Professional Documents
Culture Documents
Secondary Schools Cat2019 Web PDF
Secondary Schools Cat2019 Web PDF
2019
C ATA L O G U E
Get it right with the Cambridge English Corpus
MISTAKE MISTAKE
MISTAKE MISTAKE
MISTAKE MISTAKE
Every year, over 200,000 Spanish students take one of the Cambridge English exams. At Cambridge University Press
we analyse these exam scripts to find out common errors and problem areas. All this information is incorporated
into the Cambridge English Corpus, which we use to adapt our teaching materials to the specific needs of
Spanish speakers.
www.cambridge.es/corpus
Contents
SECONDARY & BACHILLERATO 6
Secondary Courses 6
Bachillerato Courses 22
Supplementary Materials 28
EXAMS 34
Courses
36
Supplementary Materials 64
ISBN LISTING 68
Key to symbols
English for Spanish Speakers courses
Digital components
FOUNDATIONAL LAYERS
Emotional Development
Digital Literacy
Discipline Knowledge
cambridge.es/cflc
THE CAMBRIDGE TEACHER
Interactive
Extra resources What’s new?
Whiteboard
Access to interactive whiteboard Additional material to get the News from the education sector.
tools and other digital products most out of your course: videos,
for classroom presentation. extension activities, tests...
WWW.THECAMBRIDGETEACHER.ES
Collaborate NEW
ELEMENTARY TO INTERMEDIATE
English for Spanish Speakers English for Spanish Speakers English for Spanish Speakers
English for Spanish Speakers
English for Spanish Speakers
1
BOOK
Digital Workbook
Claire Thacker Samantha Lewis Samantha Lewis
A2 – A2+ A2+ – B1 B1 – B1+
Stuart Cochrane Daniel Vincent Daniel Vincent
STUDENT’S BOOK 1
1
acher’s
esource Bank
STUDENT’S BOOK
Digital Collaborate
w
THACKER
www.cambridge.es/collaborate
vi
course that will help you and your students mixed ability in the classroom, both
www.cambridge.es/collaborate
take an important step towards creating for the students who need more help
REKCAHT
a collaborative and positive environment and those who can be pushed further
KOOB S’TNEDUTS
Digital Collaborate
in the classroom. It offers solid language – fast finishers activities at the end
1
learning while providing a new way of of the unit, a graded Workbook and
esource Bank
acher’s
ST U D E N T ’ S B O O K
1
BOOK
1
• 5 videos per unit include
• Collaborative learning with unit documentaries, grammar and
English for Spanish Speakers
• ‘Get it right!’ boxes throughout the units which highlight common mistakes in grammar and vocabulary made by Spanish-
speaking learners.
• Specific cross-curricular projects and lessons on other subjects in the Spanish curriculum.
• A coverage of all the competences students are expected to acquire with a Key competences mapping in the Teacher’s Book.
• Spanish and Catalan grammar reference available online.
6
www.cambridge.es/collaborate
Digital Collaborate
FOR STUDENTS
Digital Student’s
PROJECT BOOK
1
provided with extra sections:
WORKBOOK
1
Teacher’s
Resource Bank
WORKBOOK
k
ANDERSON
practice
Test Generator
Digital Collaborate
ollaborate helps Spanish-speaking learners
vercome the difficulties they face when
DURRANT
• Vocabulary extra
ith information taken from the unique
ambridge Learner Corpus.
ww.cambridge.org/elt/ess
SECONDARY Courses
The class audio is also included.
Collaborate Digital
Digital resources for learners
• 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 video and Workbook audio files available at cambridge.es/collaborate.
Digital resources for teachers on The Cambridge Teacher
• The Digital Collaborate presentation tool includes the digital Student’s Book and Workbook for projection
in the classroom with video, audio, special interactive activities for every unit, the digital Teacher’s Book
and the Project Book. Extras include grammar and vocabulary presentations, practice and games.
• The Test Generator allows you to create diagnostic, unit, term and end-of-year tests at three levels.
Cambridge exam practice is also supplied.
• The Teacher’s Resource Bank provides all the classroom resources a teacher needs with extra
worksheets to cover grammar and vocabulary at three levels (basic, standard and extension), video and
communication worksheets and grammar mind maps and writing templates. The class audio is also
available for download.
Available on thecambridgeteacher.es.
2
LEARNING OUTCOMES
I can …
• understand texts about young artists and an audition
video to stimulate students’
• describe a picture curiosity about the unit topic
WHAT IS ART? •
•
write a review of a performance
understand how to use the present perfect with
already, just, still and yet
• talk about visual and performing arts
• recognise noun endings for people, infer meaning
• make a profile of an artist.
2
LEARNING OUTCOMES
I can …
• understand texts about young artists and an audition
• describe a picture
WHAT IS ART? •
•
write a review of a performance
understand how to use the present perfect with
already, just, still and yet
• talk about visual and performing arts
• recognise noun endings for people, infer meaning
• make a profile of an artist.
KICK-OFF! 2.1 GRAMMAR IN ACTION 2.2 GRAMMAR IN ACTION 2.3 EVERYDAY ENGLISH 2.4
WHAT IS ART? •
•
write a review of a performance
understand how to use the present perfect with
already, just, still and yet
• talk about visual and performing arts
p25
• p27
recognise noun endings p28 for people, infer meaning
KICK-OFF! 2.1 GRAMMAR IN ACTION 2.2 • make
GRAMMAR IN ACTION 2.3 a EVERYDAY
profile of ENGLISH
an artist.2.4
8
www.cambridge.es/collaborate
THE MATHS
‘Around the World‘ cultural reading
PROJECT
AROUND
lessons based on real world topics THE WORLD
A class survey Globetrotters
about an aspect of life in a broad range READING
Watch video 7.5
Helpers with hooves
32
Look at the results of a4 class
2 In the past, only boys learnt to hunt with eagles.
Aisholpan didn’t want to be an eagle hunter
survey.
Voice it! Discuss the questions.
1 Is there a similar competition in your country?
2.12 when she was young.
Use the bar chart
4 It was difficult to find a baby eagle to train.
to complete it with the
Talk about it with your partner.
2 Aisholpan was determined to succeed. How
correct
5 Aisholpan’s
the eagle.
father taughtnumbers. Then
her how to hunt with listen and check.
does she show determination?
3 Is it important to be determined? Why?
6 There were other girls in the competition in 4 Can you give an example of when you
questions.
The Girl and the Golden Eagle
1 How many people are in the class? 30
ideal way to put collaborative learning thousands of years ago in Mongolia. Traditionally,
it was only for boys in Mongolia and this tradition Aisholpan’s father became her trainer. But was
4 How do the students present the results?
Aisholpan strong enough to hunt with the huge
and taking up too much class time The 2016 film, The Eagle Huntress, tells the story of
2.13
Aisholpan. When she was young, Aisholpan took
She was the youngest and the only girl. And
guess what? Her eagle won. What an amazing
the box. Then listen and check.
care of her father’s eagle but she really wanted to
be an eagle hunter like her father. So she went to
achievement!
A class survey
OUR CL ASS
SURVEY
1 Choose the correct answer.
A survey is a …
2.13
5 Read the How to box and listen again.
a test to check your knowledge
b list of questions to find out information.
SURVEY OF CLASS 7B:
STUDENTS’ LEISURE TIME
Answer the questions.
2.12
2 Look at the results of a class survey. What do you do on Saturday 1 Do the students complete each stage
Use the bar chart to complete it with the mornings?
from the How to … box?
The ‘How to’ sections also provide training
correct numbers. Then listen and check.
Total number of students: 30
3 Read the survey results again. Answer the
2 What is the students’ conclusion after
These cover areas such
1 hang out with friends …
in lifethe
competencies.
questions.
2 play video games …
1 How many people are in the class? 30
3 go shopping … survey?
3asDohow
you to design a leaflet, a poster, give a
2 What do the students want to know?
3 Why do they want this information? 4 watch TV …
4 How do the students present the results? 5 listen to music … think it is a good summary?
5 What is the class’s favourite leisure activity? 6 stay in bed late
7 tidy your bedroom
…
…
presentation,
Why / Why not? speak to a large group, etc.
2.13
4 Complete the survey results with the words in
the box. Then listen and check.
SECONDARY Courses
Why / Why not?
