2020 Catalogue ELT España Web PDF

English
Language
Teaching
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New for 2020
Titles marked NEW are either available now, or by the month shown in the catalogue
Pre-Primary – Page 17 Primary – Page 22 Primary – Page 28 Adult – Page 58
Exams – Page 69 Exams – Page 72 Exams – Page 84
Exams – Page 82 Exams – Page 85
Teacher Development – Page 104 Teacher Development – Pages 102 and 105
For information on how to order our titles, please see the inside back cover.
Contents
NEW Research and Practice in

Pre-Primary 14 Professional and Vocational 86 Assessing Academic Reading:
NEW Cambridge Little Steps ......................17 The case of IELTS ......................................... 105
NEW Lessons and Legacy: A tribute
Dictionaries 88
to Professor Cyril J. Weir ............................ 105
Primary 19
Teacher Training and Development ..... 106
NEW Be Curious .......................................... 22
NEW Cambridge Primary Path .................. 28
Grammar / Vocabulary / NEW Lessons from Good Language
Pronunciation 90 Teachers ........................................................ 106
Teaching Qualifications ........................ 106
Secondary 34
Academic English 98
International /
Bachillerato 46 Bilingual Education 107
Skills 100
Readers 49 Title and Author Index 109
Teacher Development 101
Background to Teaching and
Adult 52 Learning ............................................... 102
NEW Evolve Levels 5 and 6 ........................ 58 NEW Task-Based Language Teaching ... 102
Classroom Practice............................... 102
NEW Engaging Language Learners in
Exams 66 Contemporary Classrooms ........................ 102
NEW Fun Skills ............................................. 69
Teaching with Technology ....................103
NEW Prepare! B2 Levels 6 and 7 ............... 72
Teaching Language Systems and
NEW Cambridge IELTS
Language Skills ....................................104
Practice Tests 15 ............................................ 80 NEW Second Language Writing ............. 105
NEW A2 Key 2 for revised exam ................ 82
NEW Feedback in Second Language
NEW B1 Preliminary 2 for revised exam ... 82
Writing .......................................................... 105
NEW B2 First 4 ............................................. 82
Teaching Primary and Secondary
NEW C1 Advanced Trainer 2 ..................... 84
Learners ............................................... 105
NEW B2 Business Vantage Trainer ............ 84
NEW Herbert Puchta’s 100 Tips
NEW Exam Booster for A2 Key and
for Teaching Teenagers .............................. 105
Key for Schools .............................................. 85 Testing and Assessment ....................... 105
NEW Exam Booster for B2 Preliminary
NEW Testing for Language
and Preliminary for Schools ......................... 85 Teachers Third edition................................. 105
Key to symbols Common European Framework

of Reference for Languages
englishprofile.org (CEFR)
Pre A1 A1 A2 B1 B2 C1 C2
English for Spanish
American English
Speakers Titles with this logo include a reference
to the Common European Framework of
Cambridge English Reference for Language (CEFR) levels, as a
Corpus British English general guide to teachers
The Common European Framework of Reference
Presentation Plus – for Languages (CEFR) is a useful tool for anyone
ebook classroom presentation involved in English language learning, teaching
software and testing. It provides a common basis for
describing levels of language ability in terms
New-generation of what a learner ‘can do’ with the language
online tools – App in real-world tasks. Cambridge University Press
cambridge.org/one is a leading member of English Profile, an
EU-sponsored research project to describe the
specific knowledge and skills in English that
Digital Books learners need to reach each CEFR level. Our
course designers and authors make use of English
Profile research to ensure courses are finely tuned
to what learners at each level need.
Better Learning is our approach, connecting
teachers and learners from around the
world with the latest research and materials,
to build brighter futures together.
cambridge.org/betterlearning
How does Better

Learning work?
It’s a continuous cycle
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Insights 1. Our researchers discover
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Content 2. Teachers get effective

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Results success, we build further
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Coordinator and
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When we learn together, we learn more.
Every day we talk to people One of our most valuable We actively help to shape a
from all over the world tools is the Cambridge brighter future by using our
about what would make English Corpus, a bank of insights to create effective,
their experiences of teaching over two billion words that’s relevant content.
and learning English better. growing every day. It helps
At Cambridge, our team of us to ensure the language
expert researchers focus on we use in our material is
how the English language useful in the real-world and
is evolving, how it is used in not just the classroom.
everyday life and how best
to teach it.
Focus on the skills needed for success in and

beyond the classroom, with the Cambridge Life
Competencies Framework
Analyse the language-learning

journey with the Cambridge
Learner Corpus
Language as it’s used around the world

today, informed by the 2 billion word
Cambridge English Corpus
Building brighter
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Research with Research on how Personalised Materials driven

people, not on the human brain resources to by learner goals
people works and the make learning
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How we teach, Global network Conversations World-class

as well as what of researchers with thousands teacher
to teach of teachers and development
students all over initiatives
the world
“Our ELT publishing stands

tands
out for being principles-
les-
and evidence-based;
from corpus linguistics
cs to
language pedagogy, to
the development of robust
frameworks, our research
earch is
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Senior Research Manager
Future-ready
learning with
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Competencies
As the world around us changes, so should We have analysed what the basic
we. Today, learners need far more than just components of these competencies are
academic skills to succeed in the real world and grouped them into six main areas.
– they need life competencies too. This forms our Cambridge Life
Competencies Framework.
There have been many initiatives
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each relating to different contexts. We not just discussed, we are now mapping
are responding to educators that have our courses to this unique framework. This
asked for a way to understand how all way, you can feel confident your learners
of these approaches relate to English will leave the classroom as well-rounded,
language programmes. future-ready citizens… all without making
any extra work for you!
Creative Learning Collaboration

thinking to learn
Critical Communication Social

thinking responsibilities
More information
To find out more about Cambridge Life Competencies
and to explore our framework, visit:
cambridge.es/clcf
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Building brighter
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training courses. and audio. of additional resources and
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cambridge.es/
teacheronlinecourses thecambridgeteacher.es thecambridgeteacher.es
Explore Encourage Engage

Discover what’s new Inspire students to Stimulate student
in ELT and digital by learn on their own by engagement and track
following our World of encouraging them to progress with our
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join our social community. dictionary, classroom apps and online tests – ideal for
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ofia
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www.cambridge.es/primaryresources
12 |
Pre-Primary
and Primary
Pre-Primary
Greenman & the Magic Forest Page 14
Super Safari Page 16
Cambridge Little Steps NEW Page 17
Primary
Quick Minds Page 18
Guess What! Page 19
Kid’s Box for Spanish Speakers Pages 20–21
Be Curious NEW Pages 22–23
Super Minds Pages 24–25
Life Adventures Pages 26–27
Cambridge Primary Path NEW Pages 28–29
Cambridge Science Pages 32–33
Big favourites for little learners
Cambridge Little Be Curious NEW Cambridge Mini Trainers

Steps NEW Pages 22–23 Primary Path
Page 69
Page 17 NEW
Pages 28–29
| 13
Pre-Primary
Marilyn Miller, Karen Elliott and Sarah McConnell

Complete Beginner 3 Levels 90 teaching hours, extendable to 180
Pre A1
Greenman & the Magic Forest is a three-level

pre-primary course full of surprising adventures
created to help children learn English naturally.
The course is based on stories, fun songs and
chants which focus on aspects of the whole-child
holistic approach, keeping in mind the differing
abilities at this age.
• A strong routine-based course with the seasons
and nature as a central part of the course. Where Is Greenman?
• Stories to combine the magic forest with children in
It’s carnival. Sam, Nico and Greenman are in town.
real-life situations – a combination of fantasy and
‘What’s the matter?’ says Nico.
the real world which the children can relate to. ‘I’m hungry!’ says Greenman.
‘Look at the costumes!’ says Sam.
• Catchy songs are used with TPR (Total Physical ‘They’re great!’ says Nico.
Response) activities. ‘Oh, mmm...’ says Greenman. ‘Honey! I like honey!’
• A solid integrated phonics syllabus.

‘Oh, no! Where is Greenman?’
says Nico.
‘I don’t know. I’m worried,’
says Sam.
19
cambridge.es/greenman
14 | Find out about our range of classroom teaching tools – see page 10
Pre-Primary
Natural learning for Pre-Primary
English for Spanish Speakers

• The concepts and objectives follow the Spanish pre-primary general curriculum helping children
relate their English classes to the concepts learnt in their general classes.
• A solid integrated phonics syllabus gives extra practice on the sounds Spanish speakers have more
problems with.
• The approach to literacy with pre-writing activities follows the approach in the Spanish classroom.
• Teacher’s Book available in English and Spanish.
Digital resources for learners

• A free app for iPad helps parents get involved in their children’s first steps in English, with fun
games and animations.
Digital resources for teachers on The Cambridge Teacher

• Digital Forest provides a wide range of interactive whiteboard resources. The pupils will
love the animated stories, action songs, videos, interactive flashcards, posters and games
(for core vocabulary and phonics). These activities can be used as extension to the activities
in the Teacher’s Book or as a format to alternate between the physical resources and the
technological ones for variety. It also includes the Digital Routine Poster.
6 The Summer Party

Lesson 1
F Pass the cards and identify. F Optional: Follow the sequence and colour.
F Have you got an egg, please? song:
Sing and do the actions.
F WORKSHEET 1 : Colour the food

and say.
CD 2
18
Have you got an egg, please?
Have you got an egg, please?

Yes, I have.
Can I have an egg, please?

Yes, you can.
Repeat with: a potato, a carrot,

a sausage, a plum, some juice
Name 73
CD 2
17
egg, potato, carrot, sausage, plum, juice
Greenman & the Magic Forest Starter Level A Level B

Pupil's Book with Stickers, Pop-outs and Downloadable Songs and Stories 978-84-9036-814-5 978-84-9036-825-1 978-84-9036-834-3
Teacher's Book (English) 978-84-9036-816-9 978-84-9036-827-5 978-84-9036-836-7
Teacher's Book (Spanish) 978-84-9036-817-6 978-84-9036-828-2 978-84-9036-837-4
Big Book 978-84-9036-815-2 978-84-9036-826-8 978-84-9036-835-0
Teacher's Resource Book 978-84-9036-818-3 978-84-9036-829-9 978-84-9036-838-1
Vocabulary Flashcards 978-84-9036-820-6 978-84-9036-831-2 978-84-9036-840-4
Phonics Flashcards 978-84-9036-819-0 978-84-9036-830-5 978-84-9036-839-8
Wordcards – – 978-84-9036-841-1
Class Audio CD 978-84-9036-821-3 978-84-9036-832-9 978-84-9036-842-8
Digital Forest (IWB software) Available at thecambridgeteacher.es.
All levels
Reward Stickers 978-84-9036-000-2
Greenman Puppet 978-84-9036-844-2
Find out about our range of classroom teaching tools – see page 10 | 15
Pre-Primary
Herbert Puchta, Günter Gerngross and Peter Lewis-Jones

Complete Beginner 3 Levels 90 teaching hours, extendable to 180 hours
Pre A1
Focusing on children’s early development needs, Super Safari improves memory, social and thinking
skills, as well as language and early literacy skills in preparation for school.
• Lovable animal characters and colourful stories introduce children to new language as well as social values.
• Songs, creative arts and crafts, and TPR activities make lessons fun and develop motor-sensory skills.
• With engaging CLIL sections children discover the fascinating world around them.
Resources for teachers

• Presentation Plus puts all your resources in one place.
• DVD for teachers with animated stories and songs.
Resources for parents to use at home

• Songs and fun games in every unit on the Pupil’s Book DVD-ROM.
• A bank of downloadable worksheets and ideas for activities.
Super Safari Level 1 Level 2 Level 3 Also available

Pupil's Book with DVD-ROM 978-1-107-47667-7 978-1-107-47688-2 978-1-107-47707-0
Activity Book 978-1-107-47669-1 978-1-107-47689-9 978-1-107-47708-7 • Activities for Very Young Learners
Letters and Numbers Workbook 978-1-316-62816-4 978-1-316-62817-1 978-1-316-62818-8
Page 105
Teacher's Book 978-1-107-47670-7 978-1-107-47690-5 978-1-107-47709-4
Class Audio CDs (2) 978-1-107-47673-8 978-1-107-47691-2 978-1-107-47712-4
Flashcards 978-1-107-47679-0 978-1-107-47692-9 978-1-107-47716-2
Presentation Plus Available at thecambridgeteacher.es.
Teacher’s DVD 978-1-107-47687-5 978-1-107-47704-9 978-1-107-47728-5
Posters (10) 978-1-107-47729-2 978-1-107-49662-0 978-1-107-49664-4
Big Book 978-1-107-53925-9 978-1-107-53927-3 978-1-107-53928-0
Parrot Puppet (All Levels) 978-1-107-47732-2
cambridge.es/supersafari
Pre-Primary
NEW
Gabriela Zapiain
Complete Beginner 3 Levels 280 teaching hours, extendable to 400
Pre A1
Step into the world of Cambridge Little Steps, a Building communicative competencies from
language and early literacy course for very young the start Story
What is the story about?
children, and turn stories, intriguing questions, • Focus on language as well as body awareness Listen. Point. Say.
phonics and creative play into opportunities for A Little Teddy Bear
and listening skills; key steps to natural
learning to communicate and think creatively communication and collaboration in English.
in English.
• Systematic reinforcement activities throughout
• Develop rich, natural vocabulary, emotional every unit ensure that children retain the yo-yo
competencies and values with stories. language and build on it.

• Tap into natural curiosity and investigate life’s
zipper
Big Questions from different angles.
Keeping your class engaged
• Introduce children to reading, writing and
basic math with friendly phonics and numeracy • Presentation Plus brings you animated stories,
songs and all the classroom materials you need
Key Language: What can you see? What is the story about? Who’s this? teddy bear, toy. Children look at the scenes from the story. Ask: What is the story about? What can you see? Can you see a
strands.
toy? Tell them that this story rhymes. Say: Let’s listen to the story! Play the first two scenes of Track 39. Have children point to the scenes. Pause the recording after each scene and ask: What can you see?
88 What is this? What is Teddy doing? Then play the recording again. Emphasize the rhyming words by saying them along with the recording.
to engage your students’ attention and tune ears

• Let children be creative with playful activities
to English sounds.
and projects that turn your classroom into a See also
world of learning and fun! • Varied components including Big Books, posters
and a puppet!
• NEW Cambridge Primary Path
Cambridge Little Steps Level 1 Level 2 Level 3 The perfect next step from Cambridge
Student's Book 978-1-108-71961-2 978-1-108-73658-9 978-1-108-73661-9 Little Steps
Activity Book 978-1-108-73662-6 978-1-108-73663-3 978-1-108-73664-0 Page 28
Phonics Book 978-1-108-73691-6 978-1-108-70672-8 978-1-108-70673-5
Numeracy Book 978-1-108-70674-2 978-1-108-70675-9 978-1-108-70676-6
Teacher's Edition 978-1-108-73665-7 978-1-108-73666-4 978-1-108-73668-8 Online teacher training
Class Audio cambridge.es/littlesteps
Flashcards 978-1-108-73670-1 978-1-108-73672-5 978-1-108-73673-2 Get the most out of your print and digital
Posters 978-1-108-73681-7 978-1-108-73682-4 978-1-108-73683-1 resources with the FREE online training
Big Book 978-1-108-73674-9 978-1-108-73676-3 978-1-108-73677-0 modules at cambridge.es/littlesteps
Presentation Plus cambridge.es/littlesteps
Puppet (All Levels) 978-1-108-73684-8
cambridge.es/littlesteps
Primary
English for Spanish Speakers English for Spanish Speakers English for Spanish Speakers English for Spanish Speakers English for Spanish Speakers English for Spanish Speakers
Pupil’s Book Pupil’s Book Pupil’s Book Pupil’s Book Pupil’s Book Pupil’s Book
Herbert Puchta Herbert Puchta Herbert Puchta Herbert Puchta Herbert Puchta Herbert Puchta
Günter Gerngross Günter Gerngross Günter Gerngross Günter Gerngross Günter Gerngross Günter Gerngross
Peter Lewis-Jones Peter Lewis-Jones Peter Lewis-Jones Peter Lewis-Jones Peter Lewis-Jones Peter Lewis-Jones
A1 A1+
3
The journey AR
Quick Minds • ‘Learn and Think’ CLIL lessons on other subjects of
the Spanish curriculum. CD 2
Listen and look. Then listen and say the words.
05
Herbert Puchta, Günter Gerngross and • Social awareness topics presented through stories.
Peter Lewis-Jones • ‘Get it right!’ sections in the Activity Book
COMPLETE BEGINNER TO ELEMENTARY focusing on typical problems experienced by
Spanish speakers with pronunciation, intonation, 3
100 teaching hours, extendable to 175 vocabulary and grammar. 4
5
Quick Minds is a six-level English course for • Spanish handwriting font used throughout levels 1
mobile phone
Spanish Primary schools, designed to enhance and 2, and in the Activity Book in levels 3 to 6. 2 keys
2 6
children’s creativity and thinking skills. It takes • Teacher’s Books available in English and in Spanish. 3 tickets 7
a whole child approach, using a wide range of 4 money

5 wallet
multiple intelligences activities. While following Digital resources for learners 6 compass
8 6
the national curriculum it also offers flexibility 7 blanket
to cater for mixed ability and different language • Digital Pupil’s Books and Activity Books available 8 rucksack
learning needs. for all levels. 6

towel
• Online interactive activities complement the

• Flexible units with core content backed up by 2 Play the miming game.
Pupil’s Book and are intended for pupils to use
additional skills and CLIL lessons. What am I using? You’re using your keys.
at home.
• Develops learning and thinking skills. 28 Personal belongings Lesson
• Stimulates the imagination through special Digital resources for teachers on The
creativity lessons. Cambridge Teacher
LLearn
e and think
• Social awareness topics presented through • Digital Minds is a powerful classroom presentation
stories. tool that includes the entire Pupil’s Book and
• Online grammar and vocabulary activities, Activity Book plus the Class Audio to use with Look at the paintings. Say the correct order: from the
games, songs and animated stories bring the a computer and projector or with an interactive a
oldest ( ) to the most recent (4).
b
Pupil’s Book to life. whiteboard.

• A gradual approach to reading and writing, • The Test Generator offers editable unit and term
particularly in level 1. tests at two levels, ready-made Cambridge English
exam-type tests and Key Competences tests.
c d
2 Look the paintings in Activity and these topics. Say what each
painting is about.
Painting a is
Work Animals Nature Free time about free time.
50 Art Lesson 7
Quick Minds Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Pupil's Book with online interactive activities 978-84-8323-523-2 978-84-8323-528-7 978-84-8323-541-6 978-84-8323-546-1 978-84-8323-559-1 978-84-8323-565-2
Activity Book 978-84-8323-525-6 978-84-8323-531-7 978-84-8323-536-2 978-84-8323-544-7 978-84-8323-549-2 978-84-8323-562-1
Teacher's Book (English) 978-84-8323-409-9 978-84-8323-412-9 978-84-8323-415-0 978-84-8323-417-4 978-84-8323-420-4 978-84-8323-423-5
Teacher's Book (Spanish) 978-84-9036-456-7 978-84-9036-457-4 978-84-9036-458-1 978-84-9036-459-8 978-84-9036-460-4 978-84-9036-461-1
Teacher's Resource Book 978-84-8323-375-7 978-84-8323-378-8 978-84-8323-381-8 978-84-8323-383-2 978-84-8323-386-3 978-84-8323-388-7
Class Audio CDs 978-84-8323-502-7 978-84-8323-504-1 978-84-8323-507-2 978-84-8323-510-2 978-84-8323-512-6 978-84-8323-515-7
Posters 978-84-8323-959-9 978-84-8323-428-0 978-84-8323-430-3 978-84-8323-573-7 978-84-8323-567-6 978-84-8323-633-8
Flashcards 978-84-8323-394-8 978-84-8323-396-2 978-84-8323-402-0 978-84-8323-404-4 – –
Wordcards 978-84-8323-483-9 978-84-8323-486-0 978-84-8323-491-4 978-84-8323-494-5 – –
Digital Pupil's Book (Enhanced PDF) 978-84-9036-399-7 978-84-9036-403-1 978-84-9036-405-5 978-84-9036-407-9 978-84-9036-409-3 978-84-9036-413-0
Digital Activity Book (Enhanced PDF) 978-84-9036-400-0 978-84-9036-402-4 978-84-9036-404-8 978-84-9036-406-2 978-84-9036-408-6 978-84-9036-412-3
Digital Pupil's Book (SCORM) – – – – 978-84-9036-411-6 978-84-9036-415-4
Digital Activity Book (SCORM) – – – – 978-84-9036-410-9 978-84-9036-414-7
Digital Minds (IWB Software) Available at thecambridgeteacher.es.
Test Generator Available at thecambridgeteacher.es.
Pre-Primary
Susannah Reed and Kay Bentley, Series Editor: Lesley Koustaff

Complete Beginner to Elementary 6 Levels 75 teaching hours, extendable to 150
Shortlisted British Council ELTons Awards | Innovation in Learner Resources A1 A2
Why do whales jump out of water? What makes our bodies Digital resources for teachers
move?
• Presentation Plus puts all your resources in one place.
Take young learners on a remarkable journey of exploration Available on thecambridgeteacher.es.
and discovery to find out the answers. As they progress
• The eye-widening video documentaries on the DVD inside
through highly visual, video-rich units, children improve their
the Teacher’s Book help understanding of CLIL concepts,
proficiency in English and other subjects.
and improve listening skills.
• Beautiful, real-world images tap into children’s natural
curiosity and spark interest in the unit topics.
• CLIL lessons with real-world videos improve proficiency
across subject areas as well as listening and critical • Interactive ebooks for tablets and
thinking skills. web browsers enable children
• Focus on useful functional language in every unit gives to explore the material in an
learners the tools to become effective speakers in and interactive and creative way at
outside of school. home or in class.
• The Home Booklet, a fun games magazine included with • Interactive online activities in the
the Activity Book for children to take home, helps them Cambridge Learning Management
review what they have learnt and share it with their parents System provide extra practice of
or tutors. vocabulary, grammar and skills.
• Downloadable Grammar Practice Book Level 6 boosts the
exit level of Guess What! to A2.
Guess What! Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Pupil's Book 978-84-9036-488-8 978-84-9036-907-4 978-84-9036-109-2 978-84-9036-158-0 978-84-9036-521-2 978-84-9036-181-8
Activity Book with Online Resources and Home Booklet 978-84-9036-042-2 978-84-9036-580-9 978-84-9036-988-3 978-84-9036-107-8 978-84-9036-180-1 978-84-9036-112-2
Teacher's Book with DVD 978-84-9036-175-7 978-84-9036-951-7 978-84-9036-305-8 978-84-9036-994-4 978-84-9036-514-4 978-84-9036-861-9
Class Audio CDs 978-84-9036-683-7 978-84-9036-927-2 978-84-9036-525-0 978-84-9036-340-9 978-84-9036-359-1 978-84-9036-095-8
Flashcards 978-84-9036-607-3 978-84-9036-230-3 978-84-9036-116-0 978-84-9036-700-1 – –
Levels 1-2 Levels 3-4 Levels 5-6
Teacher's Resource and Tests CD-ROM 978-1-107-52799-7 978-1-107-52826-0 978-1-107-54570-0
cambridge.es/guesswhat
Primary
Caroline Nixon and Michael Tomlinson

Complete Beginner to High Elementary 7 Levels 100 teaching hours, extendable to 250 hours
Official preparation for Pre A1 Starters, A1

