HORROR • Killer Bees

ORIGINAL FICTION: FANTASY • Gone!

ORIGINAL FICTION: HUMAN INTEREST • Two Worlds

by Jane Rollason

by Margaret Johnson

• Quick Change!

by Helen Everett-Camplin

ORIGINAL FICTION: HUMAN INTEREST • Ask Alice

by Margaret Johnson

ORIGINAL FICTION: SHORT STORIES • Tasty Tales

by Margaret Johnson

LEVEL 1 Beginner/Elementary Headwords 400

A1

ADAPTED FICTION: ADVENTURE • Robinson Crusoe by Daniel Defoe

by Katherine Mansfield Retold by Margaret Johnson

Retold by Nicholas Murgatroyd

• NEW Sherlock by Richard MacAndrew

FACTBOOKS • New Zealand


• Summer Sounds

by Margaret Johnson

by Marla Bentley

• NEW London

FACTBOOKS • Amazing Young Sports People by Mandy Loade

LEVEL 3 Lower-intermediate Headwords 1300

by Antoinette Moses Cambridge Discovery Readers


Harry’s Holiday Antoinette Moses

B1

ORIGINAL FICTION: ADVENTURE • A Little Trouble in the Yorkshire Dales This is an intriguing book, with an excellent plot. The reader is kept on edge, wondering what will happen to Harry. Language Learner Literature Award judges

A1

by Margaret Johnson

ORIGINAL FICTION: ADVENTURE • A Little Trouble in Amsterdam

by Margaret Johnson

ORIGINAL FICTION: FANTASY • The Mind Map by David Morrison

ORIGINAL FICTION: HISTORICAL FICTION • Alone! by Jane Rollason

• Spider Boy

LEVEL 2 Elementary/Lower-intermediate Headwords 800

• Running Wild

ADAPTED FICTION: HORROR • Tales of Terror by Edgar Allan Poe and others Retold by Jane Rollason

A2

FACTBOOKS • Scotland

LEVEL 5 Upper Intermediate Headwords 2800

B2

ADAPTED FICTION: DRAMA • The Mayor of Casterbridge by Thomas Hardy Retold by Tim Herdon

LEVEL 6 Advanced Headwords 3800

C1

ORIGINAL FICTION: HISTORICAL FICTION • Freddie’s War by Jane Rollason




SECONDARY & BACHILLERATO Supplementary materials

by Jane Rollason

HUMAN INTEREST • Harry’s Holiday

CEF

by Frank Brennan

ADAPTED FICTION: SHORT STORIES • Parties and Presents: three short stories

ORIGINAL FICTION: ADVENTURE • A Little Trouble in Dublin

B1

ORIGINAL FICTION: ADVENTURE • Bullring Kid and Country Cowboy

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Readers Cambridge Discovery Education™ Interactive Readers

levels

A1-B2+

www.cambridge.es/discoveryreaders

BEGINNER TO UPPER INTERMEDIATE

Cambridge University Press in partnership with Discovery Education™ has developed next generation readers with an online environment that will motivate and engage your students with high impact topics and video. • High impact online video and engaging exercises promote reader autonomy and persistence while matching the way the modern student learns

• Each reader comes with access to the Cambridge Learner Management System, with robust online learning tools such as a student portfolio, forms, and a notation feature – the right tools for the active learner • The content can be experienced on computers, netbooks, tablets and smartphones for maximum flexibility.

High impact Discovery Education™ photos and video bring the reader to life and encourage students to persist in Reading

By setting up classes in the Cambridge LMS, teachers can track student progress, create forums for discussion, and manage classes.