English for Spanish Speakers English for Spanish Speakers English for Spanish Speakers English for Spanish Speakers English for Spanish Speakers
English for Spanish Speakers
ENT’ S B
U D B 2 O OK
ST
es
es
es
es
es
ff ff ff ff ff
Je
Je
Je
Je
Je
He , n He , n He , n He , n He , n
St rb hta -Jo St rb hta -Jo St rb hta -Jo St rb hta -Jo St rb hta -Jo
ra n e r t P u c s ra n e r t P u c s ra n e r t P u c s ra n e r t P u c s ra n e r t P u c s
k s , Pe t e r L e w i k s , Pe t e r L e w i k s , Pe t e r L e w i k s , Pe t e r L e w i k s , Pe t e r L e w i
es
ff
Je
He , n
St rb hta -Jo
ra n e r t P u c s
k s , Pe t e r L e w i
se
• ‘Get it right!’ pages in the Student’s Book plus ‘Get it right!’ boxes throughout the units that
highlight common mistakes made by Spanish-speaking learners.
• 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.
• A coverage of all the competences students are expected to acquire with a Key competences
mapping in the Teacher’s Book.
10
www.cambridge.es/citizenz
ff
Je
He , n
St rb hta -Jo
ra n e r t P u c s
k s , Pe t e r L e w i
• ‘Get it right!’ sections informed by the • Optional extension and fast finisher activities
Cambridge Learner Corpus to highlight common • Tips to cater for mixed-ability classes
mistakes made by Spanish-speaking learners • Answer keys and audio/video transcripts
• Cambridge exams practice • Cultural background information
• Life skills lessons • Workbook answer key
• Literature lessons
• ‘Test yourself’ pages Audio CDs
• An integrated photostory with video All the recordings from the Student’s Book and
Workbook.
Workbook with downloadable audio
The Workbook provides comprehensive practice
of the language taught in the Student’s Book: Video DVD
• Specific grammar and vocabulary pages The DVD contains the videos which are integrated
• Extra Reading practice into the Student’s Book.
• Developing writing sections
• Listening and fluency practice
• Cambridge exams practice
• A comprehensive Grammar Reference
Digital Citizen Z
Online Practice A complete teacher’s digital package covering
These interactive online activities can be used all classroom needs – Student’s Book and
in Self-study mode or Class mode. Class mode Workbook for classroom projection, interactive
allows the teacher to time and track students’ activities, answer keys and the course videos.
progress.
The Online Practice includes:
• The course videos
• Extra vocabulary practice Test Generator
• Extra grammar practice This Test Generator is the ideal assessment tool.
• Reading You decide what you want to test and the generator
• Projects does the rest for you. You can quickly create a test,
then edit and save the test for later use.
SECONDARY Courses
with editable and ready-made worksheets and
other extra resources.
Citizen Z Digital
Digital resources for learners
• Online Practice can be done either as self-study or in class with extra grammar and vocabulary
practice, extra reading, the course videos and projects.
• 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.
Digital resources for teachers on The Cambridge Teacher
• The Digital Citizen Z pack 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.
• The Test Generator offers editable unit, term and end-of-year tests at two levels of difficulty, plus ready-
made Cambridge exam-type tests at the course levels corresponding to Cambridge exams.
• 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 and other
useful resources.
Available on thecambridgeteacher.es.
Citizen Z
he stays overnight in a little igloo that he’s made habitat. Temperatures are low during most of the year
himself from ice and snow. The igloo protects him and summers are short, which means that plants can
from the freezing wind. Inside, there’s a little stove for only grow for a few weeks every year. If the reindeer eat
cooking, and a small stone lamp which provides light. the moss that grows in a certain area, it can take up to
Together, they help to create a temperature of around 30 years for the plants to grow back. This is why Inuits
12° Celsius. who make a living from keeping and breeding reindeer
Cultu re
UNIT 2 have to be constantly on the move with their herds.
Right now, Akycha is several kilometres away from his
igloo. He’s riding his snowmobile along the coast, far
Challenge and inspire your
For most of us, life is less hard than it is for the Inuit people.
out on the frozen sea. Suddenly, he can see something students
But maybe wewithcanCulture
learn something from them. Their
in the distance. He stops his snowmobile and checks sectionsway
traditional thatofpromote
life is a model of living in partnership
critical thinking andexploiting
global and destroying it.
1 Look at the photos and answer the questions.
through
1 In what part of the world werehisthesebinoculars.
photos taken? It’s a seal. Holding a screen with nature, rather than
awareness
2 Why might life be difficult there? How many reasons
GET IT right!
can you of white canvas in front of him in one hand, and his
think of?
2
gun in the other, he moves forward, cautiously hiding
1.17 Read and listen to the article.
Check your predictions.
behind the screen all the time so that the seal won’t Which is the correct preposition?
Where life is really hard
notice
It’s the end of the winter. Mosthim.
people have If been
he’s lucky Akycha and hisarehunt
and his people part of thegoes well, the
Inuit community. It depends of / on you.
inside for weeks. They haven’t seen the sun for a long Most of them still live a very traditional life, a life that
time. But somemeat heIt’sbrings
men are outside. homemakes
bitterly cold, with should
them dependent last his
on hunting family
seals and whales. for
temperatures of around -45° Celsius, and the freezing
wind makes theseveral weeks.
situation difficult for them to bear .
Some of them also live off the reindeer they keep.
The Inuit are indigenous people of the Arctic Circle, which
3 Read the article again. Answer the questions.
These men are hunters, and the survival of the people
1 What are winters like inside the Arctic Circle?
means they’ve lived here for so long that they feel the
they’ve left behind in the villages depends on how
land is theirs. The Arctic Circle is a huge land area that
successful their hunt is.
belongs to a number of northern countries: Russia, the
Akycha is one of these men. He’s been out hunting for
more than a week now. While he’s away from home,
USA, Canada, Greenland, Norway, Sweden, Finland and
Iceland. The northern environment is an exceptional
2 How does Akycha survive when he’s out hunting?
Students aredoes
encouraged
he hunt andto think
doesand
he dotalk
he stays overnight in a little igloo that he’s made habitat. Temperatures are low during most of the year
himself from ice and snow. The igloo protects him and summers are short, which means that plants can 3 What how this?
from the freezing wind. Inside, there’s a little stove for only grow for a few weeks every year. If the reindeer eat
cooking, and a small stone lamp which provides light.
Together, they help to create a temperature of around
the moss that grows in a certain area, it can take up to
30 years for the plants to grow back. This is why Inuits about the topic with personalisation activities
4 Why can’t the Inuit who keep reindeer stay in one
place for a long time?
12° Celsius. who make a living from keeping and breeding reindeer
have to be constantly on the move with their herds.
Right now, Akycha is several kilometres away from his
igloo. He’s riding his snowmobile along the coast, far For most of us, life is less hard than it is for the Inuit people.
4
out on the frozen sea. Suddenly, he can see something But maybe we can learn something from them. Their
in the distance. He stops his snowmobile and checks traditional way of life is a model of living in partnership Work in pairs. Discuss these questions.
through his binoculars. It’s a seal. Holding a screen with nature, rather than exploiting and destroying it.
28
|_iterature
UNIT
American poet, Robert Frost, was inspired to write The Road Not Taken by the walks in the
woods that he took with his close friend, the British writer, Edward Thomas. On their walks
they talked about their lives and decisions they had to make. First published in 1916, the
poem is still very popular today and often taught in American schools.
1 Read the poem. Do you think the writer knows where he is going?
And both that morning equally lay I shall be telling this with a sigh
In leaves no step had trodden black. Somewhere ages and ages hence:
Oh, I kept the first for another day! Two roads diverged in a wood, and I—
Yet knowing how way leads on to way, I took the one less traveled by,
GLOSSARY
your students to authentic diverge – when one road divides into two
fair – attractive
wanted wear – not used
language and encourage an 2 To what extent are the two roads similar or
different?
trodden – walked on
sigh – a sound we make when we are sad
(about the past or a situation)
appreciation of literature 3 The writer keeps the other road for ‘another day’,
what does this tell us about how he makes his
5 Read the last verse. How sure does the writer feel
about the choice he made?
choice?
6 The writer is alone when he makes his choice.
4 What do you think the writer means by ‘way leads Is it easier to make choices alone or with the help of
on to way’? other people?