Movers and A2 Flyers
Meet Marie, Monty, Maskman and Trevor, the
11 Our house A1 A2
purple-haired troll – just a few of the colourful

characters that delight children and energise 1 Look and write the words. Then say.
your lessons with humour, whilst providing the
preparation young learners need to achieve success.
1 hall 2 l n r o 3 d n g r o
Exam content and activities validated by
Cambridge Assessment English prepare for
success in the revised young learners exams.
4 b t r o 5 k t h 6 b d o m
• Improves reading, spelling and pronunciation
2 What are they doing? Look, read and match. Then say.
skills with Phonics sections.
They’re eating fish.
• Introduces young learners to interesting topics
He’s reading a book.
from across the curriculum, and develops their She’s drawing a picture.
social skills with Value lessons. It’s listening to music.
• The course evolves as the children mature 3 Order the pictures. Then tell the story.
incorporating specific grammar, vocabulary and Home-school connection
1
spelling activities focusing on typical learner My Home Booklet reviews
errors, as well as developing pupils’ abilities in grammar, vocabulary and the Key
the four skills. competences, and includes letters to
parents to help them get involved in
their child’s learning.
Sing the song: Where’s Grandpa?
26
cambridge.es/kidsbox
Primary
The fun course for seriously good results!
English for Spanish Speakers Technology Robots F ct

The first humanoid robot was designed
by Leonardo da Vinci, in 1495.
• Spanish handwriting font for levels 1 and 2 in both the Pupil’s Book and Activity Book, and for levels 3 to 6 1 Read and say the pictures that
correspond to each paragraph.
only in the Activity Book. a
c
• ‘My Home Booklet’ helps involve parents in their children’s learning and provides a review of the contents
covered and the Key Competences developed.
• Pronunciation and phonics activities, together with the ‘Say it with me’ sections, focus on the most
problematic individual sounds for Spanish speakers.
• Pages dedicated to CLIL and Social awareness topics help connect children to the world outside the English
Functions
classroom. They can do the same
job again and again.
• Levels 5 and 6 include a ‘Get it right!’ section on common errors made by Spanish speakers, in order
1 2 3
to help them avoid typical grammar, vocabulary and spelling mistakes. This section is informed by the At home we have a lot
of machines. There are
A robot is a machine
which makes work
Robots are very important
because they make, build
Cambridge English Corpus. machines which clean
the floor, wash and
easier for humans. They
do jobs which humans
and fix things. It’s easier
for robots to work in
dry our clothes and can’t do because they factories because they can
wash the plates. In are very difficult or do the same job again and
the kitchen there are dangerous. Robots can again and it isn’t boring
machines which can explore places where for them. Robots don’t
Digital resources for learners make our breakfast, humans can’t go. They need money or holidays.
lunch and dinner. can go where there They are never ill or tired,
Some people call these are dangerous gases but they can’t think.
• Pupil’s Books and Activity Books for levels 1 to 6 are also available as digital books. These digital books machines kitchen
robots, but what is a
or high temperatures:
underground,
Robots can only do what
humans program them
can be used online and offline, and are both multiplatform and multidevice. robot? underwater or in space. to do.
2
• Online activities (levels 1 to 6) in the Cambridge LMS provide even more grammar, vocabulary, reading Listen and say ‘yes’ or ‘no’.
37
CD2
and listening practice. They are accessed via a code in the Activity Book. 60 design factory machine program underground

• Digital Box features the Pupil’s Book and Activity Book with interactive activities, answers and audio;
animated stories; digital flashcards, wordcards and posters; and Teacher’s notes. This version includes
improved zoom and answer check tools.
• The Test Generator allows you to track your pupils’ progress with editable unit, mid-year and
end-of-year tests. It also includes ready-made Young Learners-based tests.
• The Resource Bank provides a variety of extra worksheets and other additional resources, such as printable
wordcards, scripts and song lyrics.
Kid’s Box for Spanish Speakers

Updated Second edition Starter** Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Class Book with CD-ROM 978-1-316-62765-5 - - - - - -
Pupil's Book* - 978-84-9036-177-1 978-84-9036-355-3 978-84-9036-082-8 978-84-9036-536-6 978-84-9036-655-4 978-84-9036-996-8
Activity Book with online resources and CD-ROM* - 978-84-9036-608-0 978-84-9036-897-8 978-84-9036-932-6 978-84-9036-915-9 978-84-9036-969-2 978-84-9036-519-9
Teacher's Book 978-1-316-62783-9 978-84-9036-335-5 978-84-9036-129-0 978-84-9036-589-2 978-84-9036-235-8 978-84-9036-062-0 978-84-9036-357-7
Teacher's Resource Book with Audio CDs 978-1-316-62937-6 978-84-9036-653-0 978-84-9036-034-7 978-84-9036-619-6 978-84-9036-946-3 978-84-9036-159-7 978-84-9036-681-3
Class Audio CDs 978-1-316-62891-1 978-84-9036-114-6 978-84-9036-334-8 978-84-9036-295-2 978-84-9036-102-3 978-84-9036-157-3 978-84-9036-186-3
Posters 978-1-107-66603-0 978-84-8323-857-8 978-84-8323-943-8 978-84-9036-432-1 978-84-9036-758-2 978-84-9036-439-0 978-84-9036-772-8
Wordcards - 978-84-8323-849-3 978-84-8323-878-3 978-84-9036-434-5 978-84-9036-760-5 - -
Flashcards 978-1-107-66022-9 978-84-8323-854-7 978-84-8323-880-6 978-84-9036-433-8 978-84-9036-759-9 - -
Interactive DVD with Teacher's Booklet 978-1-107-63114-4 978-1-107-66588-0 978-1-107-63540-1 978-1-107-69691-4 978-1-107-65564-5 978-1-107-66372-5 978-1-107-66995-6
Digital Pupil's Book - 978-84-9036-089-7 978-84-9036-623-3 978-84-9036-152-8 978-84-9036-714-8 978-84-9036-262-4 978-84-9036-617-2
Digital Activity Book - 978-84-9036-691-2 978-84-9036-877-0 978-84-9036-085-9 978-84-9036-193-1 978-84-9036-980-7 978-84-9036-266-2
Digital Box (IWB Software) - Available at thecambridgeteacher.es.
Test Generator - Available at thecambridgeteacher.es.
Resource Bank - Available at thecambridgeteacher.es.
* ‘My Home Booklet’ packaged with the Pupil’s Book in Levels 1 and 2 and with the Activity Book in Levels 3 to 6.
** Level Starter: international edition.
Primary
NEW
Caroline Nixon and Michael Tomlinson and Colin Sage
Complete Beginner to High Elementary 6 Levels 100 teaching hours, extendable to 150 hours
A1 A2
Official exam preparation for Pre-A1 Starters, Exam preparation

A1 Movers, A2 Flyers and A2 Key for Schools The course offers a gentle integration of skills,
Be Curious is an adaptation of Life Adventures language and exam-type tasks, helping children
with lower start and exit levels, going from Pre-A1 build their confidence and take the stress out of
Starters up to A2 Key for Schools. This makes it taking exams. Exam practice pages are included in
ideal for children with little or no prior knowledge both the Pupil’s Books and Activity Books, where
of English. It provides comprehensive official pupils do a practice test question.
preparation for Cambridge English Qualifications
and is jointly published with Cambridge
Assessment English.
Be Curious motivates children by arousing their
curiosity of the world around them and also
encourages them to learn about other cultures
and countries.
• Culture and cross-curricular lessons cover
fascinating topics and countries from India to
Australia, carnivorous plants to robotics.
• Real-world video documentaries give the children
insights into the world around us.
Collaborative learning and life skills

Be Curious develops social skills and empathy
through on-going project tasks in every unit.
These missions put the children in the centre of
their learning and make it more motivating and
meaningful. Life skills, including critical thinking
and emotional intelligence, are an essential part
of the learning journey and are based on the
Cambridge Life Competencies Framework.
cambridge.org/kidsbox
cambridge.es/becurious
Primary
The world is waiting for you
English for Spanish Speakers Vocabulary 1
Be Curious includes content specifically designed for Spanish-speaking learners: 8 We’re having fun!
1 Read and circle the word.
• Spanish handwriting font for levels 1 to 3 in both the Pupil’s Book and Activity Book. Level 1
1 2 3
takes a gradual approach to reading and writing.
• Pronunciation and phonics sections focus on the most problematic individual sounds for
Spanish speakers. 4
clean / eat
5
sleep / clean
6
eat / take a photo
Digital resources for learners clean / drink sleep / eat drink / take a photo
2 Write and say.

• Digital Pupil’s Books and Activity Books are available for all levels. These can be used online cleaning drinking eating
I’m p l a y i n g playing sleeping taking
and offline and are both multiplatform and multi-device. basketball.
1
I’m
• Online activities for additional practice, including videos and games, interactive grammar, 2 a burger.
I’m .
3
vocabulary and skills exercises. 4
5 6
I’m
a photo.
I’m . I’m .
• Digital Be Curious is a powerful presentation tool that features the Pupil’s Book and Activity 82 More action verbs
Book with interactivities and answers, plus integrated audio and video, animated stories,
flashcards, interactive games and Teacher’s notes. Cross-curricular
• The Test Generator offers editable unit, mid-year and final tests at three levels of difficulty. From the roots to the flower
1 Watch the video.
Young Learners and A2 Key for Schools practice tests are also included. 2 4.12 Listen and read. Then answer the questions.
• The Teacher’s Resource Bank offers a variety of online and downloadable resources for Plants are living things and grow almost
everywhere – from the bottom of the sea to the
reinforcement and extension, including grammar, vocabulary and skills, culture and mission highest mountain. What plants grow near you?
Most plants make food using sunlight. They also
worksheets; printable flashcards and wordcards; projects; and the downloadable class audio. need water to survive, just like us!
Plants usually have three parts to them: roots,
a stem and leaves. The roots take up water from
the ground and the leaves take in sunlight and
air around them for food. Some plants also have
flowers or fruit.
1 Where do plants grow? 4 What other parts do plants

2 What do plants need to survive? sometimes have?
3 What three parts do plants usually have? 5 What’s your favourite plant?
3 Look at the diagram of the plant. Find each part in the photo.
flower
fruit
leaves
stem
roots
4 Draw a plant and label it. Tell your partner about your plant.
My favourite plant is a sunflower. This is its flower …
50 Learn about plants and how they grow
Be Curious Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Pupil's Book 978-1-108-79400-8 978-1-108-79401-5 978-1-108-79405-3 978-1-108-79407-7 978-1-108-79409-1 978-1-108-79410-7
Activity Book with Home Booklet 978-1-108-85013-1 978-1-108-85025-4 978-1-108-86222-6 978-1-108-84970-8 978-1-108-86158-8 978-1-108-86170-0
Teacher's Book 978-1-108-81869-8 978-1-108-81879-7 978-1-108-81816-2 978-1-108-81842-1 978-1-108-81767-7 978-1-108-81779-0
Flashcards 978-1-108-81870-4 978-1-108-81880-3 978-1-108-81817-9 978-1-108-81843-8 978-1-108-81768-4 -
Posters 978-1-108-79786-3 978-1-108-81881-0 978-1-108-81818-6 978-1-108-81844-5 978-1-108-81769-1 978-1-108-81781-3
Digital Pupil’s Book 978-1-108-81492-8 978-1-108-81499-7 978-1-108-81503-1 978-1-108-81507-9 978-1-108-81513-0 978-1-108-81516-1
Digital Activity Book 978-1-108-81497-3 978-1-108-81501-7 978-1-108-81505-5 978-1-108-81510-9 978-1-108-81514-7 978-1-108-81518-5
Teacher’s Resource Bank Available at thecambridgeteacher.es.
Herbert Puchta, Günter Gerngross and Peter Lewis-Jones
Complete Beginner to Pre-intermediate 7 Levels 200 teaching hours, extendable to 320 hours
Nominated British Council ELTons Awards | Excellence in Course Innovation A1 A2 B1
Super Minds has been carefully crafted to help

your students achieve their full potential.
Share the adventures of the Super Friends, the
Explorers and the Time Travellers who accompany
learners on their journey. As the students grow, so
do the characters.
• Methodically develops and enhances students’
thinking skills, training their memory and
improving their concentration.
• Provides support and opportunities to use
language in a playful yet communicative way
with activities such as role play and project work.
• Lively stories, and CLIL sections, encourage
learners to explore social values and reflect on
their behaviour in similar situations. Extra grammar and skills practice
The Super Grammar Book is the
perfect companion to Super Minds
and any other Primary course.
• Covers all the Pre A1 Starters, A1
Movers and A2 Flyers grammar.
• Ideal for class or home use.
• Packaged with the Workbook for
levels 1 to 6.
cambridge.es/superminds
Primary
Enhances children’s thinking skills and creativity

• Student’s Book DVD-ROM with animated stories, interactive games, karaoke songs and
activities focusing on key vocabulary and grammar.
• Online activities on the Cambridge LMS for even more extra practice.
• Digital Books (levels 1-6) enable learners to access the Student’s Books and Workbooks on
tablets.

• Test Generator for levels 1 to 6 allows teachers to create fully customisable unit tests at two
levels of difficulty. It also offers ready-made review and final tests that follow the format of
the Cambridge English Qualifications.
• Easy-to-use Presentation Plus puts all your resources in one place. “When children get used to
systematically applying their
Get the most out of Super Minds with FREE Online Training at cambridge.es/onlinetraining thinking skills, they will go through
positive learning experiences, and
they will gradually learn to enjoy
See also more challenging tasks. As a result,
their self-confidence will grow.”
• Storyfun
Second edition Herbert Puchta
Page 68
• Fun for Starters, Movers and Flyers
Fourth edition
Page 70
• Teaching Young Learners to Think
Paperback 978-1-107-63852-5
Super Minds Starter Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Student’s Book with DVD-ROM 978-0-521-14852-8 978-0-521-14855-9 978-0-521-14859-7 978-0-521-22168-9 978-0-521-22218-1 978-0-521-22335-5 978-0-521-22387-4
Workbook with Online Resources and Super Grammar
978-0-521-14853-5 978-1-108-41120-2 978-1-108-41119-6 978-1-108-41121-9 978-1-108-41122-6 978-1-108-41123-3 978-1-108-41124-0
Book*
Super Grammar Book – 978-1-316-63145-4 978-1-316-63146-1 978-1-316-63147-8 978-1-316-63148-5 978-1-316-63150-8 978-1-316-63151-5
Teacher’s Book 978-0-521-21433-9 978-0-521-22061-3 978-0-521-21957-0 978-0-521-21927-3 978-0-521-21750-7 978-1-107-45828-4 978-1-107-45829-1
Teacher’s Resource Book with Audio CD 978-1-107-64013-9 978-1-107-66604-7 978-1-107-68367-9 978-1-107-63396-4 978-1-107-69376-0 978-1-107-65949-0 978-1-107-67749-4
Class Audio CDs (3) 978-0-521-21434-6 978-0-521-22136-8 978-1-107-67406-6 978-0-521-21973-0 978-0-521-21751-4 978-0-521-21624-1 978-0-521-21587-9
Wordcards – 978-1-316-63161-4 978-1-316-63162-1 978-1-316-63163-8 978-1-316-63164-5 – –
Flashcards 978-0-521-22163-4 978-0-521-22026-2 978-0-521-21941-9 978-1-316-63157-7 978-1-316-63158-4 978-1-316-63159-1 978-1-316-63160-7
Posters ** †978-1-107-42782-2 †978-1-107-42782-2 †978-1-107-42782-2 978-1-107-42982-6 978-1-107-42980-2 978-1-107-42977-2 978-0-521-21472-8
Digital Student’s Book (Enhanced PDF) – 978-84-8323-992-6 978-84-8323-994-0 978-84-8323-373-3 978-84-8323-997-1 978-84-8323-999-5 978-84-8323-183-8
Digital Workbook (Enhanced PDF) – 978-84-8323-186-9 978-84-8323-191-3 978-84-8323-204-0 978-84-8323-207-1 978-84-8323-210-1 978-84-8323-212-5
Presentation
Test GeneratorPlus –
978-1-107-44119-4 Available at thecambridgeteacher.es.
*Workbook Starter Level does not have Online Resources nor Super Grammar Book.
**Posters (15) for Starter, Levels 1 and Level 2 (combined)
Primary
Caroline Nixon, Michael Tomlinson with Colin Sage

Complete Beginner to Pre-Intermediate 7 Levels 100 teaching hours, extendable to 150 hours
Official exam preparation for Pre-A1 Starters,

A1 Movers, A2 Flyers, A2 Key for Schools and B1
Preliminary for Schools 1
5 Fun foods 3
A1 A2 B1
Life Adventures offers both general English and 2
comprehensive preparation for Cambridge English
Qualifications. It is jointly published with Cambridge
Assessment English and is official preparation for Young
Learners, A2 Key for Schools and B1 Preliminary for
Schools.
4 5 6
Life Adventures provides you with classroom tools
which will naturally lead your pupils to become more
autonomous learners, more creative and with increased
empathy towards others.
• Through tasks that lead to collaborative learning.
• Providing opportunities to learn how to identify and
control their emotions. 7 8 9
• With a natural integration of exam preparation

throughout the course.
These three essential pillars motivate the children and
make them the owners of their own learning, guided
by the teacher. They move through the lessons knowing Mission Take part in
a cooking competition
what they are learning, why and how, giving meaning to
their efforts and helping them see their progress. What food can you see? Choose three
1 Find out about food in different countries.
2 Choose a country and food. Plan how to
things that you’d like to eat.
The course offers a gentle integration of skills, language make it.
Watch the video. How many chillies Present your country and food. Choose
and exam-type tasks, helping children build their does Jim eat? a winner.
self-confidence. Life skills are also an essential part of the

54
journey: emotional intelligence, critical thinking, learning
to learn, resilience …. all have an important part to play.
Levels 5 and 6 take a more mature approach and act
as a real bridge between Primary and Secondary with
motivating blogs from the course characters.
cambridge.es/lifeadventures
Primary
Live, learn, feel. Life is a journey
Colin
li Sage Colin
li Sage
Caroline Nixon Michael Tomlinson Caroline Nixon Michael Tomlinson Caroline Nixon Michael Tomlinson with Caroline Nixon and Michael Tomlinson with Caroline Nixon and Michael Tomlinson
English for Spanish Speakers Cross-curricular
Time detectives
• Spanish handwriting font for level 1 in both the Pupil’s Book and the Activity Book. 1 Watch the video. Then read the text.
• Pronunciation and phonics sections in the Activity Book (levels 1 to 4) and in the Pupil’s Do you like investigating the past? You might like to be an archaeologist
then! Archaeologists look for things that could give us information about
Book (levels 5 and 6) focus on the most problematic individual sounds for Spanish speakers. how people lived in the past.
2 Talk to a partner about the pictures. Which pictures interest

• Levels 5 and 6 include ‘Get it right!’ activities covering common errors made by Spanish you? Why?
a c e g
speakers, in order to help them avoid typical grammar, vocabulary and spelling mistakes.
This section is informed by the Cambridge English Corpus.
b d f h
Digital resources for learners 3 Look at the pictures. What is the girl looking at in the museum?
How old do you think the objects are?
• Digital Pupil’s Books and Activity Books are available for all levels. These books can be used
online and offline and are both multiplatform and multi-device.
• Online activities for additional practice, including videos and interactive grammar, vocabulary
and skills exercises. These activities are accessed via a code in the Activity Book.

• Digital Adventures is a powerful presentation tool that features the Pupil’s Book and Activity 4 What do these objects tell us about this time in history?
Book with interactive activities and answers, plus integrated audio and video materials; animated 88 Learn about archaeology
stories; digital flashcards; interactive games; and Teacher’s notes.

• The new enhanced Test Generator includes extra questions and offers editable unit, mid-year
and final tests at three levels. Young Learners, A2 Key for Schools and B1 Preliminary for
Schools practice tests are also included.
• The Teacher’s Resource Bank offers a variety of online resources for reinforcement and
extension work, including grammar, vocabulary, skills, culture and missions worksheets;
printable flashcards and wordcards; projects; and the downloadable class audio.
Life Adventures Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Pupil's Book 978-84-9036-008-8 978-84-9036-065-1 978-84-9036-144-3 978-84-9036-251-8 978-84-9036-348-5 978-84-9036-533-5
Activity Book with Home Booklet and Online Activities 978-84-9036-017-0 978-84-9036-074-3 978-84-9036-176-4 978-84-9036-259-4 978-84-9036-354-6 978-84-9036-537-3
Teacher’s Book 978-84-9036-025-5 978-84-9036-076-7 978-84-9036-199-3 978-84-9036-278-5 978-84-9036-492-5 978-84-9036-544-1
Flashcards 978-84-9036-040-8 978-84-9036-094-1 978-84-9036-213-6 978-84-9036-301-0 – –
Posters 978-84-9036-044-6 978-84-9036-117-7 978-84-9036-222-8 978-84-9036-306-5 978-84-9036-507-6 978-84-9036-551-9
Digital Pupil's Book 978-84-9036-046-0 978-84-9036-125-2 978-84-9036-233-4 978-84-9036-326-3 978-84-9036-515-1 978-84-9036-569-4
Digital Adventures Available on thecambridgeteacher.es.
Test Generator Available on thecambridgeteacher.es.
Teacher’s Resource Bank Available on thecambridgeteacher.es.
Primary
NEW
Kim Milne, Aída Berber, Gabriela Zapiain, Emily Hird, Susannah Reed
Complete Beginner to Intermediate 7 Levels 320 teaching hours, extendable to 500
Pre A1 A1 A2 B1 B1+
Cambridge Primary Path is a language and
literacy course that helps young learners become
articulate speakers and writers of English,
empowering them to make the most of life’s
opportunities.
Through three essential pillars, the course offers a
truly effective learning environment:
• Its comprehensive, literacy-based approach
provides students with essential language
support integral to literacy training that will
ensure they become fully literate in English.
• A ground-breaking Oracy Framework helps
students become confident communicators, able
to articulate their learning in multiple contexts.
• The creativity principles encourage students to
become better thinkers and problem solvers …
and to have fun!
See also
• NEW Cambridge Little Steps

The perfect pre-primary introduction to
Cambridge Primary Path
Page 17
cambridge.es/primarypath
Primary
For a future full of opportunities
Literacy-based approach
• Skills in phonemic awareness, phonics, fluency, vocabulary and comprehension are
essential to literacy development – but in a second language children require much more
support to acquire literacy.
• Students learn to read in English, mastering phonics, spelling and expanding their
vocabulary, then, as their skills develop they read to learn, accessing information in a
second language.
• Students become confident and articulate readers, writers, speakers and listeners of
English.
Oracy framework
• Oracy skills, the ability to communicate confidently in different situations (speaking,
presenting, listening actively, participating in group discussions, etc.) are an essential
component of exceptional communication.
• The framework, developed with leading oracy experts in the Department of Education at
Cambridge University, breaks skills into physical, cognitive and social-emotional.
• Through this oracy practice students become effective communicators, giving them
confidence and helping set them up for future success.
Creativity
• Creative work and play motivate children by promoting the fun in learning while
encouraging them to look at problems in different ways and from multiple perspectives.
• Through a topic-linked Creative Journal the course encourages children to get creative.
• Adopting a more creative mindset means students become better critical thinkers and
problem-solvers.
Child-friendly online tools

• Our new research-based Practice Extra will help motivate students while encouraging
responsible use of digital.
Online teacher training