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LEVEL A2 Headwords: 700

• • • • • • • • • • • • • • • •

• • • • • •

Blizzards: Killer Snowstorms Wild Australia! Paris: City of Light So Cute! Saved! Heroes in Everyday Life A Light in the Night: The Moon Catch a Wave: The Story of Surfing Crocs and Gators It’s Time (To Learn About Time) Cool Jobs Traffic Jams: The Road Drink Up! Eat Up! Genius Jeff Corwin: Wild Man Fantastic Creatures: Monsters, Mermaids, and Wild Men

LEVEL A1+ Headwords: 450

• • • • • • • • • •

The Greatest Invention of All Time Water: Vital for Life Three in One: The Challenge of the Triathlon Empire: Rise and Fall Madagascar What Makes a Place Special? Moscow, Egypt, Australia Slice by Slice: The Story of Pizza Weird Animals Medicine: Old and New Aliens: Is Anybody Out There? The Magic of Music What Are the Odds? From Shark Attack to Lightning Strike Slime: The Wonderful World of Mucus Swing, Slither, Swim The Science of Heat How Cool is Cold! -

LEVEL A2+ Headwords: 900

• Life in Mumbai

• Young and Amazing: Teens at the Top

• • • • • • • • • • • • • •

Shoot to Kill: Why We Hunt Are You Listening? The Sense of Hearing Wonders of the World Do Not Disturb: The Importance of Sleep Around Japan in Three Days Alaska: Wild and Free Stealing Feeding Time: The Feeding Habits of Animals Fast: The Need for Speed Slow Motion: Taking Your Time Growing Up: From Baby to Adult Your Dream Vacation Lost: The Mystery of Amelia Earhart Deadly Animal

• The City Experiment: Rebuilding Greensburg, Kansas • Sushi Nation • On the Move: The Lives of Nomads • Only in America • Survival Guide: Lost in the Mountains • Dangerous and Dirty Jobs • Bright Lights on Broadway: Theaterland • Life Online: The Digital Age • Shark Attack • The Wheel • Bones: And the Stories They Tell • Sugar: Our Guilty Pleasure • The Science of Light • The Science of Darkness • Sport, Game, or Hobby? • Mummies and Myths

LEVEL B1 Headwords: 1,200 • Venice: The Floating City

• • • • •

Mark Your Territory Our Green Future Losing It: The Meaning of Loss Found: Discovery and Recovery Secrets to a Long Life

LEVEL B1+ Headwords: 1,400 • • • • • • • • •

Altruism: What’s in it for Me? Up in the Air: Our Fight Against Gravity Down to Earth The Traditions of Death Gold: Greed and Glory Rescued: The Chilean Mining Accident True Colors Punch: All About Boxing Deep Blue: Discovering the Sea

LEVEL B2 Headwords: 1,800 • • • • • •

Tragedy on the Slopes Bounce! The Wonderful World of Rubber Skin Turtles: Ancient Symbol/Modern Survivor The Bucket List Water Power: The Greatest Force on Earth

LEVEL B2+ Headwords: 2,000 • Avalanche!

• • • • •

Poison: Medicine, Murder, and Mystery Money Tree: The Business of Organics Trapped! The Aron Ralston Story Robots: The Next Generation? Lift Off: Exploring the Universe

- From levels A1 to B1+, we have created paired readers, which have interrelated themes and can be used together for greater interaction.

• The Placebo Effect: The Power of Positive Thinking • Life on the Edge: Extreme Homes • What Are You Afraid Of? Fears and Phobias • Get Smart: Our Amazing Brain • Weird Weapons

Digital Available completely online through the Cambridge Learning Management System. Contact your Cambridge University Press representative for more information.



LEVEL A1 Headwords: 400

27

Series Editor: Philip Prowse

e English R idg

6

ders ea

Cambridge English Readers

Camb r

Readers levels

Always Original

STARTER TO ADVANCED

Award-winning original fiction for learners of English If you’re looking for ways to inspire your students to read in English, you’ve come to the right place. With the widest selection of genres, settings and modern thought-provoking topics, this award-winning original fiction is designed to captivate learners of any level of English.