52
12
www.cambridge.es/citizenz
train to
city walls. The nearest place where mica is found is thousands and a grey figure – according to UFO fans, an alien being.
READING of kilometres away, in Brazil. Nowadays, mica is important in In fact, the plate looks just like a flying saucer. Some
the production of energy. Did the inhabitants of Teotihuacan people claim that it is proof that aliens have already
1 Look at the photos and match them with the
know this secret? And is that why they went to so much walked on the Earth. Others say the plate can’t be
mysteries. Fact or opinion? trouble to bring it all the way from South America? genuine and is a fake.
the yeti | the Loch Ness monster A fact is something that can be proven to be true. An opinion is a
crop circles | UFOs personal belief. It’s important to be able to see the difference.
2 Work in pairs. Compare your answers. 5 Read about the Nampa Doll again. Which of the
What do you know about these mysteries? sentences are T (true), F (false) or O (opinion)?
1 The doll was found in Nampa.
3 Read the article quickly. Why isn’t the author
writing about any of the mysteries in Exercise 2 It was 100m below the earth.
1? 3 It’s from an ancient civilisation.
4 It’s from another planet.
4 3.02 Read the article again and listen.
Answer the questions. 6 Copy and complete the table with two facts and two
Which mystery… opinions for each mystery according to the article.
1 involves the possible ancient use of modern Fact Opinion
technology?
Teotihuacan
2 involves an object found in Asia?
3 involves the oldest object? The Suicide Dog Bridge
100 101
C D
train to
d match them with the
Fact or opinion?
ess monster A fact is something that can be proven to be true. An opinion is a
SECONDARY Courses
personal belief. It’s important to be able to see the difference.
ompare your answers. 5 Read about the Nampa Doll again. Which of the
out these mysteries? sentences are T (true), F (false) or O (opinion)?
1 The doll was found in Nampa.
ly. Why isn’t the author
he mysteries in Exercise 2 It was 100m below the earth.
3 It’s from an ancient civilisation.
4 It’s from another planet.
ticle again and listen.
. 6 Copy and complete the table with two facts and two
opinions for each mystery according to the article.
e ancient use of modern Fact Opinion
Teotihuacan
ound in Asia?
The Suicide Dog Bridge
Critical thinking, values,
object? self-esteem and life skills
ted with alien activity? The Lolladoff Plate develop the whole learner
really old city?
ry ago? GET IT right!
he earth? In British English we write travelling and travelled with 13
ject with strange double l.
He went travelling round South-America last year.
Smart Planet
Ben Goldstein and Ceri Jones 4
A1-B1
ELEMENTARY TO PRE-INTERMEDIATE levels
2 3 4
1
Student’s Student’s Student’s
Book Book Book
Student’s
Book
Smart Planet is specifically designed for Spanish-speaking secondary students and includes:
• ‘Get it right!’ pages in the Student’s Book and Workbook, plus ‘Get it right!’ boxes throughout the
Student’s Book, highlight and practise common mistakes made by Spanish-speaking learners.
• ‘Say it right!’ and ‘Spell it right!’ sections focus on aspects of English pronunciation and spelling
which are difficult for Spanish speakers.
• Specific CLIL lessons on other subjects of the Spanish curriculum.
• English, Catalan and Spanish editions of the Workbook.
• English and Spanish editions of the Teacher’s Book for levels 1 and 2.
14
www.cambridge.es/smartplanet
Test Generator
The Test Generator is an invaluable assessment
tool. You decide what you want to test and the
generator does the rest for you - custom made
tests for each unit in seconds!
SECONDARY Courses
Smart Planet Digital
Digital resources for learners
• Fully-interactive digital Student’s Books and Workbooks, online and offline. These digital books are
both multiplatform and multi-device.
• The free DVD-ROM packaged with the Student’s Book contains all the Discovery Education™
videos from the course. It also contains self-correcting exercises which students can complete while
watching the videos.
Digital resources for teachers on The Cambridge Teacher
• The Digital Planet pack includes the digital Student’s Book and Workbook for classroom projection,
special interactive activities for every unit, the Digital Teacher’s Book and the Discovery Education™
videos.
• The Test Generator allows you to create editable or ready-made unit, term and final tests at two levels of
difficulty.
• The Teacher’s Resource Bank provides all the classroom resources teachers need with extra worksheets
in Word and PDF format to cover testing, mixed ability, skills work, drama and even games and puzzles.
All the course videos are also included, as well as the audio recordings of the listening tests.
Available on thecambridgeteacher.es.
FF
teenagers’ interests and
eaersar
6s
stimulate their curiosity
about the world around
them
6.1
p61 Watch
Creepy Creatures
Watch
6.1
p61
Creepy Creatures
6.2
p65 6.2 6.1
Calendars of
p65
the
Calendars of the p61
Ancient Maya
Ancient Maya Creepy Creatures
6.3
p66
Fears
6.2
6.3 p65
Calendars of the
p66 6.4
Ancient Maya
Fears p111
City or Country?
Language Speak & write
Fears Express surprise and disbelief
Adjectives ending -ed and -ing
be going to
Write an email about plans and
problems
Fascinating Discovery
Present continuous and present
simple for future
Culture EducationTM videos
offer your students a wider
Superstition in Britain
Quantity: a few, a little, a lot of/
lots of, How many, How much Across the curriculum BE CURIOUS 6.3
Quantity: too much, too many,
enough, not enough
Geography
Look at the photos and
perspective of the topic
pictures in Unit 6. Find … p66
Read & listen 6.4
Read some advice about fears • a scary fairground ride. Fears
Listen to some conversations at
a theme park
• a famous footballer.
p111
Unit 6 59
City or Country?
k & write
ss surprise and disbelief
an email about plans and
blems 6.4
ure p111
stition in Britain City or Country?
Language Speak & write
Fears Express surprise and disbelief
ss the curriculum
Adjectives ending -ed and -ing Write an email about plans and BE CURIOUS
raphy
be going to problems
Present continuous and present
Culture Look at the photos and
simple for future
pictures
in Unit 6. Find …
Superstition in Britain
Quantity: a few, a little, a lot of/
lots of, How many, How much
Geography
• a scary fairground ride. BE CURIOUS
Across the curriculum
Quantity: too much, too many,
enough, not enough • a famous footballer. Look at the photos and
Read & listen Unit pictures
6 59 in Unit 6. Find …
Read some advice about fears • a scary fairground ride.
The ’Be curious’ section will engage
Listen to some conversations at
a theme park
your students and help them get•an a famous footballer.
overview of the unit before starting Unit 6 59
16
4 7 5
8
8
www.cambridge.es/smartplanet
10
9 1
Vocabulary
2
Art
1 Match the words in the box with the people,
places and things in the pictures (1–10).
5 Work
a works of art
with a partner. Look at the photos and
9
Your Turn
2 discuss
repeat. b
3 Group1
these questions.
Listen, check and
2.02
places to see art or music
What is1graffiti?
R
into thec a performer
the words in Exercise
or an artist
5
following categories.
4 Work with a partner. Answer the questions. 2 Are all the photos examples of graffiti? If not,
a works of art
b places to see art or music Reading
what are they?
c a performer or an artist
5 Work with a partner. Look at the photos and
1 Which of the people, places and things in YourYour
Turn Turn discuss these questions.
1 What is graffiti?
Exercise 1 can you find near where you live? 4 1
Work with a partner. Answer the questions. 2
2 Are all the photos examples of graffiti? If not,
what are they?
4
1 Which of the people, places and things in
2 Do you like watching street performers like Work with a partner. Answer the questions.
Exercise 1 can you find near where you live?
1
1 2
2 Do you like watching street performers like
jugglers and human statues? Why? / Why not? 1
jugglers and human statues? Why? / Why not?
There’s1 Which
a gallery of near
of modern art quite the
my people, places and things in
Reading: Culture
house, but I don’t go there very often!
1 There’s a gallery of modern art quite near my Exercise 1 can you find near where you live?
Get it right! 1
house, but I don’t go there very often!
3 4
2 Do you like watching street performers like
When the object of go is there, we don’t use
the preposition to.
Get it right!
Todd, what
40
SECONDARY Courses
people avoid them, but storm chasers do here. It’s the best place to see hobby, it’s my job too. People
the opposite. They follow the tornadoes
and try to get as close as possible.