Get the most out of your print and digital
resources with the FREE online training
modules at cambridge.es/primarypath
Cambridge Primary Path Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Student's Book with My Creative Journal 978-1-108-70987-3 978-1-108-70988-0 978-1-108-70989-7 978-1-108-70990-3 978-1-108-70991-0 978-1-108-70992-7
Activity Book with Practice Extra 978-1-108-67190-3 978-1-108-67191-0 978-1-108-62767-2 978-1-108-62768-9 978-1-108-62775-7 978-1-108-62776-4
Grammar and Writing Workbook 978-1-108-70975-0 978-1-108-70976-7 978-1-108-70977-4 978-1-108-70978-1 978-1-108-70979-8 978-1-108-70980-4
Teacher's Edition 978-1-108-70952-1 978-1-108-70953-8 978-1-108-70954-5 978-1-108-70955-2 978-1-108-70956-9 978-1-108-70957-6
Class Audio 978-1-108-70958-3 978-1-108-70959-0 978-1-108-70960-6 978-1-108-70961-3 978-1-108-70962-0 978-1-108-70963-7
Flashcards 978-1-108-70970-5 978-1-108-70972-9 978-1-108-70973-6 978-1-108-70974-3 – –
Test Generator 978-1-108-70981-1 978-1-108-70982-8 978-1-108-70983-5 978-1-108-70984-2 978-1-108-70985-9 978-1-108-70986-6
Presentation Plus 978-1-108-70964-4 978-1-108-70965-1 978-1-108-70966-8 978-1-108-70967-5 978-1-108-70968-2 978-1-108-70969-9
Foundation Level also available. Contact your Cambridge University Press representative for details.
(English language)
Life Adventures
Natural Science
Social Science
A unique programme that unites different

strengths to improve the learning experience.
2
A shared methodolog
methodology, based
on student-centred learning,
gives students more confidence
when passing from the English
class to the Science class.
1
A fully
ully integrate
integrated
syllabus for Primary
bilingual schools.
3
A strong
ong emphasi
emphasis on
life skills, based on the 5
Cambridge Framework
for Life Competencies,
4 Our unique
ique collabo
collaboration
promotes life-long with Cambridge
A gradual but
learning. Assessment English
comprehensive approach
to external exams prepares guarantees and validates
students and helps take that what you teach is
the stress out of the exam what they need.
experience.
More info: www.cambridgebilingualprogramme.es

Primary
Complete Beginner to Pre-Intermediate 6 Levels 100 teaching hours, extendable to 150
Cambridge Science offers expert science content Where Life meets Science
knowledge, combined with the experience and
• The Cambridge Bilingual Programme fully
creativity of teachers who are actively giving
integrates Cambridge Science with Life
English language and Science classes in Spain. A1 A2 B1
Adventures. What is learnt in English helps
• Student-centred learning ensures an active understand the Science content, while at
classroom experience and allows children to the same time the Science courses reinforce
work alone or collaboratively on projects, language learning.
investigations and experiments.
• An enquiry based approach aids in the
understanding of the new concepts and in the
development of thinking skills. 4
• Content is made as accessible as possible for

young learners through engaging characters,
5 SOUND, LIGHT AND HEAT
5
Sound, light and heat
fun stories, interesting facts, catchy songs and Sound energy, light energy and
heat energy can be found all
d
vibrant photographs and illustrations. around us. They have different

properties and a few similarities.
How do sound, light and heat energy
• Specifically written for Spain, Cambridge travel? In what form? Look at the
photos for clues. 2
Science covers the complete LOMCE Natural In what ways are these
forms of energy different?
1
and Social Science curricula. How are they similar?
How do you use sound,

light and heat energy?
3
Maybe they all
travel in … D CUMENTARY
Hear energy, see energy, feel energy
Perhaps they move in …

You will:
Design a campaign warning people about the risks of too much energy.
• learn about the risks related to different forms of energy: noise pollution,
move in waves, like the sea. light pollution and excessive heat.
energy (from radiation) all
• investigate how to protect yourself against these risks.
Sound, light and heat
54 55
cambridge.es/science
Primary
Everything starts with a question
Cambridge exam preparation

• Topic areas of the exams are included in the Science curriculum and mapped in the Teacher’s Resources.
• The Review sections in the Pupil’s Book and the Activity Book contain exam style activities.
1 THE BIRTH OF SPAIN
• Exam-type tasks in the unit tests.
Digital resources for learners 4

What places can you identify
in the picture?
• Pupil’s Online Activities provide extra practice for each unit that can be done at home or in class.
6
Modern Spain has been
• An app for pupils and parents for home use, in English or Spanish, with a quiz, videos and 360 degree influenced by the different
cultures that inhabited the
photographs. Iberian Peninsula in the
Middle Ages.
5
• Digital Lab features the Pupil’s Book, Activity Book and Teacher’s Book, with interactive activities and answers, It looks
like this
is …
plus integrated audio and video materials, flashcards and games.
3
• The Test Generator provides unit, term and end-of-year tests at three levels of difficulty. I think that place
might be …
• The Teacher’s Resource Bank offers extra worksheets for every unit, self-evaluation work, letters to parents,
printable flashcards and posters, and the class audio files.
8 Navas de Tolosa/Jaén; 9 Granada
Asturias; 5 Córdoba; 6 Toledo; 7 Valencia;
3 Guadalete/Cádiz; 4 Covadonga/
1 Pyrenees; 2 Italy/Mediterranean Sea;
Cambridge Natural Science Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Pupil's Book 978-84-9036-498-7 978-84-9036-852-7 978-84-9036-997-5 978-84-9036-710-0 978-84-9036-352-2 978-84-9036-505-2
Activity Book 978-84-9036-253-2 978-84-9036-150-4 978-84-9036-320-1 978-84-9036-139-9 978-84-9036-013-2 978-84-9036-227-3
Teacher's Book 978-84-9036-312-6 978-84-9036-328-7 978-84-9036-610-3 978-84-9036-709-4 978-84-9036-649-3 978-84-9036-705-6
Digital Lab (IWB Software) Available on thecambridgeteacher.es.
Posters 978-84-9036-288-4 978-84-9036-679-0 978-84-9036-574-8
All levels
Flashcards 978-84-9036-609-7
Cambridge Social Science Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Pupil's Book 978-84-9036-592-2 978-84-9036-614-1 978-84-9036-659-2 978-84-9036-684-4 978-84-9036-851-0 978-84-9036-889-3
Activity Book 978-84-9036-601-1 978-84-9036-628-8 978-84-9036-667-7 978-84-9036-695-0 978-84-9036-864-0 978-84-9036-903-6
Teacher's Book 978-84-9036-604-2 978-84-9036-631-8 978-84-9036-668-4 978-84-9036-701-8 978-84-9036-865-7 978-84-9036-904-3
Digital Lab (IWB Software) Available on thecambridgeteacher.es.
Posters 978-84-9036-647-9 978-84-9036-724-7 978-84-9036-886-2
All levels
Flashcards 978-84-9036-651-6
Cambridge Natural and Social Science Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Pupil’s Book Pack (Natural Science Pupil’s Book and Social Science Pupil’s Book) 978-84-9036-033-0 978-84-9036-035-4 978-84-9036-043-9 978-84-9036-052-1 978-84-9036-054-5 978-84-9036-060-6
Teach teens
with confidence!
cambridge.es/secondary
Damir
Language Student
from Angola
34 |
Secondary and
Bachillerato
Secondary
Collaborate Pages 36–37
Smart Planet Pages 38–39
Citizen Z Pages 40–41
Talent Pages 42–43
English in Mind for Spanish Speakers
Second edition Page 44
More! Second edition Page 44
Interactive for Spanish Speakers Page 45
Bachillerato
Shape the Future Pages 46–47
Out and About Page 48
Your route to results
Collaborate Shape the Future Prepare Exam Booster

NEW EDITION
Pages 36–37 Pages 46–47 Page 85
Page 72
| 35
Secondary
Claire Thacker, Stuart Cochrane, Samantha Lewis,

Daniel Vincent
Elementary to Intermediate 4 Levels 80–90 hours, extendable to 150
Collaborate is an innovative secondary course that

A1 A2 B1 B1+
will help you and your students take an important
step towards creating a collaborative and positive
environment in the classroom. It offers solid
language learning while providing a new way of
teaching and learning, innovative yet practical. LEARNING OUTCOMES
7
I can …
• understand texts about a folk tale and volunteering at
a music festival
• Collaborative learning with unit projects and A WORLD OF

•
•
invite someone to a party
write an email to a friend
CELEBRATION
•
collaborative tasks which motivate and create a
understand how to use the past perfect and reported
speech
• talk about festivals and live music
positive learning environment. •
•
mark word stress, predict information and identify and
understand prefixes and suffixes
write a blog post about a festival.
• Prepares students to take a meaningful part in

society through a focus on life competencies.
• Multiple resources to deal with mixed ability in
the classroom – fast finishers activities at the
end of the unit, a graded Workbook and extra
resources at three levels of difficulty.
• Multimedia resources – 5 videos per unit include
documentaries, grammar and Everyday English
presentations.
WATCH VIDEO 7.1
• Exam content checked by Cambridge • Be

Befo
fore yo
fore
fo ouu wat
a ch
ch, wh
what
hat
a kiin
nd of th
hiing
ngs do
do peo
e pl
ple ce
cele
ele
l brat
brat
a e at fes
esti
tiva
vals
valss?
• Wa
Watch
tcch a
annd ch
che
hec
eck.
k. Whe
hen wa
hen w s th
the
e fi
firrsst Sn
firs Snow
wbo
omb
m ing
in
ng Fe
Fest
stiiv
ival
a?
Assessment English builds students’ confidence • Wh
What
at is yo
youurr favou
avvou
ouri
r te
e fes
esti
tiva
v l? De
va essc
scr
crib
rib
ibe
be itt.
in preparation for the Cambridge A2 Key and B1

Preliminary Exams.
p89 p91 p92 p94
GRAMMAR IN GRAMMAR IN EVERYDAY GLOBETROTTERS

KICK-OFF! 7.1 ACTION 7.2 ACTION 7.3 ENGLISH 7.4 7.5
86 A WO R LD O F C E LE B R AT I O N | U N I T 7
cambridge.es/collaborate
Secondary
It’s time to change. Time to collaborate.

English for Spanish Speakers English for Spanish Speakers English for Spanish Speakers
Claire Thacker Samantha Lewis Samantha Lewis

A2 – A2+ A2+ – B1 B1 – B1+
Stuart Cochrane Daniel Vincent Daniel Vincent
STUDENT’S BOOK 2 STUDENT’S BOOK 3 STUDENT’S BOOK 4
video video video

ith ith ith
w
w
English for Spanish Speakers THE ART
PROJECT
Collaborate is specifically designed for Spanish-speaking teenage students and includes: A profile of an artist
1 Look at the photos and read the profile. Do you

like Ben Heine’s work? Why / Why not?
• Get it right! boxes throughout the units which highlight common mistakes in grammar and 2 Read the profile again and complete the notes.
vocabulary made by Spanish-speaking learners.
• Specific cross-curricular projects and lessons on other subjects in the Spanish curriculum. Nationality:
• A coverage of all the competences students are expected to acquire with a Key competences Education:
mapping in the Teacher’s Book. Interests:

Type of artist:
• Spanish and Catalan grammar reference available online. Examples of work
:
Exhibitions:
Digital resources for learners How to do online research
3 Read the questions. Why is it important to

think about these questions when you read
• Fully-interactive Digital Student’s Books and Workbooks are available both online and offline. information online?
a Who wrote the information?
These are both multiplatform and multi-device, working on computers, tablets and interactive b Who is the information for?
c How do I know it’s true?
whiteboards. d Can you find the same information on a

different website?
e When did they write it?
• Downloadable Workbook audio files and video available at cambridge.es/collaborate. f Can I copy and paste this information into
my own work?
4 Listen to the advice about doing online

• Mobile-friendly Practice Extra for bite-sized learning activities, online speaking tasks with 2.10
research and check your ideas from
Exercise 3.
audio and video, with easy-to use performance tracking and gamification.
30 WHAT IS ART ? | UNIT 2

• The Digital Collaborate presentation tool includes the digital Student’s Book and Workbook
for projection in the classroom with special interactive activities for every unit, the digital
Teacher’s Book and the course videos and audios. Extras include grammar and vocabulary AROUND
THE WORLD
presentations, practice and games.
Globetrotters
• The Teacher’s Resource Bank provides all the classroom resources a teacher needs with extra READING Watch video 9.5
One world, one culture?
worksheets to cover grammar and vocabulary at three levels (basic, standard and extension), A webpage
• What makes culture? Think of three things.
1 Look at the photos. What do you know
video and communication worksheets and grammar mind maps and writing templates. The about Costa Rica? Discuss with a partner.
• How many H&M shops are there around the world?
• What are the advantages and disadvantages of a
2 Read and listen to the webpage and global culture?
class audio is also available for download. 9.11
check your ideas from Exercise 1.
• The Test Generator allows you to create diagnostic, unit, term and end-of-year tests at three Volunteer abroad conservation programmes:
Costa Rica
levels. Cambridge exam practice is also supplied.
• An online collaboration space and portfolio tool to help students design and share creative
work with fellow students. 1 Why visit Costa Rica? 2 Why is conservation so baby turtles before they return
Costa Rica is a fascinating, tropical important in Costa Rica? to the sea. You’ll be helping with
country in Central America. It’s a destination which has wildlife research and will also be
It is also one of the happiest always been popular for tourism working on community projects
countries in the world because and many tourists go back year where you’ll be doing some
of its relaxed way of life. When after year. In fact, tourism is the gardening, as well as helping
you ask someone ‘How are you?’, main reason why conservation to build schools and community
they answer ‘pura vida’, which is so important. Costa Ricans centres.
means ‘pure life’ or ‘life is great’. are proud of their country and 4 Am I going to have any free
Although it’s only a small country, they work hard to look after its time?
about the size of Denmark, it is unique natural beauty. Ecotourism
Yes, you’ll be able to get away in
home to 5% of the world’s plant in Costa Rica helps protect the
your free time to go sightseeing
and animal species! Over 25% of natural environment, benefit local
or on day trips to the capital, San
the country is protected as it is communities and also educate
José. You can also look around the
made up of outstanding nature tourists about the importance of
stunning Tortuguero or Manuel
reserves, where you can find its natural resources.
Antonio National Parks.
more than 1,000 butterflies, 9,000
3 What will I be doing?
different types of plants, 20,000 What better way to see and
species of spider, and 34,000 Volunteers stay in a coastal town explore Costa Rica while making
varieties of insects! Costa Rica has and work on environmental a difference to the local wildlife.
spectacular volcanoes, beaches, projects. You’ll be keeping the So what are you waiting for?
jungles, rainforests and magical beaches clean and safe to protect Volunteer now and make a
cloud forests! turtle eggs and you’ll count the difference!
118 A H O LI DAY O N T H E M O O N | U N I T 9
Collaborate Level 1 Level 2 Level 3 Level 4

Student's Book 978-84-9036-063-7 978-84-9036-096-5 978-84-9036-962-3 978-84-9036-602-8
Workbook with downloadable audio 978-84-9036-069-9 978-84-9036-098-9 978-84-9036-855-8 978-84-9036-992-0
Teacher's Book 978-84-9036-273-0 978-84-9036-121-4 978-84-9036-296-9 978-84-9036-339-3
Teacher’s Project Book 978-84-1322-011-6 978-84-9036-882-4 978-84-1322-012-3 978-84-1322-013-0
Digital Student's Book 978-84-9036-066-8 978-84-9036-570-0 978-84-9036-899-2 978-84-9036-590-8
Digital Workbook 978-84-9036-070-5 978-84-9036-105-4 978-84-9036-169-6 978-84-9036-188-7
Digital Collaborate (IWB Softare) Available at thecambridgeteacher.es.
Teacher's Resource Bank Available at thecambridgeteacher.es.
Secondary
Ben Goldstein and Ceri Jones

Elementary to pre-intermediate 4 Levels 80–90 teaching hours, extendable to 150
A1 A2 B1
Smart Planet is a secondary course 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.
Watch
• Exciting, internationally-themed reading and
listening topics.
• Thorough vocabulary and grammar treatment.
5.1
p53
A Cool Life
• Culture and CLIL pages complemented by

spectacular Discovery EducationTM videos.
5.2
• A guided, step-by-step approach to writing and p57

Moving House
speaking.
• Common errors pages and boxes. 5.3
p58
• Flexible teaching support for mixed ability classes A House or a Flat?
includes tests and photocopiable worksheets at two

levels and graded activities in the Workbook. 5.4
p112
Secrets of the
Pyramids
Language Speak & write
Furniture Ask for and offer help
Household appliances Write a description of a house
Comparative and superlative Culture
adjectives An American houseboat
must/mustn’t community
should/shouldn’t
Across the curriculum
Read & listen Look at the photos and
Art
Read about a jungle hotel pictures in Unit 5. Find …
Listen to a conversation about • a pink dolphin.
housework
• a pink house.
Unit 5 51
cambridge.org/smartplanet
Secondary
Discover. Learn.
2 3 4
Student’s Student’s Student’s
Book Book Book
Ben Goldstein Ben Goldstein Ben Goldstein

& Ceri Jones English for Spanish Speakers & Ceri Jones English for Spanish Speakers & Ceri Jones English for Spanish Speakers
Reading
1 Look at the photos in the article. What can
you see? Where do you think it is? Your Turn
English for Spanish Speakers 2 2.21 Read and listen to the online 4 Work with a partner. Answer the questions.
article. Check your ideas in Exercise 1. 1 Do you like the idea of a treetop hotel?
2 When was the last time you stayed in a hotel?
3 Read the text again. Answer the questions.
• ‘Get it right!’ pages in the Student’s Book and Workbook, plus ‘Get it right!’ 1 Which animals live near the hotel?
2 How many metres up in the trees is the hotel?
Was it comfortable?
3 What do you like about staying in hotels?
boxes throughout the Student’s Book, highlight and practise common 3 How many rooms has the hotel got?
4 What is the ‘Meeting of the Waters’?
Useful Language
I like the idea because …
5 What unusual creature lives in the Rio Negro?
mistakes made by Spanish-speaking learners. 6 What else can you visit near the hotel?
The last time I stayed in a hotel was …
I like staying in hotels because …
I like the idea of a treetop hotel because it’s an

• ‘Say it right!’ and ‘Spell it right!’ sections focus on aspects of English ABOUT ROOMS CONTACT US unusual experience.
pronunciation and spelling which are difficult for Spanish speakers. In the middle of the Amazon Rainforest, amongst the
monkeys, snakes and tropical birds, there’s a very unusual
place. Twenty metres up in the trees, sits the Amazon
• Specific cross-curricular lessons on other subjects of the Spanish curriculum.

Towers hotel – the biggest treetop hotel in the world.
The hotel has got 268 rooms, or ‘tree houses’, with beds,
tables, chairs, a bathroom with a shower, and balconies
with amazing views of the Amazon. The tallest tree house,
• English, Catalan and Spanish editions of the Workbook. the Tarzan House, is 22 metres high on a living mahogany
tree. The hotel has also got a restaurant, a theatre and
even a swimming pool high up in the trees.
The treetop hotel isn’t the only incredible thing to see in
• English and Spanish editions of the Teacher’s Book for levels 1 and 2. this part of Brazil. The Amazon River isn’t far away and
visitors to the treetop hotel can see the ‘Meeting of the
Waters’. Two of the most powerful rivers in the Amazon,
the Rio Negro and Rio Solimoes, meet here. The almost
black water of the Rio Negro is darker than the brown
water of the Rio Solimoes and you can see both rivers side
by side. The Rio Negro is also home to the amazing pink
dolphin, one of the rarest animals in the world.
Digital resources for learners Visitors can also see local tribes in the Amazon and
discover the ancient culture and traditions of the
Amazonian people.
At the end of a busy day, you can return to the hotel in the
trees. It’s not far, but it’s a long way up to bed!
• The free DVD-ROM packaged with the Student’s Book contains all the
Discovery EducationTM videos from the course and practice exercises.
• Fully-interactive Digital Student’s Books and Workbooks are available both 5.1 A Cool Life
online and offline. Find out about an unusual house
in Australia Unit 5 53

• The Digital Planet pack includes the digital Student’s Book and Workbook for Reading: Culture
classroom projection, special interactive activities for every unit, the Digital
Danger
only
Teacher’s Book and the Discovery Education™ videos. There are a lot of animals that
live in Australia, like the koala
bear
also
and kangaroo. But Australia is
home to some really dangerous
• The Test Generator allows you to create editable or ready-made unit, term down
do
down animals. So, before you go, read
guide and have a safe holiday.
our
and final tests at two levels of difficulty. r!

der!
nde
un
• The Teacher’s Resource Bank provides all the classroom resources teachers
need with extra worksheets in Word and PDF format to cover testing, mixed There are a lot of dangerous
snakes in Australia, but the
inland taipan is the most
ability, skills work, drama and even games and puzzles. All the course videos dangerous of them all! It’s a big,
fast snake that lives in central
Australia. It eats rodents and
are also included, as well as the audio recordings of the listening tests. Saltwater crocodiles live in the sea
and rivers in northern Australia. These
Funnel web spiders are small but very
dangerous. These black or brown spiders
are about 5 cm long and live in towns and
small mammals, but will try
almost anything! It’s 2 m long
and it changes the colour of its
excellent swimmers can be 7 m long and cities in southeast Australia – there are skin depending on the season.
can weigh 1,000 kg. They eat anything, a lot in Sydney. Be careful because they It’s got enough venom to kill
including monkeys and sharks, and sometimes walk into gardens or swimming 100 humans!
sometimes they attack humans! There pool areas. They usually eat insects or
are often warning signs on beaches and lizards, but their venom is toxic to humans:
near rivers. If there isn’t a sign, always one bite can cause vomiting, diarrhoea
ask someone if it’s safe to swim. and sometimes even death!
1 Look at the photos of the animals and answer

the questions. Your Turn
1 Which country do they live in?
2 Which is the most dangerous?
4 Work with a partner. Answer the questions.
1 Are there any particularly dangerous animals in
2 3.22 Read and listen to the text. Check your country?
your ideas in Exercise 1. 2 Have you ever had a bad experience with an
animal? What happened?
3 Read the article again and answer the
questions. Useful Language
1 Why are the koala bear and kangaroo special?
I think there are … I once … One time I …
2 What do saltwater crocodiles eat?
3 In which city does the funnel web spider live?
I think there are some venomous snakes in the north.
4 What can happen when the spider bites a
human?
5 Where does the inland taipan live?
6 How does the snake change during the year?
8.2 A Deadly Job
Find out about a dangerous job

in Australia. Unit 8 89
Smart Planet Level 1 Level 2 Level 3 Level 4

Student's Book with DVD-ROM 978-84-8323-917-9 978-84-8323-660-4 978-84-9036-365-2 978-84-9036-780-3
Workbook (English) 978-84-8323-974-2 978-84-8323-654-3 978-84-9036-382-9 978-84-9036-781-0
Workbook (Spanish) 978-84-8323-981-0 978-84-8323-652-9 978-84-9036-383-6 978-84-9036-782-7
Workbook (Catalan) 978-84-8323-976-6 978-84-8323-657-4 978-84-9036-777-3 978-84-9036-783-4
Teacher's Book (English) 978-84-9036-384-3 978-84-9036-385-0 978-84-9036-389-8 978-84-9036-784-1
Teacher's Book (Spanish) 978-84-9036-387-4 978-84-9036-388-1 – –
Audio CDs (4) 978-84-8323-370-2 978-84-8323-644-4 978-84-9036-381-2 978-84-9036-785-8
Digital Student's Book (SCORM) 978-84-9036-366-9 978-84-9036-367-6 978-84-9036-368-3 978-84-9036-795-7
Digital Workbook (SCORM) 978-84-9036-372-0 978-84-9036-373-7 978-84-9036-374-4 978-84-9036-796-4
Digital Planet (IWB Software) Available at thecambridgeteacher.es.
Secondary
Herbert Puchta, Jeff Stranks and Peter Lewis-Jones

Beginner to Advanced 6 Levels 80–90 teaching hours, extendable to 180
Citizen Z is aimed at the current generation of teenagers,
1 SURVIVAL
with their own needs, interests and aspirations. Young
A1 A2 B1 B1+ B2 C1
people are living in a world which requires new skills
and preparation so that in the future they can take their
places as citizens in the world.
• Engaging and thought-provoking topics challenge and
inspire teenage learners.
• Guided writing and speaking sections support students
step by step through the process to build fluent,
confident written and spoken English.
• Culture lessons encourage students to think and talk
about life in other countries and how it compares with
their own.
• Literature lessons expose students to authentic language
and encourage an appreciation of literature.
• Life skills lessons develop non language skills to help
students in all aspects of their lives.
LEARNING OUTCOMES
• ‘Think Exams’ pages and assessment-style activities FUNCTIONS:ɄPDNLQJDQG
DFFHSWLQJDFKDOOHQJH
prepare students for success at A2 Key, B1 Preliminary, GRAMMAR:ɄtoLQȴQLWLYHRU

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B2 First and C1 Advanced. remember, try, stop, regret, forget
VOCABULARY:ɄYHUEVRI
PRYHPHQWDGMHFWLYHVWRGHVFULEH
• Extra photocopiable worksheets, graded Workbook XQFRPIRUWDEOHIHHOLQJV
activities and extra ideas in the Teacher’s Book provide :RUNLQSDLUV/RRNDWWKHSKRWR

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plenty of support for fast-finishers and mixed-ability classes. :KDWLVWKLVPDQGRLQΑ"

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11
cambridge.org/citizenz
Secondary
Preparing teenagers to take their place in the world

• ‘Get it right!’ pages in the Student’s Book plus ‘Get it right!’ boxes throughout the units that &XOWXUH
highlight common mistakes made by Spanish-speaking learners. 1 /RRNDWWKHSKRWRV:KDWGRWKH\DOOKDYHLQFRPPRQ"
2 1.15Ʉ5HDGDQGOLVWHQWRWKHDUWLFOHDQGFKHFN\RXUDQVZHUV
• A specific pronunciation section which focuses on common pronunciation errors.