A1-C1

www.cambridge.es/englishreaders

• Fresh, natural up-to-date language helps develop fluency • Online support, including lesson plans and worksheets, helps teachers and students get the best from extensive reading • eBooks also available from Amazon, ebooks.com and others

• Audio recordings of all titles available for download at: www.cambridge.es/englishreaders

• The Black Pearls

STARTER LEVEL Starter/Beginner Headwords 250

LEVEL 2 Elementary/Lower-intermediate Headwords 800


• The Penang File by Richard MacAndrew

ROMANCE • Big Hair Day

LEVEL 1 Beginner/Elementary Headwords 400

by Margaret Johnson

• Arman’s Journey by Philip Prowse

COMEDY • Help! by Philip Prowse

This original story is filled with adventure that compels the reader through to the end. Language Learner Literature Award judges

MURDER MYSTERY • Bad Love

HUMAN INTEREST • Jojo’s Story by Antoinette Moses

A1

• One Day by Helen Naylor

MURDER MYSTERY • Bad Company by Richard MacAndrew

• Dead Cold by Sue Leather

by Sue Leather

• Inspector Logan by Richard MacAndrew

Expertly done: clear writing, a sense of place and the right number of well-drawn characters and amount of well-crafted plot. Language Learner Literature Award judges

• John Doe by Antoinette Moses

HUMAN INTEREST • Book Boy by Antoinette Moses

• Why? by Philip Prowse

COMEDY • What a Lottery! by Colin Campbell

GHOST STORY • The Girl at the Window by Antoinette Moses

ROMANCE • Hotel Casanova by Sue Leather

• Next Door to Love by Margaret Johnson

SHORT STORIES • Three Tomorrows by Frank Brennan

THRILLER • Blood Diamonds by Richard MacAndrew

• Don’t Stop Now! by Philip Prowse

MURDER MYSTERY • A Death in Oxford by Richard MacAndrew

SCIENCE FICTION/HORROR • Let Me Out! by Antoinette Moses

28

• Just Like a Movie by Sue Leather

• Logan’s Choice by Richard MacAndrew

• The Double Bass Mystery by Jeremy Harmer

ROMANCE • Different Worlds by Margaret Johnson

• Within High Fences by Penny Hancock

by Colin Campbell

SCIENCE FICTION • Superbird

• The Big Picture

by Brian Tomlinson

• Parallel by Sue Leather

• The Caribbean File

THRILLER • Dirty Money

• Ten Long Years

by Sue Leather

by Alan Bettersby


THRILLER • A Picture to Remember by Sarah Scott-Malden

• The Dark Side of the City by Alan Battersby

A2

LEVEL 4 Intermediate Headwords 1900

• The Man from Nowhere by Bernard Smith

• The New Zealand File

• Forget to Remember by Alan Maley

B1

• In the Shadow of the Mountain by Helen Naylor


ROMANCE • In the House

ADVENTURE • Apollo’s Gold

ROMANCE • All I Want

by Margaret Johnson

by Margaret Johnson

• Love in the Lakes

by Antoinette Moses

• Jungle Love

by Penny Hancock

SHORT STORIES • Circle Games

by Margaret Johnson

• Staying Together by Judith Wilson

by Frank Brennan

SHORT STORIES • Windows of the Mind

ADVENTURE • Nothing but the Truth

by Frank Brennan

by George Kershaw

LEVEL 3 Lower-intermediate Headwords 1300 ROMANCE • Just Good Friends by Penny Hancock

THRILLER • A Tangled Web

GHOST STORY • The Lady in White B1

by Alan Maley

• Better Late than Never

by Colin Campbell

by J. M. Newsome

MURDER MYSTERY • But Was it Murder?