Today’s interview is with Todd
one of the most amazing natural
events on our planet!
pay to go on storm-chasing
trips. And it’s not just tourists.
We work with film crews, too,
that Cultural
surrounds pages
it on all sides. To from a TV channel. They’re
Robson, a storm chaser in
Tornado Alley.
But isn’t it dangerous?
Well, yes, it is. The ‘bear’s cage’
and help collect information
for scientists and university offer
see the information
inside of the tornado, on making a documentary
is particularly dangerous. The researchers who are studying
you need to pass through the about tornadoes – and
‘bear’ is a wall of cloud and the tornadoes. At the moment,
English-speaking
storm chasers!
‘cage’ is the very heavy rain we’re working with a crew
from a TV channel. They’re bear’s cage.
countries all over the
that surrounds it on all sides. To
see the inside of the tornado, making a documentary
you need to pass through the about tornadoes – and
world
bear’s cage. storm chasers!
FACT
Your Turn
DVD*
The DVD contains videostories which tie to the
Workbook with Audio CD photostories in the Student’s Book, plus EiMTV, a
The Workbook provides extra language and skills lively mix of facts, real-life interviews and drama
practice for use both in the classroom or at home. based in Britain.
The audio content is included in the Workbook
Audio CD.
• ‘Get it right!’ pages and boxes provide tips and practice to avoid common grammar and vocabulary errors.
• ‘Say it right!’ and ‘Spell it right!’ sections focus on aspects of English pronunciation and spelling which are
difficult for Spanish speakers.
• Pages dedicated to cross-curricular topics help students develop a wider knowledge of the world.
• ‘Exams in mind’ pages in the Workbook offer practice in Cambridge English exam-type exercises.
18
www.cambridge.es/englishinmind
5 Reality TV
Fascinating topics engage make / let / be allowed to
✓ People have condemned the new law. ✓ I hope to pass / I pass myab money
exams in the summer.
a big house
There are more exciting
shows, though. How about
Just like in real life, people
who are close argue and get
c a theatre role a race around the world for frustrated with each other when
(= They have strongly criticised it.) ✗ I wish to pass / I pass mydexamsa job in the summer. $1 million? In the US show The
Amazing Race, eleven pairs of
they are stressed. This is what
makes the show successful. The
e a restaurant
contestants race around the contestants (and sometimes the
✓ I’ve been robbed (✗ stolen) − they’ve just Use I wish with the simple pasttoto
2 According talk
the text, whichabout
of
these activities do participants
world and have to complete producers) don’t know exactly
different tasks on the way. what’s going to happen next.
stolen my wallet (✗ stolen me the wallet)! what you would like to happen inRace
in The Amazing
a take flights
annotimaginary
do? These include the ‘ordinary’ Some pairs really come together
(playing volleyball, gathering in these situations, while others
✓ The murderer (✗ murder) killed three people. situation: b do puzzles
c control animals
sheep), the ‘personal’ (getting
tattooed, shaving your head),
completely fall apart. Which is
all a little more real than most
Find two more mistakes in the text. Write a Complete Helen’s diary entry
the text? with hope or wish.
Amazing Race, according to shave = cut hair off your face, head or body
fall apart = start having problems
E
situations.
Would you like to be a contestant on a reality TV
ast London at the much. And I’ve just found out we have six examsshow? Why / Why not?
end of the 19th
in May! I 2 … we didn’t 44 have
UNIT 5 so many. Well, at least
century was a
very poor place. Thieves I’ve worked hard this year, so I 3 … to get good
stole people the money marks. I also 4 … the maths test isn’t too difficult.
because they needed Anyway, the weekend is here. Tomorrow night is
to survive and people
condemned the terrible living i conditions
di i h
there. ‘Say it shy
right’ sections focus
the school disco – I 5 … Leo is there! Oh, but I’m too
to talk to him. I 6 … I knew how to talk to boys!
Get it right! Common errors Then, in 1888, the murder Jack the Ripper appeared
on the scene and killed at least five women. But on helping Spanish-speaking
b Complete the text with your ideas. Then
Crimes
Don’t get these words confused:
3 I hope … I Jack wish was
towith
Use I hope, not I wish,
… never convicted of murder or condemned
prison, asor the
to + infinitive the police never caught him. Perhaps students withit with
compare problematic
a partner.
aspects of toEnglish
travel to ... pronunciation
simple present to talk about what you want to
✓ She was sentenced (✗ condemned) to two
that’s why he has become a legend today.
years in prison.
✓ People have condemned the new law.
happen in the future:
✓ I hope to pass / I pass my exams in the summer. I hope , study ... and have ... in the
(= They have strongly criticised it.)
✓ I’ve been robbed (✗ stolen) − they’ve just
✗ I wish to pass / I pass my exams in the summer.
Use I wish with the simple past to talk about
future. I wish I lived in ... , spoke ... and knew ... .
stolen my wallet (✗ stolen me the wallet)! what you would like to happen in an imaginary
situation:
2 could or would?
✓ The murderer (✗ murder) killed three people.
Say it right!
He was convicted of first-degree murder. ✓ I wish people were more honest, but they aren’t.
Find two more mistakes in the text. Write a Complete Helen’s diary entry with hope or wish.
the correct words in your notebook.
(though) and (despite)
1 wish
stole people the money stole people’s money Dear diary,
Use could, not would, to express possibility in
This week has been stressful. My parents keep
telling me what to do. I 1 … they didn’t complain so
the present:
E ast London at the
end of the 19th
century was a
very poor place. Thieves
stole people the money
much. And I’ve just found out we have six exams
in May! I 2 … we didn’t have so many. Well, at least
✓ I think Fiona could (✗ would) be in the library.
I’ve worked hard this year, so I 3 … to get good
marks. I also 4 … the maths test isn’t too difficult.
a
words.
CD3 T9 Listen and repeat the sounds and
because they needed Anyway, the weekend is here. Tomorrow night is
to survive and people
i conditions
condemned the terrible living di i h
there.
Use would (often in conditional sentences) to
the school disco – I 5 … Leo is there! Oh, but I’m too
R though R despite
shy to talk to him. I 6 … I knew how to talk to boys!
Then, in 1888, the murder Jack the Ripper appeared
on the scene and killed at least five women. But
b
express a possibility in an imaginary situation:
Complete the text with your ideas. Then
Jack was never convicted of murder or condemned
to prison, as the police never caught him. Perhaps
that’s why he has become a legend today. ✓ Fiona would be in the library if she had to
compare it with a partner. b CD3 T10 Put the words in the correct
I hope to travel to ... , study ... and have ... in the
study.
future. I wish I lived in ... , spoke ... and knew ... . column. Then listen, check and repeat.
2 could or would? Say it right!
Use could, not would, to express possibility in Choose the correct word.
(though) and (despite)
deny another discuss further
the present:
a CD3 T9 Listen and repeat the sounds and
✓ I think Fiona could (✗ would) be in the library. words. 1 I’m not sure, but that could / would be a star. together disappear
Use would (often in conditional sentences) to R though R despite
express a possibility in an imaginary situation:
✓ Fiona would be in the library if she had to b 2 If my brother read my emails, I could /
CD3 T10 Put the words in the correct
column. Then listen, check and repeat.
/ð/ (though) /d/ (despite)
SECONDARY Courses
study.
would be mad at him.
Choose the correct word. deny another discuss further
1 I’m not sure, but that could / would be a star. together disappear
3 Could / Would you call the police if you deny
2 If my brother read my emails, I could /
would be mad at him. /ð/ (though) saw someone robbing a bank?
/d/ (despite)
3 Could / Would you call the police if you deny
c Work with a partner. Say the sentences.
saw someone robbing a bank?
4 We think Martha could / would win the
c 4 We think Martha could / would win the
Work with a partner. Say the sentences.
race. 1
2
race.
They’re discussing another project together.
There will be further delays today.
1 They’re discussing another project together.
5 If my friends forgot my birthday, I couldn’t /
wouldn’t be very happy. 3 Don’t deny that Dan has disappeared.
5 If my friends forgot my birthday, I couldn’t / 2 There will be further delays today.
UNIT 9 be83very happy.
wouldn’t 3 Don’t deny that Dan has disappeared.