• ‘Say it right!’ exercises that deal with areas which are more problematic for Spanish speakers. Nomadic People
Most of us are used to living in the same place – every day, all year round,
we go ‘home’. But for some people around the world, home is a place that
• A coverage of all the competences students are expected to acquire with a Key competences moves. Here are three groups of people who have a nomadic way of life.
mapping in the Teacher’s Book. 1 The Tuareg

In the central part of northern
stricter borders, severe droughts and
urbanisation, nomadic life became
more difficult in the 20th century.
3 Aborigines
The Aboriginal people of Australia
Africa, which is mostly desert, you This led many Tuareg people to settle have been living there for 40,000
can find the Tuareg people, who call in towns and cities. years, since long before Europeans
themselves ‘Imohag’, meaning ‘free Sometimes the Tuareg people are arrived. But they are not one single
people’. Most of the Tuareg people called ‘the blue people of the Sahara’, group – for example, there are over
are found in Mali, Niger and Algeria, because of the blue turbans 200 different languages spoken by the
Digital resources for learners although some can also be found in

Libya and Burkina Faso. However,
that the men wear, which often gives
their skin a blue colour.
Aborigines.
being nomadic people, they regularly

cross national borders. 2 The Shahsavan
• Online Practice offers extra grammar and vocabulary practice, extra reading, the course videos and
They have their own language
(Tuareg), which is spoken by around This tribe lives in an area of
1.2 million people, but many Tuareg northwest Iran and eastern
projects. people also speak Arabic and/or

French. The Tuareg people are mostly
Muslim, although some traditional
Azerbaijan. There are approximately
100,000 of them. In the spring, the
Shahsavan move from their winter
beliefs remain from before the arrival home in Azerbaijan to their camps
• Fully-interactive Digital Student’s Books and Workbooks are available both online and offline. of Islam.
In the past, the Tuareg people
near Mount Sabalan, about 200
kilometres south, for the summer.
moved around the desert areas with Their journey usually takes around
their cattle, mainly between places three or four weeks. Each day, they
where water could be found. Due to travel from midnight to midday, when
the formation of new countries and the heat begins to prevent further The Aborigines are hunters and
travel. Traditionally, the women and gatherers, almost always on the move.
Digital resources for teachers on The Cambridge Teacher children travelled on camels, and
the men rode horses or walked, but
increasingly the Shahsavan are using
Principally it is the women who
gather food and care for children,
while the men are the hunters. They
lorries and tractors. have very few possessions, and the
When they reach their destination,
• The Digital Citizen Z pack includes the digital Student’s Book and Workbook for projection in the everyone (including children) is
involved in setting up the main camp,
ones they have are mostly light, since
they need to keep moving in search of
food and to maintain a balanced diet
classroom with special interactive activities for every unit, the digital Teacher’s Book and the course consisting of various types of tent.
They stay there until September, when
the return journey begins.
(they eat seeds, fruit and vegetables,
as well as small animals, snakes and
insects).
videos. Many of the Shahsavan believe that
their way of life is dying out, that their
However, they occasionally decide
to settle somewhere and form
grandchildren will not do the annual villages.
• The Test Generator offers editable unit, term and end-of-year tests at two levels of difficulty, plus migration any more.
ready-made Cambridge exam-type tests at the course levels corresponding to Cambridge exams. 28
• The Teacher’s Resource Bank provides extra worksheets in PDF and Word format, with grammar
and vocabulary practice at three levels of difficulty, literature worksheets, communication activities THINKING OUTSIDE THE BOX
and other useful resources. Lion Lights

1 Richard Turere is a member 3 His next idea was to use a
of the Masai tribe who live in scarecrow. Richard hoped that
Central and East Africa. The he could trick the lions into
Masai are traditionally farmers thinking that there was a person
and often keep cattle, an there, but lions are pretty clever.
3
important source of food and ….
income for them. But a problem
And then they went in to attack
is that lions sometimes come to
the farm animals.
the farms and kill the cattle. The
Masai are used to lions attacking Then one night, Richard spent
their livestock, but of course they hours walking around in the
aren’t happy about it. The only cowshed with a torch. That night,
solution seemed to be to kill the no lions came, so he worked
lions and this had some degree out that they were afraid of
of success in terms of protecting the moving light. And, being
their cattle, but the Masai imaginative, he had an idea.
weren’t very happy about doing 4 Richard is a bright young man
that, either, because they were who used to play with things to was walking around inside the
reducing the population of lions. see how they worked, and he’d cowshed when in fact everyone
2 In the Masai tribe the young boys learned a lot about electrical was in bed asleep. 5… .
are responsible for protecting gadgets that way. So he got
5 Since Richard invented his ‘lion
their fathers’ cattle. One day, a battery and a solar panel
lights’, his father has not lost any
when Richard was 11, he woke up to charge it, and then he got
more cattle to lion attacks. And
and found that a lion had killed an indicator box from an old
now Richard’s idea is being used
his father’s only bull. 1… . motorcycle – the box that makes
in many different places, to keep
a light blink, to show if the biker
His first idea was to use fire, on lions, leopards and elephants
is turning left or right.
the basis that lions were probably 4 away from farms and homes
… . The bulbs flashed
scared of fire. 2… . So Richard had for good. 6… . He was also
throughout the night, and the
to come up with something else. invited to talk at a conference
lions thought that someone
in the USA. 7… .
train to
Lateral thinking
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45
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For more information about audio and video components, please contact your local
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A1 A2 B1 B2 C1 A1 A2 B1
English in Mind for Spanish More!

Speakers Second edition
Second edition Herbert Puchta, Jeff Stranks,
Herbert Puchta, Jeff Stranks and Günter Gerngross,
Peter Lewis-Jones Christian Holzmann and
Level 3 with Richard Carter Peter Lewis-Jones
BEGINNER TO ADVANCED FALSE BEGINNER TO INTERMEDIATE
80–90 teaching hours, extendable to 180 80–90 teaching hours, extendable to 140
English in Mind for Spanish Speakers inspires More! is bursting with features to capture young
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and lead into speaking practice in the form of
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• Structured speaking practice and development
• ‘Exams in mind’ pages offer practice in Cambridge confidence to speak.
throughout each level.
English exam-type exercises. • ‘Learning to learn’ and ‘Exam practice’ sections
• A ‘Vocabulary bank’ at the back of each
in the Workbook increase students’ confidence
Student’s Book showing new words in context.
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• Authentic ‘Fiction in mind’ (Levels Starter-2) and
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** For Teacher’s Resource Book Level 1, no Audio CD - audio downloadable from cambridge.es/englishinmind.
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English for Spanish Speakers &OHMJTIGPS4QBOJTI4QFBLFST &OHMJTIGPS4QBOJTI4QFBLFST &OHMJTIGPS4QBOJTI4QFBLFST
Student’s Book 1 Student’s Book 2 Student’s Book 3 Student’s Book 4
)FMFO )FMFO )FMFO

)BELJOT )BELJOT )BELJOT
BOE 4BNBOUIB 4BNBOUIB
Helen 4BNBOUIB -FXJT -FXJT
Hadkins -FXJT BOE BOE
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Samantha +PBOOB #VEEFO #VEEFO
Lewis A2 #VEEFO B1 B1– B2 B2
A2 B1 B2 English for Spanish Speakers A1 A2 B1
Interactive for Spanish • ‘Get it right!’ pages and boxes highlight and Your Space
practise common mistakes made by Spanish-
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Helen Hadkins, Samantha Lewis and • ‘Say it right!’ exercises focus on common FALSE BEGINNER TO PRE-INTERMEDIATE
pronunciation errors made by Spanish speakers.
Joanna Budden 80–90 teaching hours, extendable to 150
• Pages dedicated to cross-curricular topics deal
FALSE BEGINNER TO INTERMEDIATE with subjects from the Spanish curriculum. Your Space offers a positive and practical approach
Secondary • Extra exam practice in the Workbook, with to learning English with plenty of ‘space’ for
A2 Key, B1 Preliminary and B2 First exam-type students to personalise the language learnt.
80–90 teaching hours, extendable to 180
exercises. • Language is taught through engaging contexts,
Nominated British Council ELTons Awards
with a balance between inductive and deductive
Innovation in teacher resources presentation and includes revision.
The Best Job in the WorTHld?

Interactive for Spanish Speakers is an exciting the
reef
• A focus on skills development, learner strategies
course for teenagers packed from cover to cover E BEST JOB and functional language encourages learner
over
D.
900
E WORL
from 200
would you apply? Well, 34,000 people
over 1 If you saw this job advert,
advertised by Tourism Queensland,
as IN THGreat
with stimulating content. Students are given 0 mi)
ately
different countries did! The job was
part of an award-winning publicity
of visitors to Australia. To
campaign which aimed to increase
get the job of island caretaker in the
the
Great
Islands of the
Queensland,
Barrier Reef,
Australia.
ker
autonomy and effective communication.
etres number persuade Tourism t: Island Careta
had to make a one-minute video to
maximum support to get them speaking and Position Vacan ct
eef is app
Barrier Reef, applicants 000 6-month contra
that they would be the Salary: AU $150,
Q
Queensland
• ‘Get it right!’ sections help students tackle
the
O Collect
a, off O Feed the fish
be person for the role. 16 finalists

best Responsibilities:
and report back
nd in island for the mail O Explore
interacting in real, contemporary English from day were taken

w to the 22 February
tralia. Applications close:
final part of the selection process,
ef can w
which involved a formal interview, an
English test, health checks and some
e
Interviews: 4 May
Announcement
made: 8 May problem areas common to learners of their level.
one.
1 July
E Work begins:
space to APPLY
ggest f activities which were designed
fun ANYONE CAN ob.com
sshow their real personalities. www.islandreefj
cambridge.es/yourspace
living
The course is correlated to Cambridge English

ucture
uilt by
nisms, The Winner Ben Southall, a charity worker
Despite the extremely tough competition,
exam task types and topics to help prepare
yps. It 2 in
of life
World
from the UK, got the job. Ben lived
the Great Barrier Reef. He was given
on Hamilton Island, in the Whitsundays
a beautiful house to live in and he
was
girlfriend
Your Space Level 1 Level 2
In fact, he believes that it was his
students for future exams. 1. CNN
e seven
allowed to bring his girlfriend too!
who really had the best job in the world;
all the fun but none of the work
He spent his days
rk Student’s Book 978-0-521-72923-9 978-0-521-72928-4
on the island!
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ational doing water sports, exploring and checking
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Inspire confident communication
he would
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e reef is
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hing and
Quick Facts
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Barrier Reef Resource Disc
international English from the Cambridge English starfish. and 900 islands and coral cays
is home to more than 1,500 species
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t Islander is the only living organism that can
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The reef is underwater gardens and
estination
pecially in
5 From Best Job to Best
in the World
Career coral in the world, you’d
k!
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Teacher’s Book with Tests CD 978-0-521-72935-2
of island
When Ben finished his six-month job
Think about world culture slands and
urism is an
mic activity
caretaker, Tourism Queensland were
him another one. He now works as a
keen to give
Tourism
Meet the turtles: if you
visit when it’s turtle Class Audio CDs (3) 978-0-521-72937-6
tell people nesting season, you can
Ambassador and travels the planet to
generating
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• ‘Culture UK’ noticeboards and ‘Culture World’
n per year.
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Level 2
Level 3
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Secondary
Philip Wood, Vicky Anderson and Will Varney

intermediate to upper intermediate 2 Levels Level 1: 100 teaching hours / Level 2: 65 teaching hours
Shape the Future is a forward-thinking course

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LIFE SKILLS UNIT 8 LIFE SKILLS
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Critical
B. Now you try!
You won’t win 1 Look at the advert on the left and answer the questions.
• Step-by-step speaking and writing lessons

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d Is the photo genuine?
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MASSIVE DROP
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From: Gogle Online Lottery
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Modified Food
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Congratulations! You have won €1000 on the
Gogle Online Lottery. To receive your money, you An expert has
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must send us your bank account details by today. claimed that
Year there may be
Otherwise, we will give the money to someone a link between
else. genetically
LIFE SKILLS Don’t automatically believe everything you read, hear The Gogle Lottery Team
modified food
and cancer.
KEY CONCEPT or see in the media. Ask intelligent questions.
PROJECT
A CRITICAL ANALYSIS OF A MEDIA
> STEP 1
WORK IN GROUPS
OF THREE AND PLAN
> STEP 3
CARRY OUT YOUR
ANALYSIS. REMEMBER
3.1 What is the aim?
· to sell something?
· to be provocative?
· to provide information?
YOUR PROJECT TO ASK INTELLIGENT
MESSAGE
1.1 QUESTIONS
1.2
You could make a What is a fact and
3.2
PowerPoint presentation, Remember to choose a
Is the information what is opinion?
create a spider diagram or member of the group to 3.3
a poster online or on paper. take notes of your ideas complete or partial?
as you work.
4.1
> STEP 4 Reread your work and come to a

conclusion as a group.
COMPLETE YOUR
Decide how you will record your ideas and Remember to listen carefully to
1.3 present your conclusions to your classmates.
PROJECT each other’s opinions.
2.2
Decide overall whether you think the media

4.2
message is reliable, biased or misleading.
It could be: Look online, or in the

> STEP 2 CHOOSE A
MEDIA MESSAGE
2.1
· a news article print media or even find
· an advert an advert outside in the
TO ANALYSE Finish your project and present it
· a speech street.
to the class.
· an online video, etc.
114 – Unit 8 The Information Age 115
cambridge.org/shapethefuture
Bachillerato
Nothing exists until you do it

STUDENT’S BOOK 02
BACHILLERATO AUTHORS PHILIP WOOD

BATXILLERAT WILL VARNEY
BATXILERGOA
BACHARELATO
UNIT 4 SPORTS AND TEAMWORK

4
English for Spanish Speakers UNIT
• ‘Get it right!’ boxes throughout the units highlight common mistakes in grammar and
vocabulary made by Spanish-speaking learners.
• Provides extensive practice of the Spanish University Entrance Exams.
• Covers the official Bachillerato curriculum.
• A coverage of all the competences students are expected to acquire with a Key competences
mapping in the Teacher’s Book.

• Fully-interactive Digital Student’s Books and Workbooks are available both online and offline.
These are both multiplatform and multi-device, working on computers, tablets and interactive
whiteboards.
• Downloadable Workbook audio files available at cambridge.es/shapethefuture.
Learning Outcomes
Digital resources for teachers on The Cambridge Teacher Reading:

understand and discuss
an opinion piece about
Listening:
listen to and understand a
conversation about individual
Writing:
write an opinion essay
about sport
competition in sport vs. team sports
• Digital Future includes the digital Student’s Book and Workbook for projection in the Language: Speaking:
practise the future tenses; learn practise inviting someone
words related to sports and to an event
Life Skill & Project:
learn about cooperation
and teamwork and give a
classroom with special interactive activities for every unit, the digital Teacher’s Book and the practise adjective suffixes presentation on an example
of teamwork you admire
course videos and audios. 47
• The Teacher’s Resource Bank provides extra worksheets to cover grammar and vocabulary at
two levels. It also includes listening, speaking, writing, literature and translation worksheets.
The class audio is also available for download.
UNIT 8 THE INFORMATION AGE

UNIT
• The Test Generator, common for levels 1 and 2, allows you to create a diagnostic test, unit,
term and end-of-year tests at two levels. Listening and speaking tests are also included.
• The EBAU Test Generator for level 2 allows you to prepare mock university entrance exams for
all the autonomous regions. Select your region and download ready-made tests, or customise
the tests by choosing the Generate your own exam option. All the exams are provided in pdf
and Word formats.
Learning Outcomes
Reading: Listening: Writing:
understand and discuss a news listen to and understand a radio write a blog post about
article about a weather machine phone-in about social media Internet use
Language: Speaking: Life Skill & Project:
practise reported speech; learn practise talking about learn about critical thinking
words related to the media experiences and do a critical analysis of a
and verb and noun collocations media message
103
Shape the Future Level 1 Level 2

Student's Book 978-84-9036-635-6 978-84-9036-583-0
Workbook with downloadable audio 978-84-9036-898-5 978-84-9036-057-6
Teacher's Book 978-84-9036-134-4 978-84-9036-625-7
Digital Student's Book 978-84-9036-902-9 978-84-9036-674-5
Digital Workbook 978-84-9036-220-4 978-84-9036-031-6
Digital Future (IWB Software) Available at thecambridgeteacher.es.
Test Generator (Levels 1 and 2) Available at thecambridgeteacher.es.
EBAU Test Generator (Level 2) Available at thecambridgeteacher.es.
Teacher's Resource Bank Available at thecambridgeteacher.es.
Bachillerato
English for Spanish Speakers English for Spanish Speakers
StUdEnT’s bOoK 1 StUdEnT’s bOoK 2
±ÏĘĜĬĬåų±ƋŅ ±ÏĘĜĬĬåų±ƋŅ
±ƋƻĜĬĬåų±Ƌ ±ƋƻĜĬĬåų±Ƌ
±ƋƻĜĬåųčŅ± a±ųĩB±ĹÏŅÏĩ ±ƋƻĜĬåųčŅ± a±ųĩB±ĹÏŅÏĩ
±ÏĘ±ųåĬ±ƋŅ eĹĹĜåaÏ%ŅĹ±ĬÚ ±ÏĘ±ųåĬ±ƋŅ eĹĹĜåaÏ%ŅĹ±ĬÚ
B1 B2 English for Spanish Speakers

Unit 3
Out & About • ‘Get it right!’ boxes that highlight common You are what you eat
mistakes made by Spanish-speaking learners.
Mark Hancock and Annie McDonald These are informed by the Cambridge Learner UNIT OBJECTIVES
t find out about health
Corpus. t read and understand a text on health

t
topic words: health
INTERMEDIATE TO UPPER INTERMEDIATE t
listen to a radio interview
t
grammar: conditional possibility, wish, if only
• A complete pronunciation syllabus integrated t
word building: quantities and capacities
t
speaking: making suggestions
Bachillerato into every unit which focuses on common

t
writing: a proposal
t
life skill: stress management
Level 1: 100 teaching hours pronunciation problems Spanish speakers

encounter.
Level 2: 65 teaching hours
• ‘False friends’ boxes that highlight the pitfalls for
The final Bachillerato exam and the University Spanish speakers.
Entrance Exam are the key to success in this stage • Specific practice and preparation for the Spanish
of students’ learning, but education goes beyond University Entrance Exams.
the classroom and exams. Out & About gives solid
language development for the exams but also Digital resources for learners
helps to prepare students for real life.
• Fully-interactive digital Student’s Books and
• The ‘Common Mistakes at Bachillerato’ booklet, Workbooks are available both online and offline
Look at the photo. Talk to your
partner for one minute about what
you can see. VIDEO 1
VIDE VIDEO 2
packaged with the Student’s Book, highlights with interactive activities. These digital books are Think about these questions:
t where do you think this photo was taken?
errors students make and provides additional both multiplatform and multi-device, working on
t what types of food are being sold?
t why do you think there is such a variety of food?
practice. computers, tablets and interactive whiteboard for

Do you have a balanced diet?
• ‘Life Skill’ sections help students to develop skills classroom presentation. 31

you are what you eat unit 3 31
that they will need while both studying and in

Digital resources for teachers on The
the future.
Cambridge Teacher
• The ‘Vox-pop’ videos and documentaries on
the Teacher’s DVD help with speaking and put • Digital Out & About is a powerful presentation
the language of the unit into a wider real world tool that includes the Digital Student’s Book and
context. Workbook for classroom projection incorporating
all the videos, audios and answer keys with special
cambridge.es/outandabout interactive activities for every unit.
• The Resource Bank provides all the additional
resources that teachers need, with grammar,
vocabulary and skills extra practice, together with
unit tests, term tests and end-of-year tests, in
Word and PDF format, at two levels of difficulty.
• The Test Generator allows teachers to produce
customized exams for their students, and includes
listening and speaking tests for extra practice.
Out & About Level 1 Level 2

Student's Book with 'Common Mistakes at Bachillerato' Booklet 978-84-9036-801-5 978-84-9036-806-0
Workbook with downloadable audio 978-84-9036-802-2 978-84-9036-807-7
Teacher's Book 978-84-9036-803-9 978-84-9036-808-4
Class Audio CDs 978-84-9036-804-6 978-84-9036-809-1
Digital Student's Book 978-84-9036-145-0 978-84-9036-156-6
Digital Workbook 978-84-9036-516-8 978-84-9036-231-0
Digital Out & About (IWB Software) Available at thecambridgeteacher.es.
Resource Bank Available at thecambridgeteacher.es.
Levels 1-2
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BAD COMPANY
RICHARD MACANDREW
Sue Leather
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Award-winning original fiction for learners of English Antoinette Moses
Series Editor: Philip Prowse WINNER Language Learner Literature Award
STARTER TO ADVANCED Nolan is a robot created by a lonely electronics

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Winner Language Learner Literature Award ironing. But Nolan is not content; he wants to be
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• Audio recordings of all titles are available FREE at cambridge.es/readers Paperback 978-0-521-68329-6
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cambridge.es/readers WINNER Language Learner Literature Award
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Philip Prowse Paperback 978-0-521-73545-2
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Romance
Arman, a teenage refugee, makes an epic journey Within High Fences
across Europe, often in the hands of people
smugglers. He lives and works as an illegal Penny Hancock
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Murder Mystery
Dead Cold Paperback 978-0-521-17490-9
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A dead girl in a swimming pool in Pine Crest,
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Laine has to find the killer. But first she must find
out the big story Janine was working on before
her death.
Paperback 978-0-521-69379-0
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.
Readers
Different Hotaeslanova THE