• Death in the Dojo by Sue Leather

by Jania Barrell

• East 43rd Street

• Man Hunt

• Two Lives

by Alan Battersby


• The Amsterdam Connection

by Helen Naylor

• Wild Country

LEVEL 6 Advanced Headwords 3800

by Sue Leather

• The University Murders

by Margaret Johnson


COMEDY • The Ironing Man

SHORT STORIES • The Fruitcake Special and other stories

by Colin Campbell

HUMAN INTEREST • A Dangerous Sky

by Frank Brennan

GHOST STORY • How I Met Myself by David A. Hill

by Michael Austen

• Frozen Pizza and other slices of life

THRILLER • Berlin Express

by Antoinette Moses

• He Knows Too Much

by Michael Austen

by Alan Maley

• A Matter of Chance

HORROR • The Beast

• Nelson’s Dream

by David A. Hill

by J. M. Newsome

• High Life, Low Life

by Carolyn Walker

C1

by Alan Battersby

HUMAN INTEREST • When Summer Comes

A compelling story, with strong characters and a convincing setting, told in accessible and moving language. Language Learner Literature Award judges

by Helen Naylor


• Not Above the Law by Richard MacAndrew

LEVEL 5 Upper Intermediate Headwords 2800 A good page-turning murder mystery. The story holds the reader’s attention from the beginning. Language Learner Literature Award judges

B2

MURDER MYSTERY • Emergency Murder by Janet McGiffin

• Solo Saxophone by Jeremy Harmer

• The Best of Times?

• Murder by Art

by Alan Maley

by Janet McGiffin

ADVENTURE • The Sugar Glider

ROMANCE • A Love for Life by Penny Hancock

by Rod Neilsen

• Strong Medicine by Richard MacAndrew

SHORT STORIES • Tales of the Supernatural by Frank Brennan

THRILLER • Double Cross

FUTURE THRILLER • Dolphin Music

by Mandy Loader

• No Place To Hide by Alan Battersby

• The House by the Sea by Patricia Aspinall

• The Lahti File by Richard MacAndrew

by Carolyn Walker

by Antoinette Moses

HUMAN INTEREST • Dragons’ Eggs

SHORT STORIES • The Way Home by Sue Leather

by J. M. Newsome

THRILLER • Murder Maker by Margaret Johnson

by Philip Prowse

• Eye of the Storm

MURDER MYSTERY • Deadly Harvest

• This Time it’s Personal Excellent storyline, very good development of characters ... the issues in this book will have positive, lasting effects on readers. This book is hard to put down as it takes you on unexpected paths. Language Learner Literature Award judges

by Alan Battersby

• Trumpet Voluntary by Jeremy Harmer

Titles marked with this symbol contain adult material which may not be suitable for younger learners. If in doubt about your choice, contact your local Cambridge University Press representative.



MURDER MYSTERY • A Puzzle for Logan

29

Grammar Active Grammar Levels 1 and 2: Fiona Davis and Wayne Rimmer / Level 3: Mark Lloyd and Jeremy Day Series editor: Penny Ur

3 levels

A2-C2

www.cambridge.es/activegrammar

ELEMENTARY TO ADVANCED

Suitable for classroom use or self-study, Active Grammar is a three-level grammar reference and practice series designed to appeal to teenage and young adult learners. • Target language presented through a variety of content-rich texts drawn from areas such as Geography, History and Science • Carefully graded exercises provide plenty of challenging practice • Exercises suitable for learners preparing for Cambridge English exams • A wealth of extra review material is featured in MY TEST! sections, review units and on the CD-ROM

Teachers get plenty of support online: • a comprehensive online Teacher’s Guide provides practical ideas on how to use the material and tips for teaching mixed-ability and mixed-age classes • downloadable wordlists and tests On the CD-ROM: • extra practice activities for every unit • customisable and printable tests

Engaging presentations help students learn about the world while they study English grammar

65

Zero and first conditionals If you study chemistry, you’ll never stop learning.

Thinking About Your Future – Why Study Chemistry? If you study chemistry, you will understand how many everyday things work. For example, if you cut an onion, it makes you cry. But did you know this is a chemical reaction? There is sulphur in onions which turns to sulphuric acid in your eyes. If you cut the onion under water, the sulphur reacts with the water and not your eyes. If you study chemistry, you’ll never stop learning.

Chemistry is a good subject to study if you are thinking about your future. You’ll be able to choose from a lot of different jobs if you have a qualification in chemistry. Maybe you want to find a new antibiotic, or solutions to pollution …

Peter Willcox, 37 food scientist

?

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