UNIT 9 83
English for Spanish Speakers English for Spanish Speakers English for Spanish Speakers English for Spanish Speakers
Getting Interactive online Getting Interactive online Getting Interactive online
Go Interactive online! Go Interactive online! Interactive Web Zone
Helen Hadkins Helen Hadkins and Samantha Lewis Helen Hadkins, Samantha Lewis
1 Go to http://interactive.cambridge.org and Samantha Lewis 1 Go to http://interactive.cambridge.org
Play games and practise your English and Joanna Budden Play games and practise your English
1
Check out the Student Zone. It’s especially
Go to http://interactive.cambridge.org
for
with Joanna you!
Budden Play games and practise your English
Interactive is an exciting course for Interactive is an exciting course for Interactive is an exciting course for
teenagers packed with up-to-the-minute, teenagers packed with up-to-the-minute, teenagers packed with up-to-the-minute,
stimulating content. It will get your
students talking and keeps them talking,
Play games and practise your English
stimulating content. It will get your
students talking and keeps them talking,
Student’s Book 1 stimulating content. It will get your
students talking and keeps them talking,
Student’s Book 2 Student’s Book 3
using real, contemporary English. using real, contemporary English. using real, contemporary English.
B1
Spanish speakers – and reference material makes knowledge of the world and enable them to use English for a Spanish speakers – and reference material makes knowledge of the world and enable them to use English for a Spanish speakers – and reference material makes knowledge of the world and enable them to use English for a
real purpose. real purpose. real purpose.
Student’s Book 1
Student’s Book 3
Student’s Book 2
this often-neglected skill fun and easy to teach. this often-neglected skill fun and easy to teach. this often-neglected skill fun and easy to teach.
• A fold-out Classroom Language Reference on • Get it right! pages and Get it right! boxes draw from • A fold-out Classroom Language Reference on • Get it right! pages and the Get it right! boxes draw from • A fold-out Classroom Language Reference on • Get it right! pages and the Get it right! boxes draw from
the cover provides students with the phrases they research from the Cambridge Learner Corpus and raise the cover provides students with the phrases they research from the Cambridge Learner Corpus and raise the cover provides students with the phrases they research from the Cambridge Learner Corpus and raise
need for speaking activities. students’ awareness of the most common mistakes made by need for speaking activities. students’ awareness of the most common mistakes made by need for speaking activities. students’ awareness of the most common mistakes made by
Spanish-speaking learners of English. Spanish-speaking learners of English. Spanish-speaking learners of English.
• A dynamic and realistic Graphic Novel runs through each • A dynamic and realistic Graphic Novel runs through each • A dynamic and realistic Graphic Novel runs through each
des up-to-date, level which students can read ‘just for fun’. There are optional level which students can read ‘just for fun’. There are optional level which students can read ‘just for fun’. There are optional
every step of the way: activities available in the Teacher’s Resource Book and online.
Write and print your own graphic novels
activities available in the Teacher’s Resource Book and online. activities available in the Teacher’s Resource Book and online.
urriculum help students develop a broader For schools that wish to take their teaching into the digital age, For schools that wish to take their teaching into the digital age, For schools that wish to take their teaching into the digital age,
world and enable them to use English for a The course includes:
the Student’s Book and Workbook are also available as
The course includes:
the Student’s Book and Workbook are also available as
fully-interactive online textbooks. The course includes:
the Student’s Book and Workbook are also available as
fully-interactive online textbooks. fully-interactive online textbooks.
Student’s Book 4
This exciting course for teenagers offers • Inspire them with interesting
Lewis
and
Joanna
Budden
B2
Budden
B2 students maximum support to get culture content from throughout the
them speaking and interacting in real, English-speaking world with ‘Culture
Joanna
and
Lewis
Samantha Visit http://interactive.cambridge.org
tbooks.
book are also available as
• Help your students communicate
boxes.
their teaching into the digital age,
The Student’s Book will get your students talking, The Teacher’s Resource Book offers teacher’s
tha Lewis
Play games and practise your English
urse for
-the-minute,
Teacher’s Resource Book 4
With Class Audio CDs
et your Student’s Book 4
using real, contemporary English. ‘Interaction’ notes, answer keys, photocopiable extra resources
hem talking,
glish.
e
Interactive provides up-to-date,
real-life English every step of the way:
• Skills4Real sections, Culture UK noticeboards and
Culture World magazines practise skills using authentic
reading material and unscripted listenings, followed up by
sections give learners the confidence to use
Write and print your own graphic novels
and all the Student’s Book audios.
English in real-life situations, while ‘Skills4Real’
activities and projects to put this language into practice.
s • Cross-curricular (CLIL) pages linked to subjects on the
Spanish national curriculum help students develop a broader
knowledge of the world and enable them to use English for a
real purpose.
Student’s Book 4
• Get it right! pages and the Get it right! boxes draw from
research from the Cambridge Learner Corpus and raise
For schools that wish to take their teaching into the digital age, Garan Holcombe
the Student’s Book and Workbook are also available as
fully-interactive online textbooks. and Nicholas Murgatroyd
with Helen Hadkins,
Samantha Lewis
and Joanna Budden B2
Helen PLUS all the listening practice from
Hadkins, the Workbook and more…
Samantha Visit http://interactive.cambridge.org
Lewis
DVD*
and
Joanna
Budden
B2
k4
Meredith
Levy B2
• ‘Get it right!’ pages and boxes highlight and practise common grammar and vocabulary mistakes.
• ‘Say it right!’ exercises focus on common pronunciation errors made by Spanish speakers.
• Pages dedicated to cross-curricular topics deal with subjects from the Spanish curriculum.
• Extra exam practice in the Workbook.
20
fashion
d Follow the /ʃ/ sound to find a way through the puzzle. You can
move up or down and left or right . Work with a partner and
say the words.
D washing injury
inju
j ry kitchen virtual adventure butcher
www.cambridge.es/interactive
machine demonstra delicious mushrooms research picture
manage
g question damage
g fashionable imagination
imagin
g ation digital
digi
g tal
watchingg passenge
p
passenge
g nature nationalityy patience
p
patience passion
p
passion
D
e 1.9 Listen and check your answers.
8
Interaction 1
DVD
enthusiastic by using a higher pitch, stressing machine demonstra delicious mushrooms research picture
D
e
d Listen and check your answers.
1.9
Work with a partner.
Student A: Turn to page 126.
Student B: Turn to page 128. Interaction 1 DVD Meeting face-to-face
a 1.10 Listen to Becky and Marta as they b 1.10 Listen again. Who says each phrase,
meet face-to-face for the first time. How do B (Becky) or M (Marta)?
they know each other? 1 It’s great to finally meet you.
8 Unit 1 2 You look different to how I’d imagined.
3 I feel like I know you already.
4 Are you still in touch with Sarah?
the confidence to use English c 1.11 Turn to page 124. Listen to the
sentences and repeat them. Practise sounding
enthusiastic by using a higher pitch, stressing
8 Unit 1
SECONDARY Courses
a 3.26 Correct word stress is important for
Choose the correct answers. comprehension. Listen to the words and repeat.
1 We went to the countryside for relaxing / to relax.
2 I am writing to thank / so that thank you for your
hospitality. b
restaurant comfortable variety
STUDENT’S BOOK
BACHARELATO
DIGITAL
STUDENT’S BOOK
BATXILERGOA
01
Discover more:
Available online
CMYK
cambridge.org/betterlearning
WOOD - ANDERSON
BACHARELATO
BATXILERGOA
10
Extra’ pages.
BACHILLERATO AUTHORS PHILIP WOOD
KOOB S’TNEDUTS
video sections
Voxpop and documentary
friends.
building section
Additional vocabulary
TUDENT’S BOOK 01
and listening texts have been carefully
chosen to be challenging, controversial, • Grammar is exhaustively covered
srekaepS hsinapS rof hsilgnE
al life.
students to shape their
tice as well as a focus on life
provides solid language
uture is a forward-thinking
Shape the Future is specifically designed for Spanish-speaking teenage students and includes:
• ‘Get it right!’ boxes throughout the units highlighting common mistakes in grammar and
vocabulary made by Spanish-speaking learners.
• Extensive practice of the Spanish University Entrance Exams.
• Full coverage of the official Bachillerato curriculum.
• Coverage of all the competences students are expected to acquire with a Key competences
mapping in the Teacher’s Book.