SUGAR
C
Sue Leather
WORLDS
MARGARET JOHNSON GLIDER
Rod Neilsen
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WI
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Romance Big Hair Day by Margaret Johnson 978-0-521-18365-9 FINALIST Language Learner Literature Award
Murder Mystery 978-0-521-69393-6
WINNER Language Learner Literature Award Strong Medicine by Richard MacAndrew
Romance 978-0-521-18493-9 FINALIST Language Learner Literature Award
Arman’s Journey by Philip Prowse Short Stories 978-0-521-54276-0
Human Interest Book Boy by Antoinette Moses 978-0-521-15677-6 Tales of the Supernatural by Frank Brennan
WINNER Language Learner Literature Award Thriller Double Cross by Philip Prowse 978-0-521-65617-7
Human Interest 978-0-521-73295-6
Why? by Philip Prowse Thriller Eye of the Storm by Mandy Loader 978-0-521-53659-2
Comedy What a Lottery! by Colin Campbell 978-0-521-68327-2 Thriller No Place To Hide by Alan Battersby 978-0-521-16975-2
Ghost Story The Girl at the Window by Antoinette Moses 978-0-521-70585-1 Thriller The House by the Sea by Patricia Aspinall 978-0-521-77578-6
Murder Mystery A Death in Oxford by Richard MacAndrew 978-0-521-70464-9 Thriller The Lahti File by Richard MacAndrew 978-0-521-75082-0
Science Fiction/ WINNER Language Learner Literature Award
978-0-521-68329-6
Horror Let Me Out! by Antoinette Moses B1 – Level 4 Intermediate: 1900 Headwords Paperback
Thriller Dirty Money by Sue Leather 978-0-521-68333-3 Romance In the House by Margaret Johnson 978-0-521-73224-6
Thriller The Black Pearls by Richard MacAndrew 978-0-521-73289-5 Romance Love in the Lakes by Penny Hancock 978-0-521-71460-0
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Romance 978-0-521-79848-8
A1+ – Level 1 Beginner/Elementary: 400 Headwords Paperback Staying Together by Judith Wilson
Comedy Help! by Philip Prowse 978-0-521-65615-3 Adventure Nothing but the Truth by George Kershaw 978-0-521-65623-8
Murder Mystery Bad Love by Sue Leather 978-0-521-53653-0 Ghost Story The Lady in White by Colin Campbell 978-0-521-66620-6
Murder Mystery Inspector Logan by Richard MacAndrew 978-0-521-75080-6 Murder Mystery But Was it Murder? by Jania Barrell 978-0-521-78359-0
Murder Mystery John Doe by Antoinette Moses 978-0-521-65619-1 Murder Mystery 978-1-107-69269-5
Man Hunt by Richard MacAndrew
Romance Hotel Casanova by Sue Leather 978-0-521-64997-1
Murder Mystery The Amsterdam Connection by Sue Leather 978-0-521-79502-9
Romance Next Door to Love by Margaret Johnson 978-0-521-60562-5
Murder Mystery The University Murders by Richard MacAndrew 978-0-521-53660-8
Short Stories Three Tomorrows by Frank Brennan 978-0-521-69377-6
Short Stories The Fruitcake Special and other stories by Frank Brennan 978-0-521-78365-1
Thriller Blood Diamonds by Richard MacAndrew 978-0-521-53657-8
FINALIST Language Learner Literature Award
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Thriller Just Like a Movie by Sue Leather 978-0-521-78813-7 Thriller 978-0-521-77552-6
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Thriller Ten Long Years by Alan Battersby 978-1-107-62178-7 B2 – Level 5 Upper Intermediate: 2800 Headwords Paperback
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Human Interest 978-0-521-79754-2 Future Thriller Dolphin Music by Antoinette Moses 978-0-521-66618-3
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Dead Cold by Sue Leather
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Romance 978-0-521-60560-1 Thriller Death in the Dojo by Sue Leather 978-0-521-65621-4
Within High Fences by Penny Hancock
Science Fiction Superbird by Brian Tomlinson 978-0-521-65608-5 Thriller East 43rd Street by Alan Battersby 978-0-521-78363-7
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Thriller The Dark Side of the City by Alan Battersby 978-1-107-63561-6 C1 – Level 6 Advanced: 3800 Headwords Paperback
Thriller The Man from Nowhere by Bernard Smith 978-0-521-78361-3 WINNER Language Learner Literature Award
Thriller The New Zealand File by Richard MacAndrew 978-0-521-13624-2 A Dangerous Sky by Michael Austen
Adventure Apollo’s Gold by Antoinette Moses 978-0-521-77553-3 Human Interest Frozen Pizza and other slices of life by Antoinette Moses 978-0-521-75078-3
Short Stories Circle Games by Frank Brennan 978-0-521-63070-2 Human Interest He Knows Too Much by Alan Maley 978-0-521-65607-8
Nelson’s Dream by J. M. Newsome
A2+ – Level 3 Lower-intermediate: 1300 Headwords Paperback
Romance Just Good Friends by Penny Hancock 978-0-521-77533-5 Human Interest 978-0-521-18295-9
Solo Saxophone by Jeremy Harmer
Romance Two Lives by Helen Naylor 978-0-521-79504-3 WINNER Language Learner Literature Award
Romance Wild Country by Margaret Johnson 978-0-521-71367-2 Human Interest 978-0-521-73545-2
The Best of Times? by Alan Maley
Comedy The Ironing Man by Colin Campbell 978-0-521-66621-3 Romance A Love for Life by Penny Hancock 978-0-521-79946-1
Ghost Story How I Met Myself by David A. Hill 978-0-521-75018-9 Murder Mystery Deadly Harvest by Carolyn Walker 978-0-521-77697-4
Horror The Beast by Carolyn Walker 978-0-521-75016-5 Short Stories The Way Home by Sue Leather 978-0-521-54362-0
Murder Mystery A Puzzle for Logan by Richard MacAndrew 978-0-521-75020-2 Thriller Murder Maker by Margaret Johnson 978-0-521-53663-9
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Murder Mystery 978-0-521-14096-6
Not Above the Law by Richard MacAndrew Thriller Trumpet Voluntary by Jeremy Harmer 978-0-521-66619-0
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• Unit Progress Tests are provided for every unit. Students are directed to personalised practice depending on Unit 3 Food
their score so they focus on the areas that will benefit them most. 1 SPEAKING
a
a Talk to a partner. Answer the
questions together.
• Skills-based mid- and end-of course Competency Tests assess each learner’s language proficiency. A 1 What’s your favourite kind of food?
Why do you like it?
unique CEFR report is provided which reliably benchmarks their level in each of the four skills, showing 2 How good are you at cooking?
3 What dishes do you find easy to make?
4 What dish would you like to learn to make?
results and progress. 2 VOCABULARY

*Tests also available in print. a Match the words in the box to the
pictures.
b
herbs grate tiramisu artichoke
b Match the words in bold in sentences 1 c
Reading Plus: Extra reading lessons to complement the Student’s Book to 4 with definitions a to d.
1 The thing I like best about crisps is the
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• Longer and more challenging reading texts, with activities, to use in class as an extra lesson. 2
3
A lot of French dishes contain very rich
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This chicken is delicious – the meat is
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• 5 levels: A2, B1, B1+, B2, C1. 4 The herbs she added to the sauce made
it so fragrant I couldn’t wait to try it.
a easy to cut and chew
• Download photocopiable PDFs from thecambridgeteacher.es. b firm and makes a loud noise when you eat it
c a light and pleasing smell
d
d the quality of a dish containing a lot of dairy
products or oil
3 READING
Online Training BETTER READING:
PREDICTING THE CONTENT OF A TEXT
Get the most out of your print and digital resources with the FREE Online Training modules at Before you read a text for the first time, it can help your
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cambridge.es/onlinetraining. 1 Discuss the question with a partner.
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• tell a story Tom not talk about?
• discuss ideas 1 always use the correct ingredients
• include description 2 decide yourself when something is cooked
• argue a point of view 3 always wash vegetables thoroughly
4 food should look good
2 Read the text quickly. Were your predictions 5 don’t be afraid to try different things
right? 6 make sure you use fresh ingredients
EOI Test Generator Cambridge English Empower B2 © Cambridge University Press PHOTOCOPIABLE 1
• Specifically designed for the Escuelas Oficiales de Idiomas, English for Spanish Speakers
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Student’s ebooks of the international edition available through the Cambridge Bookshelf app for individual or institutional purchase. Contact your local representative for more information.
*International edition.
Adult
Communicate with confidence
A1 A2 B1 B1+ B2 C1
face2face
Second edition
Chris Redston and Gillie Cunningham

COMPLETE BEGINNER TO ADVANCED
Starter: 60 to 90 teaching hours
Elementary to Advanced: 80 to 120 teaching
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face2face Second edition is the easy-to-teach The Digital Student’s
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make it so hard for them to understand. ‘Real World’ video
• Helps build spoken fluency and accuracy by
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language they want to use before they speak.
• ‘Help with…’ sections teach students how
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learn more readily and with more confidence
outside the classroom.
• Video-based ‘Real World’ lessons in every unit
give students the practical language they need.
• The course is informed by the Cambridge English
Corpus and its vocabulary syllabus has been
mapped to the English Vocabulary Profile, so
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• Spanish Speakers Handbook and audio
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Adult
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Langues, France
A1 A2 B1 B1+ B2 C1
English Unlimited
Theresa Clementson, Leslie Anne Hendra,
David Rea, Alex Tilbury, Adrian Doff and
Ben Goldstein
Course consultant: Adrian Doff
STARTER TO ADVANCED
• Includes language that’s natural and dependable
80–90 teaching hours per level, extendable
– guaranteed by the Cambridge English Corpus
to 120 and cross-referenced to the English Profile
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Nominated British Council ELTons Awards • Access all your resources in one easy-to-use
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Help with Listening draws students’ attention to supports independent study and teacher-
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using the language.
for them to understand • The Workbook DVD-ROMs contain additional
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English Unlimited Starter Elementary Pre-intermediate

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Online Workbook (institutional model – student access) 978-1-139-09827-4 978-1-139-06820-8 978-1-139-07045-4
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Intermediate Upper Intermediate Advanced

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Adult
Speaking Matters
NEW
Lindsay Clandfield, Ben Goldstein, Leslie Anne Hendra,
Mark Ibbotson, Ceri Jones, Philip Kerr, Kathryn O’Dell
Beginner to Advanced 6 Levels 90–120 teaching hours
Evolve is a general English course that gets

students speaking with confidence. A1 A2 B1 B1+ B2 C1
This student-centered course covers all skills and
focuses on the most effective and efficient ways
to progress in English.
Peer models (Levels 1–4)
• Levels A1–B1+ feature short videos of real
What makes Evolve special?
student ‘peer models’ talking about topics in the
• Peer models and content from real students. Student’s Book.
• Bite-sized learning and mobile phone activities • These videos provide achievable speaking role
for inside and outside the classroom. models to prompt speaking in class and are easily
accessed by scanning a QR code.
• Dedicated speaking lessons based on immersive
tasks.
• Integrated teacher development in the Teacher’s Expert speakers (Levels 5–6)
Edition.
• Levels B2–C1 feature highly proficient non-native
speakers of English who live and work in the
“Fantastic! Students who are
United States.
normally shy spoke naturally
because they had more time to • Videos and ideas from these expert speakers
develop their speaking.” give students authentic content to respond
and react to.
María Azucena Rivera, Teacher, Mexico
Smartphone activities
• ‘Find it’ smartphone activities allow students to
bring live content into the class and personalize
the learning experience with research and group
Try it! activities that are engaging and meaningful.
cambridge.es/evolve
Adult
Speaking matters
You spoke. We listened.

1.5 TIME TO SPEAK LESSON OBJECTIVE
Students told us that they most enjoy material which is relevant to their ■ talk about what you have in
common
lives and thought-provoking. Teachers told us that they wanted material Things you have in common
which motivates and enthuses their students. Therefore, Evolve prioritizes A DECIDE Answer the questions with what you think.
cognitively-engaging activities over mechanical practice and includes critical (Answers are at the bottom of the page.) Are you surprised?
1 Imagine you have a group of 23 people. What is the
thinking in every skills lesson. probability that two people have the same birthday?
a 50% b 23% c 0.056%
2 Imagine you have a group of 30 people. What is the
probability that two people have the same birthday?
Dedicated speaking lessons a 25% b 70% c 4%

3 Now imagine you have 60 people. What is the probability
that two people have the same birthday?
• Based around immersive tasks that involve information sharing, problem- a 50% b 10% c 99%
B AGREE Think of your answers to the questions below.

solving, and decision making, ‘Time to Speak’ is a lesson dedicated entirely Then ask and answer the questions in a small group. When you have something in common with
to developing speaking skills. another person, put a check (✓).

When is your birthday? Where are your grandparents from?
• ‘Time to Speak’ creates a buzz in the classroom where speaking can really How many brothers and sisters do you have?
What is your favorite possession?
What’s in your bag?
Who’s your favorite famous person?
thrive, evolve, and take off, resulting in more confident speakers of English. Are you the first/second/third-born child? How many friends do you have on
Facebook?
What city are your parents from?
• Research shows that students learn better in contexts where they feel C Count the checks in your group. Tell the class what you and the others in the group have in common.
How many people have the same birthday in your group? In the class?
confident, motivated, supported, and able to experiment with language. D DISCUSS Work in groups of four. Find more things you have in common and write the information
Evolve helps teachers create a safe speaking environment in which students below. Use the questions and phrases at the bottom of the page to help you.
1 Everyone 3 Two people
have space to develop their speaking skills freely. 2 Three people 4 One person
E PRESENT Read your sentences to the class. Don’t say the names! Can they guess who the
people are?
Designed for success

To check your progress, go to page 153. Answers: 1 a 2 b 3 c
• ‘Accuracy check’ targets common learner errors. It can be used as a

USEFUL PHRASES
self-editing checklist and helps students learn to actively avoid common
DECIDE AGREE DISCUSS
errors in their written and spoken English. I think … Me, too! / Same here! What’s your favorite … ? Do you have a/an … ?
Because … Not me. / I don’t. Do you like … ? When is … ?
• ‘Insider English’ focuses on the informal language and colloquial expressions Do you agree? What’s your … called? Where are your … from?
How many … do
frequently found in everyday situations, boosting students’ confidence in the 10
you have?
real world.
• The ‘Pronunciation’ sections highlight the aspects of speaking and listening
the most affect communication, meaning pronunciation work in class is
maximized.
• ‘Register check’ helps students to transition confidently between written
Bite-sized learning and mobile
and spoken English and recognize how to use different levels of formality
phone activities
appropriately.
Choose the correct words to
complete the conversation. • ‘Practice Extra’ offers bite-sized
activities and games that allow
Teacher development 0:8 :
students to easily fit homework
• Evolve integrates professional development into every unit of the Teacher’s Do you have some cash ?
into their busy lives.
Edition. This unique approach offers regular opportunities to reflect and try • Mobile friendly as well as accessible
Yes. I have about twenty dollars.
out new teaching techniques, enabling teachers to develop as they teach. on a desktop or tablet, ‘Practice
Extra’ means students can study at
Online teacher training home or on the go.
Get the most out of your print and digital Correct!
resources with the FREE online training Next
modules at cambridge.es/onlinetraining
Evolve Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

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Presentation Plus Contact your local Cambridge University Press representative
Adult
Jack C. Richards with Jonathan Hull and Susan Proctor

Beginner to Intermediate 4 Levels* 90–120 teaching hours
More than 50 million students have learned to speak English A1 A2 B1 B1+

with the help of Interchange.
Key features FREE Interchange Classroom app

• Students speak from the very beginning and this helps to build • Extend the course material with
their confidence, thanks to the tried and true communicative polling, surveys and picture prompts
methodology. to get students speaking even more.
• A proven syllabus with an easy to follow approach enables • Easy to use and allows the teacher to
busy teachers to teach well and get the results their students remain in control.
expect.
• A flexible unit structure makes it easy for teachers to Try it!
personalize each lesson, giving students the support they need
to speak confidently.
What’s new for the Fifth edition?

• Insights from around the world have helped us preserve
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relevant to today’s students.
• New Listenings and new Readings, with updated topics that
are relevant to today’s students.
• New Conversations that provide speaking and listening
practice, and serve as models for conversations that students
can use in their daily lives.
• New ‘Snapshots’, using real-world information and language
to introduce the unit themes.
• Self-study exercises online save teachers time and help them to
see how well their students are learning.
*Extendable to 6 levels with Passages (B2–C1). See page 63
cambridge.es/interchange
Adult
The world’s most popular English course
“I strongly believe that

our institution’s success
is due to our consistency
and the support we have
Easy-to-use resources for busy teachers
gotten from the book.”
• The Teacher’s Edition comes with a full assessment package, including
placement test, quizzes, mid-term tests, final tests, and even customizable Andres Paredes
versions!
• Save time with hundreds of ready-made activities and worksheets, freely
available on the website.
• Get tips on how to integrate the activities into your lessons, with
downloadable overviews.

Get the most out of your print and digital
See also
• Passages • Jack C. Richards’

Page 63 50 Tips for Teacher
Development
Page 106
Interchange Fifth edition Intro Level 1 Level 2 Level 3

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Presentation Plus (Site License, All Levels) 978-1-316-62233-9
Interchange Classroom App Download free from the App Store or Google Play
Adult
Second Edition
Jack C. Richards and David Bohlke

Beginner to Intermediate 4 Levels* 90–120 teaching hours
A1 A2 B1 B1+
Four Corners Second edition combines effective, Communication
communicative methodology with a practical,
• A manageable grammar and vocabulary syllabus
‘can-do’ approach.
provides a firm foundation for effective written
This second edition has a fresh design with a and spoken communication.
real-world feel that students can relate to. The
Readings have been updated for the second
edition and new vocabulary has been introduced, Clarity
covering such modern, relevant topics as mobile
• Clear and carefully staged lessons, with
apps and fake news. This means students will be
measurable outcomes, help teachers to deliver
well equipped to understand the language they
successful classes and help students to see the
are likely to encounter outside of the classroom.
results of their learning.
Can-do
• ‘Can-do’ statements in every lesson, linked to
the Common European Framework of Reference
(CEFR), help students measure the progress they
are making.
Confidence
• ‘Interactions’ lessons and personalized speaking
activities give students the language they need to
speak with confidence in everyday situations.
Four Corners Second edition Level 1 Level 2 Level 3 Level 4

Student’s Book with Online Self-study 978-1-108-65961-1 978-1-108-56021-4 978-1-108-55859-4 978-1-108-55989-8
Workbook 978-1-108-45950-1 978-1-108-45958-7 978-1-108-45935-8 978-1-108-45942-6
Online Workbook 978-1-108-70405-2 978-1-108-70412-0 978-1-108-70418-2 978-1-108-70420-5
Teacher’s Edition with Complete Assessment Program 978-1-108-63367-3 978-1-108-65228-5 978-1-108-55995-9 978-1-108-64434-1
Class Audio Download (All Levels) cambridge.es/fourcorners
Presentation Plus 978-1-108-45973-0 978-1-108-45968-6 978-1-108-45940-2 978-1-108-45952-5
Presentation Plus Site License Pack (All Levels) 978-1-108-56034-4
Photocopiable Worksheets (All Levels) 978-1-108-45954-9
*Extendable to 6 levels with Passages (B2–C1). See page 63
cambridge.es/fourcorners
Adult
3rd Edition Basic 3rd Edition 3rd Edition
STUDENT’S BOOK STUDENT’S BOOK

1 STUDENT’S BOOK
2
Gretchen Bitterlin ∙ Dennis Johnson Gretchen Bitterlin ∙ Dennis Johnson Gretchen Bitterlin ∙ Dennis Johnson
Donna Price ∙ Sylvia Ramirez Donna Price ∙ Sylvia Ramirez Donna Price ∙ Sylvia Ramirez
K. Lynn Savage (Series Editor) K. Lynn Savage (Series Editor) K. Lynn Savage (Series Editor)
B2 C1 3rd Edition 3rd Edition 2nd Edition
3 4
Passages STUDENT’S BOOK STUDENT’S BOOK STUDENT’S BOOK
Third edition
Jack C. Richards and Chuck Sandy

UPPER INTERMEDIATE TO LOW-ADVANCED
Gretchen Bitterlin ∙ Dennis Johnson Gretchen Bitterlin ∙ Dennis Johnson Gretchen Bitterlin ∙ Dennis Johnson
90–120 teaching hours Donna Price ∙ Sylvia Ramirez

K. Lynn Savage (Series Editor)
Donna Price ∙ Sylvia Ramirez
Donna Price ∙ Sylvia Ramirez
Passages Third edition is the perfect follow-up to any four-skills program and
is designed to seamlessly follow Interchange or Four Corners. It is one of the
A0 A1 A2 B1 B2
world’s most successful upper-level American English courses, opening the
door for students to communicate with greater fluency and proficiency. Ventures
• Discussions, academic writing activities and challenging topics for listening Third edition
and reading activities.
• Grammar and vocabulary in every lesson, ‘Grammar Plus’ and ‘Vocabulary Gretchen Bitterlin, Dennis Johnson, Donna Price, Sylvia Ramirez
Plus’ sections at the back of the Student’s Book, and online practice with the Series Editor: K. Lynn Savage
Vocabulary Accelerator†.
COMPLETE BEGINNER TO UPPER INTERMEDIATE
• A Video Program and accompanying Video Activity Worksheets reinforce
target language through compelling, real-world videos linked to unit topics. 60+ teaching hours per level
• A Teacher’s Edition with Assessment Audio CD/CD-ROM that features both Ventures Third edition is a standards-based, integrated-skills series that
ready-to-print and customizable quizzes and tests. empowers students to achieve their academic and career goals.
• Digital resources, including complete course content on Presentation Plus, • Audio tracks and grammar presentations linked to QR codes can be accessed
support teaching and enhance learning inside and outside of the classroom. using smartphones promoting mobile learning.
cambridge.es/passages • Self-grading Online Workbook with instant feedback helps learners
understand their problem-areas and allows teachers to check
Passages Third edition Level 1 Level 2 students’ progress.
Student's Book with Online Vocabulary Practice 978-1-107-62705-5 978-1-107-62707-9
• Presentation Plus has all the resources needed in one place, to digitally
Workbook 978-1-107-62725-3 978-1-107-62726-0
Online Workbook Activation Code Card† 978-1-107-44694-6 978-1-107-44705-9
transform Ventures into a truly interactive classroom.
Teacher's Edition with Assessment Audio CD/CD-ROM 978-1-107-62768-0 978-1-107-62766-6 • A wealth of free online resources (worksheets, audio, grammar presentation
Class Audio CDs (3) 978-1-107-62754-3 978-1-107-62749-9 videos) provide instructors with tools for any teaching situation.
DVD 978-1-107-62762-8 978-1-107-62764-2
Presentation Plus DVD-ROM 978-1-107-66626-9 978-1-107-68650-2 NEW Kahoot! quizzes for Ventures make practice and formative
All levels assessment fun and engaging. Visit cambridge.org/kahoot
Presentation Plus Site License Pack 978-1-107-63846-4
cambridge.es/ventures
Access codes provided in the Student’s Book with Online Vocabulary Practice
†
Ventures Third edition Basic Level 1 Level 2

Student's Book 978-1-108-44953-3 978-1-108-44955-7 978-1-108-44956-4
Literacy Workbook 978-1-108-44966-3 – –
See also
Workbook 978-1-108-44998-4 978-1-108-45053-9 978-1-108-45000-3
Teacher's Edition 978-1-108-57321-4 978-1-108-68985-4 978-1-108-66609-1
• Let’s Talk Class Audio CDs (2) 978-1-108-44919-9 978-1-108-44920-5 978-1-108-44921-2
Page 100
Level 3 Level 4 Transitions
Student's Book 978-1-108-44957-1 978-1-108-44958-8 978-1-108-44959-5
Workbook 978-1-108-45056-0 978-1-108-45062-1 978-1-108-45068-3
Teacher's Edition 978-1-108-63615-5 978-1-108-68517-7 978-1-316-98669-1
Class Audio CDs (2) 978-1-108-44922-9 978-1-108-44923-6 978-1-108-44924-3
Presentation Plus (All Levels) Download from cambridge.es/esource
Adult
SECOND EDITION
cambridge.org/touchstone2
100% Classroom 100% Online 50%

Any blend in-between
50%
100% Online 100% Classroom
Michael McCarthy, Jeanne McCarten, and Helen Sandiford

Beginner to Advanced 4 Levels* 90–120 teaching hours
A1 A2 B1 B1+ B2 C1
Touchstone, together with Viewpoint is an English
program based on research from the Cambridge
English Corpus. It presents natural language in
authentic contexts.
• Corpus research ensures that the language
taught is the language people really use.
• Conversation strategies enable students to
interact with fluency and confidence.
• An inductive learning approach encourages
students to work out grammatical structures and
English usage for themselves.
Viewpoint follows on from Touchstone for higher-

level learners:
• Specially designed writing syllabus focuses on
the key processes and skills essential for
academic and professional writing.
• Vocabulary syllabus helps students master
essential words and collocations, and includes
effective vocabulary learning strategies.
* Extendable to 6 levels with Viewpoint.
cambridge.es/touchstone2
Adult
The ultimate in blended learning
Choose the ideal blended course for you and your students
With fully-flexible blended learning you can choose the best way to deliver the course to your
students: in class, online, or a blend of the two.The Online Courses and Workbooks can be
used in combination with the Student’s Book so any part of the course can be done in class or
online. Or it can be used as a standalone 100% print or online course.
Touchstone and Viewpoint Online Course

The rich and immersive online environment provides complete instruction and practice. It is carefully
scaffolded to develop language ability in gradual steps.
• Language is presented in short videos, so students can work at their own pace.
• ‘Figure it out’ tasks encourage students to work out how language is formed and used before it is
presented. Engaging online games have clear learning
outcomes and provide variety
• Blogs and forums provide freer practice, build student confidence, and improve fluency.
• Teachers can identify areas of strength and weakness at a class and individual level, leading to more
effective class planning.
The Viewpoint Online Course has extra features for higher-level learners including:
• Writing tasks to help students build their academic and professional writing skills.
• Study tips and strategies to boost study skills.
Touchstone and Viewpoint Online Workbooks

Accessed through the Cambridge Learning Management System, the Online Workbooks save valuable
time with automated marking and allow teachers to track students’ progress. Students can do further
practice to consolidate what they have learned in the classroom.