22
www.cambridge.es/shapethefuture
The Student’s Book provides 9 units in Level 1 and The Teacher’s Book is interleaved with the pages
and exam practice as well as a focus on life
skills - preparing students to shape their
own futures in real life.
STUDENT’S BOOK 01
6 in Level 2 with ample reference sections which from the Student’s Book and includes:
SHAPE THE FUTURE/
Additional vocabulary
building section
Audioscripts
Online MP3 audio files
STUDENT’S BOOK 01 TEACHER’S BOOK 01
Vocabulary builders
BATXILERGOA
BACHARELATO
BACHARELATO
re
• Vocabulary builder and phrasal verbs and Workbook in class, with integrated video and
• ‘Beyond the Classroom’ guides for real-life work audio material and interactive activities.
skills (Level 2)
• Downloadable audio files and audioscripts
Test Generator
The Test Generator, common to Levels 1 and 2,
allows teachers to produce customised tests and
includes:
• a diagnostic test
• unit, term and end-of-year tests at two levels
• university entrance exam practice
• listening and speaking tests
BACHILLERATO Courses
• class audio
4
impactful opening page
Learning Outcomes
Reading: Listening: Writing:
understand and discuss an listen to a discussion about a write a retelling of a narrative
article about alternative stories literary extract
Language: Speaking: Life Skill & Project:
reported speech; questions; practise telling an anecdote develop creative thinking
learn words related to stories and design a creative group
and literature, and time presentation
adverbs and expressions
47
Learning Outcomes
Reading: Listening: Writing:
understand and discuss an listen to a discussion about a write a retelling of a narrative
article about alternative stories literary extract
Language: Speaking: Life Skill & Project:
reported speech; questions; practise telling an anecdote develop creative thinking
learn words related to stories and design a creative group
and literature, and time presentation
adverbs and expressions
47
A B
practice, and a section of tips and In small groups, tell each other about
your favourite plays or films.
1.3
1.2
TEAMWORK
2.1 you all know it well –
questions about how the scene on your writing (time,
2.2 now you’re going to
could be different (setting, number of words,
rewrite it!
characters, outcome … ). available props, etc.).
> STEP 1
? ?
Find a good
1.2
workspace. Brainstorm ideas
FORM GROUPS 58 – Unit 4
– be creative!
TIPS AND
USEFUL PHRASES LUKEW
A RM
Unit 8 READinG
HOT
I think it would be a good
UK
idea to …
BACHILLERATO Courses
REALLY HOT
student’s book
Hancock - McDonald
StUdEnT’s bOoK 2
student’s book
Bachillerato
Batxillerat
Batxilergoa Mark Hancock
Bacharelato Annie McDonald
Hancock - McDonald
StUdEnT’s bOoK 1
Bacharelato
Batxilergoa
Annie McDonald
Mark Hancock
- Level 1: 100 teaching hours
- Level 2: 65 teaching hours Book, highlights errors students make
Batxillerat
Bachillerato
The final Bachillerato exam and the and provides additional practice.
• ‘Life Skill’ sections help students to
dlanoDcM - kcocnaH
the classroom and exams. Out & About • The ‘Vox-pop’ videos and
1 TUOBA & TUO
The Student’s Book provides comprehensive The Teacher’s Book provides all the teaching notes
coverage of all the grammar and vocabulary in the and is interleaved with the Student’s Book.
OUT & ABOUT 1
StUdEnT’s bOoK 1
Bachillerato
dVd aCtIvItY BoOk
prepares students for real life and for the world in which they will live as adults.
vIdEo dVd
Windows 9x, NT, 2000, XP, Vista, Windows 7 and Windows 8.
Mac OS9 y Mac OSX. Linux (Fedora 6/Ubuntu 6/ openSUSE 10.2/Mandriva 2007).
Software by Charmed Multimedia S.L.
TH L
IS
MAT LEGA
ERI S IL
AL IS GI
COPY PYIN
RIGHT AND SED CO
UNAUTHORI
The Teacher’s DVD contains all the The Activity Book provides
videos from Out & About 1 and 2. photocopiable worksheets to be used
DVD included
ENGLISH FOR SPANISH SPEAKERS
OUT & ABOUT helps Spanish-speaking
learners overcome the difficulties they face
when learning English. This is achieved by Bachillerato
integrating our expert knowledge of
Spanish speakers with information taken Batxillerat
from the unique Cambridge Learner Corpus.
Batxilergoa Garan Holcombe
www.cambridge.org/elt/ess
Bacharelato
Out & About has been designed for Bachillerato students and includes:
• ‘Get it right!’ boxes that highlight common mistakes made by Spanish-speaking learners.
• A complete pronunciation syllabus that focuses on common pronunciation problems for Spanish speakers.
• ‘False friends’ boxes that highlight the pitfalls for Spanish speakers.
26
• word building: quantities and capacities
•speaking: making suggestions
• writing: a proposal
• life skill: stress management
www.cambridge.es/outandabout
Unit objectives
• find out about health
• read and understand a text on health
• topic words: health
• listen to a radio interview
• grammar: conditional possibility, wish, if only
• word building: quantities and capacities
Unit objectives
• speaking: making suggestions
• writing: a proposal
• life skill: stress management • find out about health
• read and understand a text on health
•
topic words: health
•
listen to a radio interview
•
grammar: conditional possibility, wish, if only
•
word building: quantities and capacities
•
speaking: making suggestions
•
writing: a proposal
•
life skill: stress management
VIDEO 1 VIDEO 2
Exercise 1?
Monica: Are you doing anything on Rachel: Well, I’d rather just watch the Suggesting a solution
Friday night? others perform, to be honest. I’m sure
they’d be a lot better than me. Compare with a partner.
Rachel: I don’t think so. Why?
Monica: You’re at least as good as anyone 3 How can you listen well
Monica: Well, a few of us are going to an
open-microphone evening and I was else in the group. Why don’t we rehearse a and show that you are
wondering if you fancied coming along. bit this afternoon and see how it sounds? listening well?
Rachel: Open-microphone? Do you Rachel: Do you have any songs in mind?
What about you?
mean I’d have to perform? I get stage Monica: Well, what about doing a Beatles
Useful language
Responding Responding
Inviting positively to negatively to
invitations invitations
Do you fancy … ? We could … Good idea! I'd rather … /
How about + … ing? What about … ? I’d love to. I’d rather do
something else.
I was wondering if … What do Thanks.
you think? No, thanks.
Let's … / Shall we … ? What a great idea!
Communication
Look at the photo. Talk to your Why don’t Sorry, but …
BACHILLERATO Courses
we … ? skills
partner for one minute about what
The videos that accompany the unit
'Most of the successful people
I've known are the ones
tip who do more listening than
31
is being a good listener.
• where do you think this photo was taken?you are what you eat unit 3 31
5 Work with a partner. Make a list of things you could invite each other to do.
Take turns to convince each other to do one of the things on your list.
A bank of supplementary activities which invite Over 40 supplementary activities which cover
teenagers to discuss aspects of teenage life from three popular themes – Film, TV and Music. Topics
family and friends, education and money to hobbies, range from an exploration of pop music culture, to
health and ambitions. All four skills are practised who does what in film production, to creating a TV
through a variety of photocopiable activities. drama plot.
See Also…
Get on Stage! A1-A2
Grammar Songs and Raps
A1-A2
Herbert Puchta, Matthew Devitt Herbert Puchta, Matthew Devitt
and Günter Gerngross and Günter Gerngross
BEGINNER TO PRE-INTERMEDIATE BEGINNER TO PRE-INTERMEDIATE
This photocopiable resource book offers 21 original Original songs and raps for presenting and
sketches and plays for young learners and teens. The practising key grammar structures in fun,
book is divided into four sections: short humorous dynamic and multi-sensory ways to help students
sketches, medium-length sketches, medium-length remember the structures better and anchor them
plays based on traditional stories and teen dramas. in their long-term memory. The book contains
The DVD-ROM contains video recordings of photocopiable handouts, and is accompanied by
three sample plays. The Audio CD contains audio two audio CDs containing all the songs and raps.
recordings of plays, and photocopiable worksheets For each song or rap you will find clear, step-by-
to check students’ comprehension and practise key step teaching notes, including lead-in activities,
vocabulary, lexical chunks and grammar. listening tasks and game-like follow up activities.
Cambridge Experience Readers have been written and • Stunning illustrations and activities aid students’
selected especially for teenagers. This series of graded understanding and encourage independent learning
readers has something for everyone, with a lively mix of • Online teaching resources for most titles, plus extra
original fiction, adapted fiction and factbooks. support for students and guides to help successfully
• Audio recordings available for download at: introduce reading into your class.
cambridge.es/experiencereaders
ORIGINAL FICTION: FANTASY ORIGINAL FICTION: HORROR ORIGINAL FICTION: HUMAN INTEREST
• Gone! • Killer Bees • Two Worlds
by Margaret Johnson by Jane Rollason by Helen Everett-Camplin
• Quick Change! ORIGINAL FICTION: HUMAN INTEREST
by Margaret Johnson
ORIGINAL FICTION: SHORT STORIES
• Ask Alice • Tasty Tales
by Margaret Johnson by Frank Brennan
LEVEL 1 ADAPTED FICTION: SHORT STORIES ADAPTED FICTION: ADVENTURE
Beginner/Elementary • Parties and Presents: three short stories • Robinson Crusoe by Daniel Defoe
Headwords 400 A1 by Katherine Mansfield Retold by Nicholas Murgatroyd
Retold by Margaret Johnson
ORIGINAL FICTION: ADVENTURE
• A Little Trouble in Dublin FACTBOOKS LEVEL 5
by Richard MacAndrew • New Zealand
• Summer Sounds Upper Intermediate
by Margaret Johnson Headwords 2800 B2
by Marla Bentley
• London
FACTBOOKS by Jane Rollason ADAPTED FICTION: DRAMA
• Amazing Young Sports People • Sherlock
by Mandy Loade by Richard MacAndrew
LEVEL 3
Harry’s Holiday
te Moses
tor: Nicholas Tims
• Running Wild
oked at the advert.
e hundred words about why you want a holiday,’ he read.
ad works away from home and his mother isn’t well. He needs Antoinette Moses
r a lot at home. But then, Harry sees a competition – he and his
an go on holiday together. For free! But can he win? And is it
ee holiday?
by Margaret Johnson
ge Discovery Readers is an exciting new series of original
dapted fiction and factbooks, specifically written for
and teenage learners of English. Graded into seven levels
an excellent plot. The reader is
kept on edge, wondering what ORIGINAL FICTION: FANTASY
arter to Advanced – the readers provide easy and enjoyable
ith skills and vocabulary practice on a wide range of
orary topics and themes.
British English
Total word count: 4,136
CEF
A1
Retold by Tim Herdon
ORIGINAL FICTION: HISTORICAL FICTION
ermediate A2 KET
B1 PET
B1 PET
CEF A1
• Alone!
B2 FCE
C1 CAE
LEVEL 6
06/04/11 10:07
ea
Camb
A1-C1
ders
levels
30
• The Man from Nowhere LEVEL 4 • Forget to Remember
by Bernard Smith Intermediate by Alan Maley
• The New Zealand File Headwords 1900 B1 • In the Shadow of the Mountain
by Richard MacAndrew by Helen Naylor
ROMANCE
ADVENTURE • In the House ROMANCE
by Margaret Johnson • All I Want
• Apollo’s Gold
• Love in the Lakes by Margaret Johnson
by Antoinette Moses
by Penny Hancock • Jungle Love
SHORT STORIES • Staying Together by Margaret Johnson
• Emergency Murder
Richard MacAndrew
George, a Dublin lawyer, opens his eyes. It’s 7am. There’s
blood, thick dark blood, in his bed. What’s happened? It’s not
A good page-turning murder by Jeremy Harmer
mystery. The story holds the by Janet McGiffin
his blood, so whose is it? George wants to know. And so does
• Murder by Art
Richard MacAndrew
by Alan Maley
enjoyable reading on a wide range of contemporary topics and themes.
Beginner/
Elementary A1
Upper-intermediate B2 FCE
by Rod Neilsen
Advanced C1 CAE
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David lives in a house with lots of books and his cat, Socrates.
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Back Copy to add Excellent storyline, very good by Alan Battersby
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don’t know anything about me. You don’t know me. I’m not a
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Visit the Cambridge English Readers website for free resources,
Essential Grammar in Use Fourth edition For learners who want the flexibility of
retains all the key features of clarity and studying with digital content, this title
ease-of-use that have made the book so is also available as an interactive ebook
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Designed to be flexible, it is available computers, and is available for individual
both with and without answers, making or institutional purchase through the
it ideal for self-study, but also suitable for Cambridge Bookshelf app.
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INTERMEDIATE TO UPPER INTERMEDIATE www.cambridge.es/englishgrammarinuse
English Grammar in Use is the world’s • Available with or without answers, its
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• This new edition retains all the key
features of clarity and ease-of-use that • Also available as an interactive ebook
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Listening
Writing
Speaking
Vocabulary
Grammar
Reading
Experts together
Official preparation materials
for the revised exams from 2020
A2 Key
A2 Key for Schools
B1 Preliminary
B1 Preliminary for Schools
Second Edition
Joanna Kosta, Melanie Williams, James Styring, Nicholas 7
A1-B2
Tims, Niki Joseph and Helen Chilton levels
Where English meets Exams Where English meets Exams Where English meets Exams Where English meets Exams
Prepare Second Edition levels 2 & 3 combine teen-appeal topics with Prepare Second Edition levels 2 & 3 combine teen-appeal topics with Prepare Second Edition levels 4 & 5 combine teen-appeal topics with Prepare Second Edition levels 4 & 5 combine teen-appeal topics with
extensive preparation for the revised 2020 A2 Key for Schools exam. extensive preparation for the revised 2020 A2 Key for Schools exam. extensive preparation for the revised 2020 B1 Preliminary for Schools exam. extensive preparation for the revised 2020 B1 Preliminary for Schools exam.
Cambridge PREPARE Cambridge English Cambridge PREPARE Cambridge English Cambridge PREPARE Cambridge English Cambridge PREPARE Cambridge English
English Scale Level Qualification
CMYK
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CMYK
160-179 B2 First for Schools 160-179 B2 First for Schools 160-179 B2 First for Schools 160-179 B2 First for Schools
Student’s Book Level 2
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Kosta and Williams
9781108433303
discovery to real-world usage, we create better learning discovery to real-world usage, we create better learning discovery to real-world usage, we create better learning
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experiences, together. experiences, together. experiences, together. experiences, together.
STUDENT’S BOOK
Kosta and Williams
A1
1 Melanie Williams
Joanna Kosta
Edition
Second
LEVEL 1
language, skills and exam practice covering all notes with advice on classroom procedure and extra
ns with themes
d learners
m journey drives
topics for each exam and includes: teaching ideas, along with a full answer key and class
ur enhanced
CMYK
Teacher’s Book Level 1
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TEACHER’S BOOK
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Heyderman
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9781108385930
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available online.
Test Generator
The Test Generator provides plenty of opportunities
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EXAMS Courses
Prepare Digital
Digital resources for learners
• 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.
Digital resources for teachers on The Cambridge Teacher
• Presentation Plus: an easy-to-use classroom tool that puts all your multimedia resources into one
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• Test Generator: helps you measure your students’ progress by creating your own Unit, Term and Final
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• Teacher’s Resource Bank: offers extra vocabulary and grammar worksheets at two difficulty levels
to help with mixed ability classes. Also included are literature, writing, speaking, culture and games
worksheets that allow for extra learning opportunities in class.
Available on thecambridgeteacher.es.
READING
1 Emre often a finds language apps easy activities that are quick to complete.
ABOUT YOU and wants some difficult practice. He 3 Luis would like to get better at understanding movies and
What do you use your phone or computer for?
b
would like to improve his listening skills TV shows in English. He expects apps to look good and is
Make a list of things. and he c intends to use the app on his prepared to spend money on the right one.
short bus journey to and from school. 4 Evie’s interested in developing and revising her
vocabulary. She likes fun activities and she really enjoys
2 Read the descriptions of the first three competing against friends.
1
apps (A–C). Find two apps that do these 5 Filipe is an advanced level student and he would like an
VOCABULARY Computing phrases Look at the title of the article and the photos. What
things: app to help him revise grammar. He doesn’t want to pay
1 mention difficult practice B, C for an app.
do you think the article is about? Read the text 2 practise listening skills
4 Read the descriptions of the apps (A–H). Decide which
1.00 1 Match the beginnings and ends of the quiz 3 are suitable for use on short journeys
questions. Then listen and check.quickly and check your ideas. Ignore the spaces. Which app is best for Emre?
app would be the most suitable for each teenager in
Exercise 3.