Video activities based on authentic Bloomberg
Get the most out of your print and digital news clips are ideal for the higher levels
Print edition Level 1 Level 2 Level 3 Level 4 Viewpoint Level 1 Viewpoint Level 2
Student's Book 978-1-107-67987-0 978-1-107-68173-6 978-1-107-66583-5 978-1-107-68043-2 978-0-521-13186-5 978-0-521-13189-6
Workbook 978-1-107-63933-1 978-1-107-69037-0 978-1-107-64271-3 978-1-107-68275-7 978-1-107-60277-9 978-1-107-60631-9
Teacher's Edition with Assessment Audio CD/CD-ROM 978-1-107-64223-2 978-1-107-62402-3 978-1-107-68094-4 978-1-107-68151-4 978-1-107-60153-6 978-1-107-60156-7
Class Audio CDs 978-1-107-61414-7 978-1-107-67757-9 978-1-107-63179-3 978-1-107-61272-3 978-1-107-63988-1 978-1-107-66132-5
Presentation Plus DVD-ROM 978-1-107-65796-0 978-1-107-66049-6 978-1-107-66725-9 978-1-107-66349-7 978-1-107-62978-3 978-1-107-67577-3
Presentation Plus Site License Pack 978-1-316-61551-5 978-1-316-61554-6
Video Program DVD 978-0-521-69667-8 978-0-521-69669-2 978-0-521-69722-4 978-0-521-69721-7 978-1-107-64921-7 978-1-107-67990-0
Video Resource Book 978-0-521-71199-9 978-0-521-71200-2 978-0-521-71201-9 978-0-521-71202-6 Free Worksheets at cambridge.es/viewpoint
Touchstone and Viewpoint Placement Test Download free from the Resources tab at cambridge.es/touchstone2
Online edition Level 1 Level 2 Level 3 Level 4 Viewpoint Level 1 Viewpoint Level 2
Online Workbooks and Courses Please contact your local Cambridge University Press representative to talk about the Touchstone
and Viewpoint online options and how we can find the right solution for you
cambridge.es/exams
Carol
Teacher from China
Information,
rmation, tips and resources for the re
revi
revised
sed
2020 A2 Key and B1 Preliminary exam
exams
exams2020.cambridge.es
exams2020.cambridge
idge.es
66 |
Exams
Courses
Compact Page 71
Prepare Second edition NEW Pages 72–73
Complete Pages 74–75
Open World Pages 76–77
Objective Page 78
Business Benchmark Page 79
The Official Cambridge Guide to IELTS Page 79
New Insight into IELTS Page 80
Mindset for IELTS Page 81
Exam practice and supplementary

Storyfun Page 68
Fun Skills NEW Page 69
Fun for Starters, Movers and Flyers Page 70
Cambridge IELTS Practice Tests 15 NEW Page 80
IELTS Life Skills Official Cambridge Test Practice Page 80
Practice Tests NEW Pages 82–83
Trainers Page 84
Common Mistakes Page 85
Cambridge Grammar and Vocabulary Page 85
Cambridge English Exam Boosters NEW Page 85
Revised exams for 2020
Fun Skills NEW Prepare NEW Open World Practice Tests NEW
Page 69 Pages 72-73 Pages 76-77 Pages 80, 82-83
| 67
Exams
A1 A2 Home Fun Booklet
Storyfun for Starters, BEGINNER TO ELEMENTARY
Movers and Flyers The Home Fun Booklet

provides opportunities to
Second edition continue English learning
at home. It covers the
Karen Saxby vocabulary needed for
Pre A1 Starters, A1 Movers
BEGINNER TO ELEMENTARY and A2 Flyers.
15 teaching hours per level, extendable to 45 Home Fun Booklet is available with Fun for
and Storyfun.
Enjoyable story-based practice for the revised
exams for young learners. Now in six levels with
two books per test. Each book contains eight
fully illustrated stories with fun activities, songs
and exam-style questions to practise grammar,
vocabulary and skills needed at each level.
• Home Fun Booklet provides activities for students
to complete at home, and allows parents to
support learning.
• Extra speaking practice and projects provide
opportunities for extension beyond the units.
• Audio recordings of all the stories and activities
are available as an online download for teachers.
• Teacher’s Book includes extra photocopiable
materials and a summary of the main grammar
and vocabulary points covered in each story.
• Sample more great resources on
worldoffun.cambridge.es
cambridge.es/storyfun
See also
• Cambridge English
Flyers
Young Learners 3 A2
3
Authentic Cambridge AUTHENTIC
EXAMINATION
English exam papers. PAPERS
Page 82
• Kid’s Box Updated
Second edition STUDENT’S BOOK
Page 20
Storyfun for Starters, Movers and Flyers

Second edition 1 2 3 4 5 6
Student’s Book with online games and Home Fun Booklet 978-1-316-61701-4 978-1-316-61702-1 978-1-316-61715-1 978-1-316-61717-5 978-1-316-61724-3 978-1-316-61725-0
Teacher's Book with Audio 978-1-316-61706-9 978-1-316-61709-0 978-1-316-61718-2 978-1-316-61719-9 978-1-316-61727-4 978-1-316-61729-8
Presentation Plus Software Available at thecambridgeteacher.es.
Exams
A1 A2
NEW Fun Skills

BEGINNER TO ELEMENTARY
Meet Sage the Squirrel, Checklist Buddy and
friends, created by kids around the world, who
guide and entertain you through this exciting
journey. Fun preparation for Pre A1 Starters, A1
Movers and A2 Flyers covers all the skills you need
to be ready on exam day.
• Practice exam tasks with the Professor.
• Get great tips from Sage the Squirrel.
• Check your work with Checklist Buddy.
• Connect learning to your world with Think Big
Giraffe.
• Topic-based lessons bring everything to life with
songs, ‘Grammar fun’, animations and quirky
photos!
cambridge.es/funskills
Mini Trainers Home Booklet
BEGINNER TO ELEMENTARY BEGINNER TO ELEMENTARY

The Mini Trainers include two The Home Booklet provides
practice tests with ‘Training’ extra skills practice to do at
and ‘Exam Practice’, providing home as well as ‘Fun boost’
gentle, focused exam activities on every page to Home Booklet 1
preparation and helping build share with the family.
confidence in young learners.
Fun Skills Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Student's Book with Home Booklet with Audio Downloads 978-1-108-56369-7 978-1-108-67737-0 978-1-108-56370-3 978-1-108-56371-0 978-1-108-56376-5 978-1-108-56378-9
Teacher's Book with Audio Download 978-1-108-56344-4 978-1-108-56346-8 978-1-108-56347-5 978-1-108-56350-5 978-1-108-56351-2 978-1-108-56352-9
Pre A1 Starters A1 Movers A2 Flyers

Exam Pack (Level 2) with Home Booklet and Pre A1 Starters Mini Trainer with Audio Downloads 978-1-108-56381-9 – –
Exam Pack (Level 4) with Home Booklet and A1 Movers Mini Trainer with Audio Downloads – 978-1-108-56382-6 –
Exam Pack (Level 6) with Home Booklet and A2 Flyers Mini Trainer with Audio Downloads – – 978-1-108-56383-3
Mini Trainer with Audio Download 978-1-108-56430-4 978-1-108-58511-8 978-1-108-64177-7
Exams
A1 A2 World of Fun
Visit our website for tips, videos
Fun for Starters, Movers and resources to help prepare
and Flyers students for the revised exams.
Fourth edition worldoffun.cambridge.es
Anne Robinson and Karen Saxby

BEGINNER TO ELEMENTARY
60 teaching hours per level, extendable to 80
Classroom, online and mobile technology provide
the perfect blend to keep learners engaged. This
fourth edition provides bright, full-colour and
interactive preparation for Pre A1 Starters, A1
Movers and A2 Flyers. Fun activities balanced with
exam-style questions practise all the areas of the
syllabus.
• Home Fun Booklet (see page 68) enables
students to continue their learning at home, and Interactive Fun
allows parents to support learning.
• Grammar and vocabulary activities
• Provides opportunities to practise speaking which
get students practising in their
develops young learners’ confidence in an area own time in the online Learning
they find difficult. Management System via an access
• Teacher’s Book contains photocopiable resources, code in the Student’s Book.
a full practice test, integrated extension projects • Word Fun World app with updated
and clear guidance on which areas of the test vocabulary for the revised 2018
syllabus are covered. exam. This engaging app motivates
students to learn vocabulary and
• Presentation Plus provides complete course practise in their own time.
content, including audio annotation tools, links
cambridge.es/funfor
to online resources and the ability to save your
customised lessons to any computer anywhere.
• Flexible to use alongside a general English course
and where not all students are taking exams. Word Fun World app
Fun for Starters, Movers and Flyers Fourth edition Starters Movers Flyers
Student's Book with Home Fun Booklet and online activities 978-1-316-61746-5 978-1-316-61753-3 978-1-316-61758-8
Student's Book with audio with online activities 978-1-316-63191-1 978-1-316-63195-9 978-1-316-63200-0
Teacher's Book with downloadable audio 978-1-316-61749-6 978-1-316-61755-7 978-1-316-61760-1
Presentation Plus Software Available on thecambridgeteacher.es
Exams
COMPACT COMPACT
IT O L Y
S
IO S
ED O R
ITIO L
N
ED O
N
D O
N CH IN
N CH
CO S M
CO S
SE O R L I
F EY
F E
SE OR
D
K
R
P
A2 B1
STUDENT'S BOOK STUDENT'S BOOK
WITHOUT ANSWERS WITHOUT ANSWERS
Emma Heyderman and Susan White Sue Elliott and Amanda Thomas
For the revised exam from 2020 For the revised exam from 2020
ENGLISH FOR SPANISH SPEAKERS ENGLISH FOR SPANISH SPEAKERS
A2 B1 B2 C1 Digital resources for teachers on The

Cambridge Teacher
Compact • Presentation Plus – an easy-to-use tool that puts
The English for Spanish Speakers section* provides
for Compact Key for Schools and Compact
all your multimedia resources into one place.
Sue Elliot, Amanda Thomas, Barbara Preliminary for Schools:
• Test Generator – helps you create your own Unit,
Thomas, Laura Matthews, Peter May, • Advice on problematic spelling.
Term and Final tests at two levels of difficulty.
Emma Heyderman, Frances Treloar, • Listening activities designed to raise awareness of
• Exam Preparation Bank* – a shared bank of
Susan White English pronunciation.
resources with exam preparation material and
authentic exams for A2 Key, B1 Preliminary and • Examples of past grammatical mistakes and how
ELEMENTARY TO ADVANCED
B2 First. to correct them.
50-60 teaching hours
• Downloadable collaborative projects available to • Commonly used words and expressions and how
Ideal for shorter courses and easily integrated with link to other subject areas in class. they differ in use to their Spanish equivalents.
a general English course, Compact offers intensive
cambridge.es/compact
revision and practice to quickly maximise student
performance.
• Consolidate language and skills for exam success
through clear, concise training.
• Build confidence with Compact’s unique
step-by-step approach.
• Learn essential strategies through user-friendly
Exam tips.
• Deepen understanding of language structures
with exam-specific Grammar sections and
Grammar reference.
• Extend proficiency in productive skills with the
Speaking bank and Writing bank.
Revised 2020 A2 Key for Schools and B1 Preliminary for Schools exams
Compact Key Compact Preliminary for Compact First
for Schools for revised Schools for revised exam for Schools Compact First
Compact exam from 2020 from 2020 Second edition Second edition Compact Advanced
Student’s Book without answers 978-84-9036-664-6 978-84-9036-298-3 – – –
Student's Book without answers with CD-ROM – – 978-1-107-41556-0 978-1-107-42842-3 978-1-107-41808-0
Student's Book with answers with CD-ROM – – 978-1-107-41560-7 978-1-107-42844-7 978-1-107-41802-8
Teacher's Book 978-84-9036-685-1 978-84-9036-302-7 978-1-107-41567-6 978-1-107-42857-7 978-1-107-41838-7
Class Audio CDs – – 978-1-107-41574-4 978-1-107-42852-2 978-1-107-41828-8
Workbook without answers with downloadable audio 978-84-9036-671-4 978-84-9036-300-3 – – –
Workbook without answers with Audio CD – – 978-1-107-41577-5 978-1-107-42855-3 978-1-107-41782-3
Workbook with answers with Audio – – 978-1-107-41572-0 978-1-107-42856-0 978-1-107-41790-8
Online Workbook – – 978-1-316-50254-9 – –
Student’s Pack (Student’s Book without answers and
978-84-9036-656-1 978-84-9036-310-2 – – –
Workbook without answers with Audio)
Student's Pack (Student's Book without answers with
– – 978-1-107-41558-4 978-1-107-42848-5 –
CD-ROM, Workbook without answers with Audio)
Student's Book Pack (Student's Book with answers with
– – – 978-1-107-42845-4 978-1-107-41819-6
CD-ROM and Class Audio CDs)
Digital Student's Book 978-84-9036-722-3 978-84-9036-338-6 – – –
Digital Workbook 978-84-9036-723-0 978-84-9036-342-3 – – –
Presentation Plus Software Available on thecambridgeteacher.es 978-1-107-41604-8 978-1-107-42861-4 978-1-107-41831-8
Test Generator Available on thecambridgeteacher.es – –
Exam Preparation Bank* Available on thecambridgeteacher.es – – –
*Common to Compact, Complete and Open World.
Exams
Joanna Kosta, Melanie Williams, James Styring, Nicholas Tims,

Niki Joseph and Helen Chilton
Beginner to Upper Intermediate 7 Levels Levels 1, 2, 4, 6: 70 teaching hours, extendable to 150 A1 A2 B1 B2
Levels 3, 5, 7: 80 teaching hours, extendable to 160

NEW Levels 6 and 7 now available!
Prepare Second edition combines ‘teen-appeal’

topics with extensive preparation for the revised
2020 A2 Key for Schools and B1 Preliminary for
Schools exams, as well as B2 First for Schools.
• Enjoy interactive, personalised lessons with
themes and resources relevant to school-aged
learners.
• Relax knowing Prepare’s unique exam journey
drives students to exam success.
• Inspire learners to expand their horizons and
knowledge exploring Prepare’s new Life Skills
and culture sections.
• Create confident English users with our
enhanced vocabulary and grammar syllabus.
cambridge.es/prepare
Exams
Where English meets Exams
Already loved for its combination of topics aimed at school-aged learners and practice
tasks aimed at the for Schools exams, the Second edition offers even more resources, ‘It’s dynamic, motivating,
more exam practice and ease of use. exam oriented and user
friendly. Students love it.’
Teacher’s digital package on The Cambridge Teacher
Prepare user, Argentina
• Presentation Plus – An easy-to-use classroom tool puts all your multimedia resources into
one place.
• Test Generator – Create your own Unit, Term and Final tests to measure progress.
• Teacher’s Resource Bank – Extra vocabulary and grammar worksheets at two difficulty
levels help mixed ability classes. In addition, extra reading, writing, speaking, culture and
games worksheets will allow for extra learning opportunities in class.
Exam Booster
Each Exam Booster features effective exam and

language practice. The Exam Booster can be
used flexibly by skill or exam task alongside a
course book.
See page 85 for details
Levels 6 and 7 now available!
Prepare Second edition Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7
Student's Book 978-1-108-43327-3 978-1-108-43328-0 978-1-108-43329-7 978-1-108-43330-3 978-1-108-43331-0 978-1-108-43332-7 978-1-108-43454-6
Workbook with Audio Download 978-1-108-38092-8 978-1-108-38093-5 978-1-108-38094-2 978-1-108-38095-9 978-1-108-38118-5 978-1-108-38119-2 978-1-108-38120-8
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Digital Student's Book 978-84-9036-928-9 978-84-9036-929-6 978-84-9036-934-0 978-84-9036-940-1 978-84-9036-948-7 978-84-9036-959-3 978-84-9036-960-9
Digital Workbook 978-84-9036-961-6 978-84-9036-971-5 978-84-9036-979-1 978-84-9036-982-1 978-84-9036-986-9 978-84-9036-989-0 978-84-9036-999-9
Presentation Plus Software Available at thecambridgeteacher.es.
Exams
Guy Brook-Hart, Emma Heyderman, Susan Hutchison, Peter May,

David McKeegan, Lucy Passmore, Jishan Uddin
Elementary to Upper Intermediate 4 Levels Key for Schools: 80–120 teaching hours
Preliminary: 70 teaching hours, extendable to 120
First for Schools: 90 teaching hours, extendable to 120 A1 A2 B1 B2
Complete is the most thorough preparation for

B2 First for Schools and the revised A2 Key for
Schools and B1 Preliminary for Schools. Complete The English for Spanish Speakers section* provides for Complete Key for Schools, Complete
is trusted by millions of candidates worldwide. Preliminary for Schools, Complete Preliminary and Complete First for Schools:
• Maximise students’ performance with the • Advice on problematic spelling.
Complete approach to language development • Listening activities designed to raise awareness of English pronunciation.
and exam training. • Examples of past grammatical mistakes and how to correct them.
• Create a stimulating learning environment with • Commonly used words and expressions and how they differ in use to their Spanish equivalents.
eye-catching images, easy-to-navigate units and
fun topics.
• Build confidence through our unique 4
On holiday
understanding of the exam and insights from 4 Reading Part 1
3
previous candidate performance. 1 Look at this first question from Reading Part 1. What do
you have to do in this part? From: Dave
To: Rob
Boat trip Subject: Snowboard
• Exploit Complete’s unique exam journey through Due to bad weather, this has been put off until the same
time tomorrow morning. Lunch will still be provided.
Can I still borrow your snowboard for the trip? Pete
says he can lend me his but I think yours is better.
Let me know.
Exam advice and integrated exam practice. The notice for the boat trip is telling customers
A the refreshments have changed.
A Pete’s snowboard is not as good as Rob’s.
B Dave would rather borrow Pete’s snowboard.
B the time has changed.
C Rob would prefer to lend his snowboard to Pete.
• Deliver successful and stress-free outcomes 2
C the day has changed.
Look at the text in Exercise 1 again. What kind of text is 4

Pool Rules
knowing the Complete formula covers
it? What information does it have?
Please shower before entering
3 Read the text and underline the key words. Then find No diving in the children’s area
words in each option (A, B and C) which have a similar No food or drink in the pool area
everything. 4
meaning.
Now choose the correct letter A, B or C. A Eating and drinking is not allowed next to the pool.
B After swimming, please use the showers provided.
C Diving is forbidden in all parts of the pool.
• With each text, think about what kind of
text it is.
5
• Underline the key words in each Mum,
option. Then look for words and Please wake me up at 7. I don’t want to miss the bus
Digital resources for teachers on the phrases in the options and the text
that have similar meanings.
for the trip and I’ll need to make some sandwiches.
Claire
Cambridge Teacher Starting off

5 Look at the text in each question (2–5). What does it
say? For each question, choose the correct answer.
Claire is asking her mum to
A make her some sandwiches for her trip.
Holiday activities B make sure she is awake at a certain time.
C drive her to the bus stop.
2
Presentation Plus, Test Generator and an 1 Work in pairs. Look at the photos of some popular
holiday destinations. Where would you like to go?
Why? Use the words in the box.
Hi Dan, I had loads of fun today! Me and my friends
went sailing today before playing tennis. Then we had a
barbecue on the beach and ate the fresh fish we’d caught.
6 Work in groups. Choose one of the holiday
destinations in the photos on page 34. Plan a holiday
Exam Preparation Bank* provide a complete

Back soon, Vicki together.
buy gift s / souvenirs go sightseeing • Where are you going? In what season and how
hang out with friends hire a bike go snorkelling long for?
look around a market take photos • What are you going to see and do there?
digital package for the teacher for classroom I’d like to go to Amsterdam and hire a bike
3 Work in groups. Discuss the questions.
A After playing tennis, Vicki went on a boat trip.
B Vicki ate dinner on the beach before going sailing.
C During her boat trip, Vicki went fishing. 7
• Where will you stay? Where will you eat?
Present your holiday to the class. Listen carefully to

When you go on holiday, do you prefer to …
presentation, assessment and extra practice.

because I love cycling. What about you?
each presentation. Decide on the best idea.
1 go somewhere in your own country or go abroad?
I’d prefer to go to Bali to go snorkelling. 2 do lots of different activities or hang out by the pool or
beach?
2 Listen to Joe asking Sonia about her last holiday. 3 go on a tour with a guide or make your own plans?
xx
Where did she go? What did she do? Compare answers in 4 send different messages to your friends or post
pairs. something for everyone to see?
34 On holiday 35
cambridge.es/complete *Common to Compact, Complete and Open World.
Exams
Complete – covers everything!
A2 B1 B2 C1 C2 Exam Booster
Complete Each Exam Booster features effective exam and

language practice. The Exam Booster can be
used flexibly by skill or exam task alongside a
Guy Brook-Hart, David McKeegan,
course book.
Emma Heyderman, Peter May, See page 85 for details
Exam advice
Simon Haines, Vanessa Jakeman,
with Helen Tiliouine
Language
First and Advanced: 90 teaching hours,
development
extendable to 120
Exam training IELTS: 50–70 teaching hours per level
These stimulating, topic-based courses cover
every part of the exam in detail, ensuring students
are fully equipped to tackle each part of every
Complete paper. Language work is fully integrated with
confidence exam preparation in each unit. The Complete
series combines the very best in contemporary
classroom practice with first-hand knowledge of
the challenges students face.
Complete offers an integrated approach with
exam information, advice and practice alongside
language development.
Complete Key for Schools Complete Preliminary for Complete Preliminary Complete First for Schools
Complete for revised exam Schools for revised exam for revised exam Second edition
Student's Book without answers 978-84-9036-643-1 978-84-9036-561-8 978-84-9036-641-7 978-84-9036-203-7
Student's Book with answers – – 978-84-9036-484-0 –
Workbook without answers with downloadable audio 978-84-9036-682-0 978-84-9036-012-5 978-84-9036-975-3 978-84-9036-212-9
Workbook with answers with downloadable audio – – 978-84-9036-487-1 –
Student's Pack without answers (Student's Book
978-84-9036-676-9 978-84-9036-006-4 978-84-9036-344-7 978-84-9036-207-5
without answers Workbook without answers)
Self-study pack (Student's Book with answers and
– – 978-84-9036-504-5 –
Workbook with answers and Class Audio)
Teacher's Book 978-84-9036-981-4 978-84-9036-218-1 978-84-9036-506-9 978-84-9036-215-0
Digital Student's Book 978-84-9036-660-8 978-84-9036-850-3 978-84-9036-541-0 978-84-9036-618-9
Digital Workbook 978-84-9036-665-3 978-84-9036-925-8 978-84-9036-550-2 978-84-9036-639-4
Presentation Plus Available on thecambridgeteacher.es
Test Generator Available on thecambridgeteacher.es
Exam Preparation Bank Available on thecambridgeteacher.es
Complete First for Complete Advanced Complete IELTS Complete IELTS Complete IELTS
Spanish Speakers Second edition Bands 4–5 B1 Bands 5–6.5 B2 Bands 6.5–7.5 C1
Complete 2nd edition
Student’s Book without answers with CD-ROM 978-84-8323-812-7 978-1-107-63106-9 978-0-521-17957-7 978-0-521-17949-2 978-1-107-65760-1
Student’s Book with answers with CD-ROM 978-84-8323-815-8 978-1-107-67090-7 978-0-521-17956-0 978-0-521-17948-5 978-1-107-62508-2
Teacher’s Book* 978-84-8323-825-7 978-1-107-69838-3 978-0-521-18515-8 978-0-521-18516-5 978-1-107-60964-8
Class Audio CDs 978-84-8323-828-8 978-1-107-64450-2 978-0-521-17958-4 978-0-521-17950-8 978-1-107-64281-2
Workbook without answers with Audio CD 978-84-8323-817-2 978-1-107-63148-9 978-1-107-60244-1 978-1-107-40196-9 978-1-107-66444-9
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Student’s Pack without answers (Student's Book without answers, Workbook without answers) 978-84-8323-833-2 978-1-107-68823-0 – – –
Student’s Pack with answers (Student's Book with answers, Workbook with answers) 978-84-8323-831-8 – – – –
Self-study Pack (Student’s Book with answers and Class Audio CDs) 978-84-8323-844-8 – 978-0-521-17960-7 978-0-521-17953-9 978-1-107-68863-6
Presentation Plus DVD-ROM – 978-1-107-66289-6 – – –
Digital Student’s Book with answers (Enhanced PDF) 978-84-9036-444-4 978-1-108-46580-9 – – –
Digital Workbook with answers (Enhanced PDF) 978-84-9036-445-1 978-1-108-46581-6 – – –
* For Complete Advanced Second edition – Teacher’s Book with Teacher’s Resources CD-ROM
Exams
Primary
Anthony Cosgrove, Anna Cowper, Deborah Hobbs,

Niamh Humphreys, Susan Kingsley with Sheila Dignen
and Susan White
A2 B1 B2
Elementary to Upper Intermediate 3 Levels 90–120+ teaching hours
Embark on a journey beyond the traditional

boundaries between exam preparation and
real-world language in Open World.
• Maximise performance with the systematic ‘Exam
Journey’ – training for each task, leading to full
task practice in the ‘Exam Focus’.
• Embed strategies for exams success with ‘Exam
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Exams
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Exams
B1 B2 C1
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See also
• NEW B2 Business Vantage Trainer

Page 84
Exams
B2 A1 A2 B1 B1 B2 C1 C2
New Insight into IELTS IELTS Life Skills Official Cambridge IELTS Practice Tests
Cambridge Test Practice INTERMEDIATE TO PROFICIENCY
Vanessa Jakeman and Clare McDowell
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Page 85
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A2 B1 B2 C1
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See also
• IELTS Practice Tests

page 80
Exams
A1 A2 B1 B2 C1 C2 A2 Key for Schools B2 First for Schools C1 Advanced

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Present continuous (I am doing)
1
Cambridge Bookshelf app on the App Store and
A Study this example situation:
Google Play. Sarah is in her car. She is on her way to work.
She’s driving to work. (= She is driving …)
• The Study Guide helps learners to identify the This means: she is driving now, at the time of speaking.
The action is not finished.
am/is/are + -ing is the present continuous:
most useful language areas to study. I am (= I’m) driving
he/she/it is (= he’s etc.) working
we/you/they are (= we’re etc.) doing etc.
B I am doing something = I started doing it and I haven’t finished; I’m in the middle of doing it.
Please don’t make so much noise. I’m trying to work. (not I try)
‘Where’s Mark?’ ‘He’s having a shower.’ (not He has a shower)
Let’s go out now. It isn’t raining any more. (not It doesn’t rain)
English Grammar in Use Fifth edition

How’s your new job? Are you enjoying it?
What’s all that noise? What’s going on? or What’s happening?
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Steve says ‘I’m reading …’ but he is not reading the book at

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Some more examples:

Kate wants to work in Italy, so she’s learning Italian.
(but perhaps she isn’t learning Italian at the time of speaking)
Some friends of mine are building their own house. They hope to finish it next summer.
C You can use the present continuous with today / this week / this year etc. (periods around now):
A: You’re working hard today. (not You work hard today)
B: Yes, I have a lot to do.
The company I work for isn’t doing so well this year.
D We use the present continuous when we talk about a change that has started to happen. We often use
these verbs in this way:
getting, becoming changing, improving
starting, beginning increasing, rising, falling, growing
Is your English getting better? (not Does your English get better)
The population of the world is increasing very fast. (not increases)
At first I didn’t like my job, but I’m starting to enjoy it now. (not I start)
2 Present continuous and present simple ➜ Units 3–4 Present tenses for the future ➜ Unit 19
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Unit
2
people around the world. This edition retains the 2 Present continuous and present simple 2 2.1 Complete these sentences using the verbs in brackets. Use the present simple or present
Reminder ➜ A1–A5 continuous. A & B
key features of clarity and ease-of-use that have A We often use the present simple and present continuous in stories and jokes
in informal spoken English to create the impression that events are happening 1 Rodriguez passes to Messi who just over the bar. Barcelona
now. This can make them more direct and exciting and hold people’s attention: much more in this half … (pass – shoot – attack)
made the book so popular with learners and She goes up to this man and looks straight into his eyes. He’s not wearing his glasses, and he
doesn’t recognise her …
2 A man home late one night after the office Christmas party. His wife
for him, and she to him … (arrive – wait – say)
This man’s playing golf when a kangaroo bounds up to him,
teachers alike.
3 I went to a concert yesterday in the Town Hall. In the middle of it, while the orchestra
grabs his club and hits his ball about half a mile … this man suddenly on his seat and to
conduct them. (play – stand – start)
The main events are usually described in sequence using the
Designed to be flexible, the third edition is present simple and longer background events are described
using the present continuous.
2.2 Complete what each person says about the news they have read or heard using the present
tense phrases in C. C
I see the government’s giving the health
available both with and without answers, making
In narratives and anecdotes the present simple can be used 1
Government gives health service billions
to highlight an event. Often it is used after past tenses and service a lot more money.
with a phrase such as suddenly or all of a sudden: 2 Vegecorp are going to
it perfect for self-study, but also suitable for So last night, I’m waiting for the bus when this man walks up to me and says …
I was in the park reading a newspaper, when all of a sudden this dog jumps at me.
Vegecorp to sack 1,000 workers.
3
reinforcement work in the classroom. B We also use the present simple and present continuous in live commentaries (for example, on sports
events) when the report takes place at the same time as the action:
President Cartman announced a new
public holiday on his birthday, August
we’re going to have
6th. He made the announcement …

King serves to the left-hand court and Adams makes a wonderful return. She’s playing
For learners who want the flexibility of studying magnificent tennis in this match ... 4
Did you hear that Bruno’s
Bruno’s
crashed his car again?
with digital content, Advanced Grammar in Use C We can use the present simple in phrases such as It says here, I hear, I gather, I see, I understand
and They say, (Someone) says, (Someone) tells me to introduce news that we have heard, read, Ed
seen (e.g. on television), or been told. We can also use past tenses (e.g. It said here, I heard): 5 she’s
is also available as an interactive ebook with I gather you’re worried about Pedro.
Sophia tells me you’re thinking of emigrating.
I’ve got a new job.
Professor Hendriks is at the conference and I hear she’s an excellent speaker. Julia
audio, which can be used on computers, iPads D The present simple is often used in news headlines to talk about events that have recently happened:
6
A team of researchers claims
they’ve identified
and Android tablets. Available for individual or SECOND QUAKE HITS JAPAN FIRE BREAKS OUT IN HOTEL ROOM
to have identified a gene which
causes some people to overeat.
institutional purchase through the Cambridge SCIENTISTS FIND ICE ON THE MOON FOREIGN MINISTER RESIGNS 2.3 Expand one of the sets of notes below to complete each dialogue. E
Bookshelf. Contact your local representative for We can use the present simple to refer to the contents of books, films, newspapers, etc:
continually / change / mind
constantly / criticise / driving
forever / moan / work forever / ask me / money
always / complain / handwriting
Thompson gives a list of the largest European companies in Chapter 6.
details. At the beginning of the book, three men find $4 million in a crashed plane.
In the film, Loni Baranski takes the role of a private detective.
1
2
A: I can’t read this. B: You’re always complaining about my handwriting.
A: Can I borrow €10? B: You’re .
3 A: That was a dangerous thing to do. B: You’re .
E We can use the present continuous with adverbs such as always, constantly, continually or forever 4 A: I think I’ll stay here after all. B: You’re .
• Interactive ebook makes it easier to study on the to emphasise that something is done so often that it is characteristic of a person, group or thing:
A: I think I’ll stay here after all. B: You’re constantly changing your mind.
5 A: I had a bad day at the office again. B: You’re .
2.4 Complete each pair of sentences using the same verb (in negative form if necessary). Use the
go, with all of the content from the printed book Jacob is a really kind person. He’s always offering to help me with my work.
We often use this pattern to indicate disapproval. The past continuous is used in a similar way with
these adverbs (e.g. Was Olivia always asking you for money, too?).
present continuous or the present simple. Use to add any words outside the gap. D & E
1 a A: Shall I phone at six? B: No, we usually dinner at that time.
plus integrated audio to help with listening and We can use the present continuous to describe something we regularly do at a certain time:
At eight o’clock I’m usually driving to work, so phone me on my mobile.
b
2 a
I
Gielman
lamb, thanks. I’m a vegetarian.
Henry V in the latest production at the Royal Theatre.
b They constantly loud music until the early hours of the morning.
pronunciation practice. Seven o’clock is a bit early. We’re generally eating then.
3 a
b
I normally
In his 2007 book, Wall
the children to school at 8:30. Perhaps we could meet at 9:00.
a controversial view of Britain’s role in the war.
• Provides ideal support for learners preparing 4 ➜ Additional exercise 1 (page 240) 5
for IELTS, C1 Advanced and C2 Proficiency

examinations.
• Features a Study Planner so helps learners to
select areas of grammar they need to work on
most. This is also a useful diagnostic test for use
by teachers.
cambridge.es/agu
Listen
Book without answers 978-1-107-61378-2
Interactive ebook 978-1-107-53931-0 Highlight
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Grammar
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Cambridge Grammar of English Grammar for English
Language Teachers Gramática inglesa para
Ronald Carter and Michael McCarthy hispanohablantes
ADVANCED, PROFICIENCY AND ABOVE
Second edition
Second edition
WINNER British Council ELTons Awards Martin Parrott
Rubén Chacón and Inmaculada Senra
Cambridge Grammar of English is a must-have PRE-/IN-SERVICE TEACHER TRAINING
reference grammar for advanced-level students, ELEMENTARY TO PROFICIENCY
WINNER ESU HRH the Duke of Edinburgh
teachers, teacher trainers and applied linguists. Gramática inglesa para hispanohablantes is a title
Award
Using ground-breaking language research, and included in the series Aprendiendo Inglés by the
examples from the Cambridge English Corpus, This book helps you develop your understanding Universidad Nacional de Educación a Distancia
the book offers clear explanations of spoken and of English grammar and how to teach it. (UNED). It has been specially written for Spanish-
written English based on real, everyday usage. As well as providing refreshingly clear and original speaking UNED students, but it will also prove useful
• Over 7,000 examples of English grammar explanations, it includes practical ideas for to any self-study learner of English.
illustrated. planning lessons, and addresses typical problems This Second edition has been fully revised and
that learners encounter. Extension exercises to updated, and includes a new ‘Practice’ section
• User-friendly, two-part structure covers grammar
accompany the book are available on the website. with useful phrases and expressions to practise the
and usage.
• Exercises using a range of authentic materials lexical and grammar areas covered in the book.
• The most comprehensive coverage of spoken
and written English. enable you to test grammar rules against real • Covers all levels of the Common European
language use. Framework, from A1 to C2.
• Special focus on difficult language areas and
guidance on avoiding common mistakes. • Analysis of real learner errors from the • Translated examples will help students notice the
Cambridge International Corpus develops your similarities and differences between English and
• Differences between British and American
ability to deal with common mistakes. Spanish grammar structures.
English clearly explained.
• A section on researching language helps you to • Designed to be used with English Skills for
cambridge.es/cge evaluate the way grammar is treated in published Independent Learners.
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Paperback with CD-ROM 978-0-521-67439-3 Paperback 978-84-9036-696-7
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Paperback 978-0-521-71204-0 See also

Hardback 978-0-521-88505-8
ESPECIALLY 35
• English Skills
✪ Do not confuse especially and specially. Especially means ‘particularly’ or
‘above all’. Specially is not normally used in this way: for Independent
The most damaging economic and political effects of the Depression were
asleep boring Learners
4 Adjectives
felt in Japan, and especially in Germany. determined fed-up
(… were felt in Japan and specially in Germany.) old quick-witted Page 100
unhappy
The demands of putting all children through the National Curriculum make
it more difficult for teachers to cope with disruptive behaviour. This is Key considerations
especially true of primary schools. Learners are generally more concerned with the meaning of specific adjectives than
with their grammar. When the grammar does cause problems, this is often related to:
Specially is used to indicate the specific intention(s) behind an action: • ordering two or more adjectives that occur together.
• constructing comparative and superlative forms.
[referring to the processing of applications for political asylum] • deciding what words or combinations of words we can use directly before
All asylum claims are considered by specially trained caseworkers. and after adjectives (e.g. where we can and can’t use very, where we can
(the caseworkers are trained intentionally for this job) and can’t follow an adjective with an infi nitive such as to eat).
Cows are also specially bred to create genetically good milk makers.
What are adjectives?
I did that specially for you.
What do they do?
Also available
However, in informal spoken language, specially is sometimes used to mean
Adjectives are often called ‘describing words’ because they provide information about
the qualities of something described in a noun, a noun phrase or a noun clause.
→
nouns p 9
‘particularly’ or ‘above all’: Noun: an old film
noun phrases
p 295
• English Grammar Today

noun clauses
A: If somebody is ill do you think, if the treatment isn’t going to work, do Noun phrase: an interesting experience for everyone p 398
you think that hospitals should stop treating patients? Noun clause: it’s unbelievable that we haven’t seen each other for so long
B: I think specially in the case of children they shouldn’t stop. Adjectives provide much of the ‘colour’ in any description, as the following • Grammar Games
passage illustrates. This text introduces the classic film ‘Deliverance’ to television
viewers. The adjectives are printed in italics.
• Grammar in Practice
John Boorman’s provocative, violent and compelling thriller takes American
poet James Dickey’s novel to giddy heights of suspenseful stress and proves
that Burt Reynolds can act. Central to the success of Boorman’s culture
See also
clash nightmare, and what makes it resonate with such a rare intensity, is
the powerful theme of red-blooded masculinity under hostile threat.
What do they look like?

• Scott Thornbury’s 101 Grammar Adjectives related to nouns or verbs
Questions A lot of adjectives are closely related to nouns or verbs.

beautiful: beauty (noun) dangerous: danger (noun)
Page 103 drinkable: drink (verb) talkative: talk (verb)

51
• Lexical Grammar
Page 105
Vocabulary
Whatever your students’ vocabulary needs … choose in Use
A1 A2 B1 B2 C1 C2
English Vocabulary in Use

• Vocabulary presented and practised in context Elementary Third edition
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confidence along with their vocabulary skills. • All levels also available as ebooks that can be
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• Easy-to-understand explanations and practice
desktop and laptop computers.
exercises.
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• Business • Professional • Academic Vocabulary

Vocabulary in Use English in Use in Use Second edition
Page 87 Page 87 Page 98
Vocabulary / Pronunciation
Now with free Now with free

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Teacher Development
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102 | Find out about our range of classroom teaching tools – see page 10 *Also available as an ebook
Teacher Development
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About Language Second edition

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Teacher Development
Teaching Language Systems and Language Skills
NEW Second Listening in the Teaching Speaking Teaching and

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Testing and Assessment
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Teacher Development
Teacher Development
Teacher Training and Development
Also available
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We also offer a range of online courses. Please refer to page 101 for further information, or visit cambridge.es/teacheronlinecourses
Teaching Qualifications
TKT Course Modules TKT Course CLIL The CELTA Course The CELTA Course
1, 2 and 3 Module Trainee Book Trainer’s Manual
Second edition Kay Bentley Scott Thornbury and Scott Thornbury and
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International / Bilingual Education
English as a Second Language (ESL)

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International Education
International / Bilingual Education
IGCSE English as a Second

TM
Cambridge Reading Secondary Literature
Language Adventures
Updated for the revised syllabus, Success Learner’s will travel the seas with Sinbad, explore Cambridge School Shakespeare
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First Edition by Katia Carter and Tim Carter Turquoise 978-1-316-60746-6
Coursebook with Audio CD 978-1-107-51566-6 Purple 978-1-316-60749-7
Teacher's Resource Book 978-1-107-51571-0 Gold 978-1-316-60752-7
White 978-1-316-60754-1
Cambridge IGCSE English as a Second
TM
Strand Packs
Language Exam Preparation and Practice Pathfinders 978-1-108-56364-2
Wayfarers 978-1-108-66654-1
Second edition Explorers 978-1-108-56365-9
Voyagers 978-1-108-66604-6
Katia Carter and Tim Carter
This full-colour exam preparation and practice

book contains four guided practice tests, audio
Recycling Advanced English
and video to build confidence, ready for the Steps to Academic Writing
revised exam from 2019.
Clare West
Marian Barry
Paperback with Audio CDs (2)
This book provides revision and practice in:
978-1-316-63678-7
Video 978-1-108-43744-8 phrasal verbs, word study, vocabulary, grammar Whether your students are planning to take their
and writing. It is ideal for classroom use or IELTS or want to study at an English-medium
Cambridge IGCSE English as a Second
TM
self-study and includes writing models. university, this series will give them the skills they
Language Practice Tests need to succeed. They’ll develop their academic
Paperback with removable Key 978-0-521-14073-7 writing skills, learning to express themselves in
For the revised exam from 2019
reports and essays. Tips on creating a CV and
personal statement are also included.
Tom Bradbury and Mark Fountain
Coursebook 978-0-521-18497-7
For home or classroom study, this book contains
four new extended practice tests that help students
prepare confidently for the IGCSETM English as a
Introduction to English as a Second Language
Second Language exam. Fourth Edition
Edition without answers 978-1-108-54611-9
Edition with answers 978-1-108-54610-2
Peter Lucantoni
Developing Summary and Prepare learners for Cambridge IGCSETM English thinking and discussion, along with developing
Note-taking Skills as a Second Language or equivalent level. research and study skills. Furthermore, each unit
They’ll explore language through units with has a specific language-focus section to revise and
questions like ‘what impact does fashion have consolidate key areas of language awareness and
Marian Barry
on teenagers?’ or ‘are there any monsters in activities for vocabulary building.
With the increased weighting on summary and the sea?’ Each unit provides opportunities for
Coursebook 978-1-107-68698-4
note-taking for the new IGCSETM English as a Second
Workbook 978-1-107-68881-0
Language exam, this resource ensures students have Teacher’s Book 978-1-107-53276-2
plenty of practice.
Paperback without answers 978-1-108-44069-1

Paperback with answers 978-1-108-44079-0
Title Index
A CEFR in Practice, The ...........................................................................103 IGCSE™ English as a Second Language .............................................108

A2 Key...................................................................................................82 CELTA Course Trainee Book, The ..........................................................106 Intelligibility, Oral Communication and the Teaching of Pronunciation .104
A2 Key for Schools ................................................................................82 CELTA Course Trainer’s Manual, The.....................................................106 Interaction Online ................................................................................103
A2 Key for Schools Trainer .....................................................................84 Citizen Z ................................................................................................40 Interactive for Spanish Speakers ...........................................................45
About Language Second edition .........................................................103 Classroom Management Techniques ...................................................102 Interchange Fifth edition .......................................................................60
Academic Vocabulary in Use..................................................................98 Classroom Observation Tasks ..............................................................106 International Negotiations.....................................................................86
Action Research for Language Teachers ..............................................106 Clear Speech ........................................................................................97 Introduction to English as a Second Language ....................................108
Active Grammar ...................................................................................45 Clear Speech from the Start...................................................................97
CLIL .....................................................................................................102 J
Active Listening ..................................................................................100 Jack C. Richards’ 50 Tips for Teacher Development ..............................106
Activities for Very Young Learners ........................................................105 CLIL Activities ......................................................................................102
Advanced Grammar in Use ...................................................................94 Collaborate............................................................................................36
Collocations Extra................................................................................104 K
Advanced Trainer ...................................................................................84 A2 Key...................................................................................................82
Alan Maley’s 50 Creative Activities ......................................................102 Common European Framework of Reference for Languages ...............103
Common Mistakes at CAE… and how to avoid them...........................85 A2 Key for Schools ................................................................................82
Applying the Socio-Cognitive Framework A2 Key for Schools Trainer .....................................................................84
to the BioMedical Admissions Test.....................................................105 Common Mistakes at First Certificate… and how to avoid them ..........85
Common Mistakes at IELTS… and how to avoid them..........................85 Key for Schools Trainer ...........................................................................84
Approaches and Methods in Language Teaching ................................102 Kid’s Box for Spanish Speakers Updated Second edition........................20
Assessing Grammar.............................................................................105 Common Mistakes at KET… and how to avoid them ............................85
Assessing Language Teachers’ Professional Skills and Knowledge.......105 Common Mistakes at PET… and how to avoid them ............................85 L
Assessing Speaking .............................................................................105 Common Mistakes… and how to avoid them.......................................85 Language Activities for Teenagers........................................................105
Assessing Young Language Learners ...................................................105 Communicating Across Cultures ............................................................86 Language Learning with Digital Video .................................................103
Communicative Activities for EAP ........................................................102 Language Learning with Technology ...................................................103
B Compact ...............................................................................................71 Learner English Second edition............................................................102
B1 Business Preliminary.........................................................................83 Complete ..............................................................................................74 Learning Oriented Assessment.............................................................105
B1 Preliminary .......................................................................................82 Corpora in Applied Linguistics .............................................................103 Learning Vocabulary in Another Language Second edition ..................104
B1 Preliminary for Schools .....................................................................82 Course in English Language Teaching, A..............................................106 Lessons and Legacy: A tribute to Professor Cyril J Weir (1950–2018) ..105
B1 Preliminary for Schools Trainer..........................................................84 Curriculum Development in Language Teaching Second edition ..........102 Lessons from Good Language Teachers ...............................................106
B2 Business Vantage .............................................................................83 Let’s Talk .............................................................................................100
B2 First ..................................................................................................82 D
Defining Integrated Reading-into-Writing Constructs ..........................103 Lexical Grammar .................................................................................104
B2 First for Schools................................................................................82 Life Adventures......................................................................................26
Be Curious.............................................................................................22 Developing Summary and Note-taking Skills .......................................108
Diccionario Bilingüe Cambridge Compact English-Spanish ....................89 Listening in the Language Classroom ..................................................104
Be My Guest..........................................................................................87
Business Advantage .............................................................................86 Diccionario Bilingüe Cambridge Pocket English-Spanish ........................89 M
Business Benchmark..............................................................................79 Discourse Analysis for Language Teachers ...........................................103 Making Connections ............................................................................99
Business Start-up ..................................................................................86 Discourse of the IELTS Speaking Test, The ............................................103 Materials Development in Language Teaching Second edition ............102
Business Vocabulary in Use....................................................................87 Discovering Fiction ...............................................................................99 Mentor Courses...................................................................................106
Discussions and More Second edition .................................................104 Methodology in Language Teaching ....................................................102
C Dynamic Presentations ..........................................................................86 Mindset for IELTS ...................................................................................81
C1 Advanced .........................................................................................82 More! ...................................................................................................44
C1 Advanced Trainer..............................................................................84 E
Engaging Language Learners in Contemporary Classrooms ................102 Motivating Learners, Motivating Teachers............................................102
C1 Business Higher ...............................................................................83 Motivational Strategies in the Language Classroom ............................102
C2 Proficiency .......................................................................................83 English at Work ...................................................................................100
English Collocations in Use ....................................................................97 Multilingual Education ........................................................................103
Cambridge Academic English ...............................................................98
Cambridge Academic Writing Collection................................................99 English for Academics............................................................................98 N
Cambridge Advanced Learner’s Dictionary ............................................89 English for Business Studies .................................................................86 New Directions ......................................................................................99
Cambridge Bilingual Dictionaries...........................................................89 English for the Financial Sector..............................................................87 New Insight into IELTS ...........................................................................80
Cambridge Business English Certificate .................................................83 English for the Teacher ........................................................................103
Cambridge Business English Dictionary ................................................89 English Grammar in Use Fifth edition.....................................................92 O
Cambridge Business Skills ....................................................................86 English Grammar in Use mobile app......................................................93 Objective ...............................................................................................78
Cambridge Encyclopedia of the English Language Third edition, The ...102 English Grammar in Use Online with Learning Management System.....93 Official Cambridge Guide to IELTS, The ..................................................79
Cambridge English Advanced ................................................................82 English Grammar in Use Supplementary Exercises .................................93 Official IELTS Practice Materials .............................................................80
Cambridge English Empower for Spanish Speakers ...............................54 English Idioms in Use.............................................................................97 Open World...........................................................................................76
Cambridge English Exam Boosters ........................................................85 English in Mind for Spanish Speakers ....................................................44 Out & About ..........................................................................................48
Cambridge English First.........................................................................82 English Phonetics and Phonology .......................................................103
English Phrasal Verbs in Use ..................................................................97 P
Cambridge English First for Schools.......................................................82
English Profile in Practice.....................................................................103 B1 Preliminary .......................................................................................82
Cambridge English for Engineering .......................................................87
English Pronunciation in Use .................................................................97 B1 Preliminary for Schools .....................................................................82
Cambridge English for Human Resources ..............................................87
English Skills for Independent Learners................................................100 B1 Preliminary for Schools Trainer..........................................................84
Cambridge English for Job-hunting .......................................................87
English Unlimited .................................................................................57 Passages ..............................................................................................63
Cambridge English for Marketing ..........................................................87
English Vocabulary in Use .....................................................................96 Penny Ur’s 100 Teaching Tips...............................................................102
Cambridge English for Nursing..............................................................87
ESOL Activities .....................................................................................100 Planning Lessons and Courses.............................................................102
Cambridge English for Scientists............................................................87
Essential Grammar in Use .....................................................................91 Practice Teaching .................................................................................106
Cambridge English for the Media ..........................................................87
Essential Grammar in Use Supplementary Exercises ..............................91 Practice Tests .........................................................................................82
Cambridge English Key..........................................................................82
Essential Grammar in Use: Spanish edition ............................................91 Pre A1 Starters, A1 Movers, A2 Flyers ....................................................82
Cambridge English Key for Schools........................................................82
Evolve....................................................................................................58 Preliminary for Schools Trainer ...............................................................84
Cambridge English Practice Testbank ....................................................84
Examining Young Learners...................................................................105 Prepare Second edition..........................................................................72
Cambridge English Preliminary ..............................................................82
Present Yourself ..................................................................................100
Cambridge English Preliminary for Schools ............................................82 F Primary Activity Box .............................................................................105
Cambridge English Proficiency...............................................................83 face2face Second edition.......................................................................56 Primary Curriculum Box .......................................................................105
Cambridge English Pronouncing Dictionary ..........................................89 Feedback in Second Language Writing Second edition ........................104 Primary Music Box...............................................................................105
Cambridge English Readers ..................................................................50 First for Schools Trainer ..........................................................................84 Professional English in Use ...................................................................87
Cambridge English Skills .....................................................................100 First Trainer ............................................................................................84 Professional English in Use Engineering.................................................87
Cambridge English Young Learners .......................................................82 Five-Minute Activities ..........................................................................102 Professional English in Use Finance .......................................................87
Cambridge Essential English Dictionary ................................................89 Five-Minute Activities for Business English...........................................102 Professional English in Use Management ..............................................87
Cambridge Experience Readers ............................................................49 Five-Minute Activities for Young Learners ............................................105 Professional English in Use Marketing ...................................................87
Cambridge Global English ...................................................................107 Flightpath ..............................................................................................87 Professional English in Use Medicine .....................................................87
Cambridge Grammar and Vocabulary....................................................85 Four Corners Second edition..................................................................62 Pronunciation Games ..........................................................................104
Cambridge Grammar and Writing Skills...............................................107 From Teacher to Manager....................................................................106 Pronunciation Practice Activities ..........................................................104
Cambridge Grammar for IELTS...............................................................85 Fun for Starters, Movers and Flyers ........................................................70
Cambridge Grammar of English ...........................................................95 Fun Skills ...............................................................................................69 Q
Cambridge Guide to Blended Learning for Language Teaching, The ....103 Quick Minds ..........................................................................................18
Cambridge Guide to Learning English as a Second Language, The ......102 G
Cambridge Guide to Pedagogy and Practice in Second Language Games for Grammar Practice...............................................................104 R
Teaching, The.....................................................................................102 Games for Language Learning Third edition ........................................102 Read This! ............................................................................................99
Cambridge Guide to Research in Language Teaching and Learning, Good Practice ........................................................................................87 Reading in a Second Language ...........................................................104
The ....................................................................................................106 Gramática inglesa para hispanohablantes .............................................95 Real Listening & Speaking ...................................................................100
Cambridge Guide to Second Language Assessment, The .....................105 Grammar and Vocabulary for Advanced ................................................85 Real Reading .......................................................................................100
Cambridge Idioms Dictionary ................................................................89 Grammar and Vocabulary for First and First for Schools.........................85 Real Writing ........................................................................................100
Cambridge IELTS Practice Tests ..............................................................80 Grammar for Business ..................................................................86, 103 Recycling Advanced English ................................................................108
Cambridge IGCSE™ English as a Second Language Exam Preparation Grammar for English Language Teachers.......................................95, 103 Research and Practice in Assessing Academic Reading:
and Practice.......................................................................................108 Grammar Practice Activities .................................................................104 The case of IELTS ...............................................................................105
Cambridge IGCSE™ English as a Second Language Practice Tests .....108 Greenman & the Magic Forest...............................................................14 Research for Language Teachers .........................................................106
Cambridge Learner’s Dictionary ............................................................89 Guess What! .........................................................................................19
Cambridge Little Steps ..........................................................................17 Guidelines .............................................................................................99 S
Cambridge Natural Science ...................................................................32 Scott Thornbury’s 101 Grammar Questions..........................................103
Cambridge Phrasal Verbs Dictionary ......................................................89 H Scott Thornbury’s 30 Language Teaching Methods ..............................102
Cambridge Primary Path........................................................................28 Herbert Puchta’s 100 Tips for Teaching Teenagers ...............................105 Second Language Assessment and Action Research ............................105
Cambridge Reading Adventures ..........................................................108 Second Language Writing ...................................................................104
Cambridge School Shakespeare .........................................................108 I Shape the Future ...................................................................................46
Cambridge Social Science......................................................................30 IELTS Life Skills Official Cambridge Test Practice.....................................80 Ship or Sheep? .....................................................................................97
Cambridge Vocabulary for IELTS ............................................................85 IELTS Trainer...........................................................................................84 Skills and Language for Study ...............................................................98
Title Index / Author Index
Skills for Effective Writing .....................................................................98 A

Smart Planet..........................................................................................38 Allum, Virginia .......................................................................................87
Steps to Academic Writing ..................................................................108 Anderson, Vicky .....................................................................................46
Storyfun for Starters, Movers and Flyers.................................................68 Archer, Greg ..........................................................................................81
Strategic Reading ...............................................................................100 Armer, Tamzen.......................................................................................87
Super Minds ..........................................................................................24 Aspinall, Patricia ....................................................................................51
Super Safari ...........................................................................................16 Austen, Michael ....................................................................................51
T B
Talent ....................................................................................................42 Babenko, Elisabeth ..............................................................................100
Task-Based Language Teaching ...........................................................102 Baker, Ann .............................................................................................97
Teacher Training Essentials ..................................................................106 Banks, Tim .............................................................................................86
Teaching Adult English Language Learners..........................................106 Barker, Fiona........................................................................................103
Teaching and Developing Reading Skills..............................................104 Barrell, Jania ..........................................................................................51
Teaching Children English....................................................................106 Barry, Marian.......................................................................................108
Teaching Languages to Young Learners ...............................................105 Battersby, Alan ......................................................................................51
Teaching Large Multilevel Classes........................................................102 Bentley, Kay...........................................................................19, 105, 106
Teaching Listening Comprehension .....................................................104 Bentley, Marla .......................................................................................49
Teaching Pronunciation Second edition ...............................................103 Berber, Aída ...........................................................................................28
Teaching Speaking ..............................................................................104 Betteridge, David .................................................................................102
Teen World ..........................................................................................105 Bitterlin, Gretchen .................................................................................63
Testing for Language Teachers.............................................................105 Black, Michael .......................................................................................78
TKT Course CLIL Module .....................................................................106 Bodsczky, Caroline...............................................................................106
TKT Course Modules 1, 2 and 3 ..........................................................106 Bohlke, David ........................................................................................62
Touchstone Online Course Second edition.............................................65 Bradbury, Tom .....................................................................................108
Touchstone Second edition....................................................................64 Brennan, Frank ................................................................................49, 51
Trainers..................................................................................................84 Brinton, Donna M................................................................................103
Translation and Own-language Activities .............................................102 Broadhead, Annie..................................................................................78
Tree or Three? .......................................................................................97 Brook-Hart, Guy ........................................................................74, 75, 79
V Brown, James Dean.............................................................................106
Ventures Third edition............................................................................63 Brown, Steven .....................................................................................100
Viewpoint .............................................................................................64 Buckby, Michael ..................................................................................102
Viewpoint Online Course ......................................................................65 Budden, Joanna ............................................................................45, 105
Vocabulary Activities............................................................................104 Burns, Anne .........................................................................102, 104, 105
W C
Welcome!..............................................................................................87 Cameron, Lynne ..................................................................................105
Word Fun World app .............................................................................70 Campbell, Colin .....................................................................................51
World Englishes...................................................................................103 Capel, Annette.......................................................................................78
Write to be Read ...................................................................................99 Carter, Katia ........................................................................................108
Writer’s Workbook, A ............................................................................99 Carter, Richard.......................................................................................44
Writing for Impact ................................................................................86 Carter, Ronald........................................................................................94
Carter, Tim ...........................................................................................108
Y Celce-Murcia, Marianne ......................................................................103
Your Space ...........................................................................................45 Cenoz, Jasone .....................................................................................103
Ceramella, Nick .....................................................................................87
Chacón, Rubén..............................................................................95, 100
Chan, Sathena.............................................................................103, 105
Chapman, Caroline................................................................................85
Cheung, Kevin Y.F.................................................................................105
Chilton, Helen..................................................................................72, 85
Chin, Elizabeth ....................................................................................104
CIM .......................................................................................................87
Clandfield, Lindsay ........................................................................58, 103
Clark, David...........................................................................................86
Clark, Rachel .........................................................................................86
Clementson, Theresa .............................................................................57
Clover, Louise ........................................................................................49
Cochrane, Stuart....................................................................................36
Coombe, Christine .......................................................................105, 106
Cosgrove, Anthony ................................................................................76
Cowen, Audrey ......................................................................................42
Cowper, Anna........................................................................................76
Coyle, Do .............................................................................................102
Craven, Miles.......................................................................................100
Crosthwaite, Peter .................................................................................81
Crystal, David ......................................................................................102
Cullen, Pauline.......................................................................................79
Cunningham, Gillie................................................................................56
D
Dale, Liz...............................................................................................102
Davidson, Peter ...................................................................................105
Davis, Fiona ...........................................................................................45
Day, Jeremy ...........................................................................................87
De Souza, Natasha ................................................................................81
Dignen, Bob ..........................................................................................86
Dignen, Sheila .................................................................................76, 85
Doff, Adrian .....................................................................................54, 57
Donna, Sylvie.........................................................................................97
Dornyei, Zoltan ....................................................................................102
Downes, Colm .......................................................................................87
Driscoll, Liz ..........................................................................................100
Driver, Paul ..........................................................................................103
E
Eckstut-Didier, Samuela .......................................................................100
Elliot, Sue ..............................................................................................71
Elliott, Karen..................................................................................14, 105
Ellis, Rod..............................................................................................102
Emmerson, Paul...................................................................................102
Esling, John ...........................................................................................89
Espinosa, Tamsin ...................................................................................98
Everett-Camplin, Helen..........................................................................49
F
Farrall, Cate ...........................................................................................87
Farrell, Thomas S.C...............................................................................106
Feunteun, Anne ...................................................................................106
Field, John ...........................................................................................104
Fletecher, Craig ......................................................................................98
Author Index
Fountain, Mark ..............................................................................85, 108 M Smallwood, Ian .....................................................................................98

French, Amanda ....................................................................................79 MacAndrew, Richard .......................................................................49, 51 Smalzer, William R. ................................................................................99
MacKenzie, Ian ................................................................................86, 87 Smith, Bernard...............................................................................51, 102
G Smith, Dorolyn.....................................................................................100
Gardner, Peter S. ....................................................................................99 Mackey, Daphne....................................................................................99
Malderez, Angi ....................................................................................106 Smoke, Trudy .........................................................................................99
Gelshenen, Rosemary ............................................................................99 Spack, Ruth ...........................................................................................99
Gerngross, Günter ...............................................................16, 18, 24, 44 Maley, Alan..............................................................................50, 51, 102
Marks, Jonathan ....................................................................................97 Spratt, Mary.................................................................................103, 106
Gershon, Steven ..................................................................................100 Stanley, Graham ..................................................................................103
Gibson, Rex .........................................................................................108 Marsh, David .......................................................................................102
Mascull, Bill ...........................................................................................87 Starr Keddle, Julia ..................................................................................45
Gilbert, Judy B........................................................................................97 Stephens, Bryan .....................................................................................86
Glendinning, Eric ...................................................................................87 Matthews, Blair .....................................................................................98
Matthews, Laura ...................................................................................71 Stoynoff, Stephen ................................................................................105
Goh, Christine C.M. .............................................................................104 Stranks, Jeff ...............................................................................40, 44, 54
Goldstein, Ben ...................................................................38, 57, 58, 103 May, Peter .................................................................................71, 74, 75
McCarten, Jeanne ...........................................................................64, 86 Styring, James........................................................................................72
Gooch, Fred ...........................................................................................98 Sunderland, Peter ..................................................................................78
Goodwin, Janet M. ..............................................................................103 McCarthy, Michael...........................................64, 86, 95, 96, 97, 98, 103
McConnell, Sarah ..................................................................................14 Swan, Michael .....................................................................................102
Gorter, Durk.........................................................................................103
Gower, Roger ......................................................................................100 McDonald, Annie...................................................................................48 T
Grabe, William.....................................................................................104 McDowell, Clare ....................................................................................80 Tajeddin, Zia ........................................................................................106
Griffiths, Carol .....................................................................................106 McElwee, Sarah ...................................................................................105 Tanner, Rosie .......................................................................................102
Griner, Barry ........................................................................................103 McEntire, Jo...........................................................................................99 Tayfoor, Susanne....................................................................................85
Guse, Jenni ..................................................................................102, 105 McGarr, Patricia .....................................................................................87 Taylor, Lynda ........................................................................................105
McGiffin, Janet ......................................................................................51 Thacker, Claire .......................................................................................36
H McKay, Penny ......................................................................................105 Thaine, Craig ...................................................................54, 98, 100, 106
Hadfield, Jill .........................................................................................103 McKeegan, David ............................................................................74, 75 Thomas, Amanda...................................................................................71
Hadkins, Helen ......................................................................................45 Mckeown, Arthur...................................................................................87 Thomas, Barbara .......................................................................71, 78, 85
Haines, Simon..........................................................................75, 85, 100 McNair, Alistair ......................................................................................98 Thornbury, Scott ..................................................................102, 103, 106
Hamilton, Nick.....................................................................................102 Mercer, Sarah ......................................................................................102 Tilbury, Alex ...........................................................................................57
Hancock, Mark ........................................................................48, 97, 104 Miller, Marilyn........................................................................................14 Tiliouine, Helen ......................................................................................75
Hancock, Penny ...............................................................................50, 51 Milne, Kim .............................................................................................28 Tims, Nicholas..................................................................................49, 72
Handford, Michael.................................................................................86 Moore, Julie...........................................................................................85 Ting, Teresa............................................................................................42
Harmer, Jeremy ......................................................................................51 Morrison, David .....................................................................................49 Tomlinson, Brian............................................................................51, 102
Harrison, Julia......................................................................................103 Moses, Antoinette .....................................................................49, 50, 51 Tomlinson, Michael ...........................................................20, 22, 26, 105
Hashemi, Louise ....................................................................................78 Murgatroyd, Nicholas ............................................................................49 Treloar, Frances ................................................................................71, 85
Hendra, Leslie Anne.........................................................................57, 58 Murphy, Raymond .....................................................................91, 92, 93
Henstock, Claire ....................................................................................98 U
Herdon, Tim ...........................................................................................49 N Uddin, Jishan...................................................................................74, 81
Hess, Natalie .......................................................................................102 Nakatsuhara, Fumiyo...........................................................................103 Ur, Penny .......................................................................45, 102, 104, 106
Hewings, Martin ..........................................................85, 94, 97, 98, 104 Nation, I.S.P. ........................................................................................104
Heyderman, Emma ....................................................................71, 74, 75 Naylor, Helen ...................................................................................51, 91 V
Hill, David A...........................................................................................51 Neilsen, Rod ..........................................................................................51 Vale, David ..........................................................................................106
Hird, Emily .............................................................................................28 Newsome, J.M. ......................................................................................51 Van der Horst Jansen, Julie ..................................................................106
Hobbs, Deborah.....................................................................................76 Nixon, Caroline..................................................................20, 22, 26, 105 Varney, Will ...........................................................................................46
Hobbs, Martyn.......................................................................................45 North, Brian.........................................................................................103 Vincent, Daniel ......................................................................................36
Hockley, Andrew..................................................................................106 Vittorio, Pamela .....................................................................................99
O
Holzmann, Christian ..............................................................................44 O’Dell, Felicity ......................................................................98, 78, 96, 97
Hood, Philip.........................................................................................102 W
O’Dell, Kathryn ......................................................................................58 Wajnryb, Ruth......................................................................................106
Hopkins, Diana ......................................................................................85 O’Sullivan, Barry ..................................................................................105
Howard, Ron .........................................................................................87 Walker, Carolyn......................................................................................51
Hughes, Arthur ....................................................................................105 Wallace, Michael J. ..............................................................................106
P Walsh, Clare ..........................................................................................98
Hughes, Jake .......................................................................................105 Pakenham, Kenneth J.............................................................................99
Hull, Jonathan .......................................................................................60 Walter, Elizabeth..................................................................................104
Pallini, Lelio ...........................................................................................91 Ward, Ciaran .........................................................................................42
Humphreys, Niamh ................................................................................76 Palmer, Graham ...................................................................................100
Hunston, Susan ...................................................................................103 Watkins, Peter .............................................................................104, 106
Papp, Szilvia.........................................................................................105 Weir, Cyril J. .........................................................................................105
Hutchison, Susan .............................................................................74, 81 Parrish, Betsy .......................................................................................106
Hyland, Fiona ......................................................................................104 West, Clare..........................................................................................108
Parrott, Martin ...............................................................................95, 103 Whettem, Erica......................................................................................78
Hyland, Ken .........................................................................................104 Passmore, Lucy ................................................................................74, 81 Whitby, Norman ....................................................................................79
Pitt, Angela............................................................................................86 White, Ron ..........................................................................................106
I Poulter, Monica....................................................................................105
Ibbotson, Mark ..........................................................................58, 86, 87 White, Susan .............................................................................71, 76, 85
Powell, Mark .........................................................................................86 Wiese, David..........................................................................................99
J Prentis, Nicola........................................................................................49 Wijayatilake, Claire ................................................................................81
Jakeman, Vanessa......................................................................75, 79, 80 Price, Donna ..........................................................................................63 Will, Sab ..............................................................................................105
Johnson, Dennis ....................................................................................63 Proctor, Susan........................................................................................60 Williams, Jessica ....................................................................................99
Johnson, Margaret ..........................................................................49, 51 Prowse, Philip ..................................................................................50, 51 Williams, Melanie ..........................................................................72, 106
Jones, Ceri .......................................................................................38, 58 Puchta, Herbert ...............................................16, 18, 24, 40, 44, 54, 105 Wilson, Judith........................................................................................51
Jones, Leo............................................................................................100 Pulverness, Alan ..................................................................................106 Wilson, Melissa .....................................................................................36
Jones, Neil ...........................................................................................105 Purpura, James E. ................................................................................105 Wilson, Rosemary ................................................................................105
Joseph, Niki ...........................................................................................72 R Wood, Philip..........................................................................................46
Rea, David .............................................................................................57 Woodford, Kate ...................................................................................104
K Woodward, Tessa ................................................................................103
Kay, Judith .............................................................................................99 Redston, Chris .......................................................................................56
Reed, Susannah.......................................................................19, 28, 105 Wright, Andrew ...................................................................................103
Kennedy, Clare.......................................................................................42 Wright, Ros ...........................................................................................87
Kerr, Philip .....................................................................................58, 102 Reid, Andrew.........................................................................................36
Kershaw, George ...................................................................................51 Renandya, Willy A................................................................................102 Z
Khalifa, Hanan.....................................................................................105 Richards, Jack C. ................................................60, 62, 63, 100, 102, 106 Zaorob, Maria Lucia.............................................................................104
Kilbey, Liz...............................................................................................42 Rimmer, Wayne .....................................................................................45 Zapiain, Gabriela .............................................................................17, 28
Kingsley, Susan ................................................................................76, 78 Rixon, Shelagh.....................................................................................105
Kirkpatrick, Andy .................................................................................103 Roach, Peter ..................................................................................89, 103
Koester, Almut .......................................................................................86 Robinson, Anne .....................................................................................70
Kosta, Joanna ..................................................................................72, 81 Robinson, Nick ......................................................................................87
Koustaff, Lesley ......................................................................................19 Rodgers, Theodore S. ...........................................................................102
Kubanyiova, Magdalena ......................................................................102 Rollason, Jane .......................................................................................49
L S
Lambert, Craig.....................................................................................102 Sage, Colin ......................................................................................22, 26
Laughner, Melissa S. ............................................................................106 Sandford, George ..................................................................................87
Lawley, Jim ..........................................................................................100 Sandiford, Helen ....................................................................................64
Leather, Sue.....................................................................................50, 51 Sandy, Chuck .........................................................................................63
Lee, Elizabeth ........................................................................................87 Savage, Alice .........................................................................................99
Levis, John M.......................................................................................104 Savage, K. Lynn.....................................................................................63
Lewis, Samantha .............................................................................36, 45 Saville, Nick .........................................................................................105
Lewis-Jones, Peter ...................................................16, 18, 24, 40, 44, 54 Saxby, Karen....................................................................................68, 70
Li, Shaofeng ........................................................................................102 Scott-Malden, Sarah ..............................................................................51
Lindsley, Marianne.................................................................................87 Scrivener, Jim .......................................................................................102
Lindstromberg, Seth ............................................................................105 Seedhouse, Paul ..................................................................................103
Lisboa, Martin .......................................................................................86 Selivan, Leo .........................................................................................104
Loader, Mandy.................................................................................49, 51 Senra, Inmaculada .........................................................................95, 100
Loewenthal, Marc..................................................................................81 Setter, Jane ............................................................................................89
Logan, Sally .........................................................................................100 Sharp, Wendy ........................................................................................78
Lucantoni, Peter...................................................................................108 Shintani, Natsuko ................................................................................102
Luoma, Sari .........................................................................................105 Skehan, Peter.......................................................................................102
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