EP
From hobby
1 What did you do ?
ever deleted an WordPowr is all about learning words – LanguageLab costs nothing, but will be of
A E
2 How did you ?
3 How do you ? 2 Have you ever had nouns, verbs, everything. There are eight limited interest to anyone except high-level
4 What kinds of things ? 3 Do you have a games, which are very enjoyable, but the best language learners. The grammar reference for
5 What did ? part is that you can also play online against other users. each topic is full of important details but the practice
4
TO JOB
6 Which apps do you use ? Do you often share
At less than the price of a coffee, the app is great value that follows is fairly typical. The app also allows you to
7 How many do you ? 5 Have you ever done
for money. Games last just a few minutes, so it’s perfect compare your progress with friends on social networks.
8 Which ones do you the most?
6 Do you upload for a bus ride. Turn down the annoying music, though!
3 Complete the sentences about Jack with 7 How many new apps have you The design of VidEnglish isn’t always clear
1.00
words from Exercise 1. Then listen again and
8 Although EnglishScene is expensive, the app F and it seems to be mainly links to very high-
B
Do you ever download
check. is often given awesome reviews by its users. level video clips from documentaries. The
1 Jack deleted a school project, but his dad As soon as you use it, you can understand clips aren’t downloaded with the app, so it’s best to
helped him to get it back.
2 He got a when he installed a
a photos or videos to the internet to why. Everything about this app is professional, use when you have free wi-fi. There is a basic dictionary
share with friends? from the high-quality and interesting video stories, and the app is completely free, with no advertisements.
game.
3 He uses a different for each b different password for each website with challenging activities to support students in
understanding them, to the simple, but attractive design. The first thing you notice with GrammarWise
G only
website. you use?
is its professional-looking design. Everything
4 He often
Twins Chet and cdBetts
to funny videos or
DeHart have achieved what
important file by mistake?
Newscastmany young people dream ofare–fun,
C
photos. is a professional-looking app that about this app is easy to use. There
5 He has his name and found it in podcasts? helps you understand the news in English. animated grammar presentations and a huge choice of
some football reports.
6 He a lot of
they’ve made it eina search
and mainly
thefor fashion world. When they
your own name online? were
You listen to andjust
read stories,15,
do somethey
typical
exercises about new words, even a little grammar, and
created the
practice activities, with over 50streetwear
different grammar topics
per level. You can try one topic for free but it costs to
brand Lucid FC,fgwhich now sells worldwide.then
uses Instagram. a virus on your computer?
answer the questions. Each activity takes between get access to the whole app.
7 He has about ten this installed on your phone this week? five and ten minutes and is surprisingly hard.
week and has over 200 altogether.
h Themez is a fresh and unusual app. It uses
H
8 He sometimes and his favourites links to interesting websites with friends?
Practise the 3000 most frequent words in games to teach grammar and vocabulary
D
are the ones about science.
As kids, the boys loved trainers. 1 Slowly, After a couple of years, app
the boys
English with PassWords3000. This app is for decided
through topics to rename
like science and history. The their
4 In pairs, take turns to answer the quiz low-level students working by themselves and
is perfect for when you only have a few minutes to
questions in Exercise 1. If you can, use the
they built up a collection. Betts, the twin with the
follow-up questions in Exercise 2 to find brand Lucid FC and launch their
includes a very common range of activity types. It’s free,
practise, but
so sometimes you have to watch video advertisements
firstyoucollection,
at the moment can only play by yourself.which
out more information.
everyofexam
exam’ sections provide complete
Unfortunately, it didn’t sell well. 3
finally
1 do
Today,
in 2015 when someone took a photo of
Look at the title of the article and the photos. What
the business continues
you think the article is about? Read the text
quickly and check your ideas. Ignore the spaces. to grow and the
*(levelshoe
3 fordecorated
A2 Key for with
Schools,
aABOUT
logo, level
YOU which 5 for B1 lookedPreliminary
good and for Schoolsbrothers
and have great plans for the future. 19
level became
7 for B2 First for Schools)
popular.
04 Watch the video and then answer the questions.
Do you like making things? Why? / Why not? From hobby
TO JOB
Do you think it’s important to learn manual skills?
What was the last handmade item you bought?
B
VOCABULARY Verbs for making things
Twins Chet and Betts DeHart have achieved what many young people only dream of –
they’ve made it in the fashion world. When they were just 15, they created the streetwear
1
PREPARE FOR
2 THE EXAM
Look at the photos and describe what you can see. brand Lucid FC, which now sells worldwide.
3
What is the object now and what was it before?
18
Listen to three teens, Mark, Leah and Will. Match each
speaker to one of the photos.
Match the highlighted words in the
As kids, the boys loved trainers. 1 Slowly,
they built up a collection. Betts, the twin with the
After a couple of years, the boys decided to rename their
brand Lucid FC and launch their first collection, which
Reading Part 4
Match the sentence halves. Then listen again and check. how many were sold and where they were being fashion business at college, they looked for manufacturers
18
produced. 2 He set up a YouTube channel, who could make their products. 4 The next challenge
EP Mark
2
3 We all know it’s important were offered jobs and their manager later decided to stock
Five sentences have been removed from theC text. For
a to recycle.
b a couple of years ago.
for the first time
While they were still at school, the twins decided to
make their own trainers. They sold their collection
the brand.
Celebrities were soon wearing it, too. One of their first
each question, choose the correct answer. There are
to raise money for their brand, communicated with
c from something old, it’s really satisfying.
Leah
2 gave his opinions about something
manufacturers overseas and finally released a shoe.
Unfortunately, it didn’t sell well. 3 The result
customers, Rihanna, was wearing a Lucid FC jacket and cap
at a basketball match in 2015 when someone took a photo of
company
6 First, we designed them on the computer and thought about became popular.
B It was immediately
Will successful. 5 Reading
companies
Part 4
article to the meanings.
38
o recycle
www.cambridge.es/prepare
LIFE SKILLS
17
COLLABORATION
TEAM WORK
WORKING AS
If you’re like me, you do a lot of team projects at school.
A For example, last semester I did a school presentation
about recycling with some classmates and it was much
A TEAM
easier and faster than doing everything alone. I enjoy team projects
because I’m a sociable person. I like sharing ideas with other people
and I get bored when I work alone. Of course, team activities aren’t
always easy. In fact, they can be stressful if people don’t know how
LIFE SKILLS to work well together. Here are some tips to make team work easier.
Working as a team By Jenny Larkins
Projects and other activities can be easier B
1 4
if we work with other people as a team. We Know the goals: Make a plan:
can do tasks more quickly if we share the Make sure everyone understands the goal of the After you split up the work, write down
work and help each other. Different group project. If you’re doing a class project, you need to a plan on paper. You can use a chart
members can combine their talents and
C check the teacher’s instructions carefully and ask questions or a calendar to help you. List all the tasks and
work on tasks they enjoy, while teaching whenever something isn’t clear. There’s a popular saying: ‘If you think about when each one must be finished. For
other people how to improve. don’t know where you’re going, you probably won’t get there.’ example, I had to find the facts for my recycling
project before my teammates could start the
Assign roles:
3 7
PROJECT
Match the sentences with the introduction or Listen again and complete the sentences. internet. Other people might be good at writing or making
16
tips 1–5 in the text. computer presentations. Of course, you shouldn’t
1 Anna thinks they should do a project about … A team
always do the same task. It’s good to try new
1 Some people may want to choose tasks 2 David’s mum thinks he should stay … presentation
things, even if they’re difficult!
they are good at doing. 3 David’s mum suggests that he asks his teacher …
2 Everyone has to be responsible and 4 David’s first idea for the group project was … Work in a team of four to prepare a class
complete their own tasks. 5 Last year, David took a course about … presentation. Choose one of the ideas below or
3 If you don’t understand the instructions, discuss other ideas with your teammates. Then
check with the teacher. 8 Read the Useful language phrases. Complete
them with the words in the box.
use the checklist to help you work as a team.
4 Think carefully about the best order for • Keeping a local park clean
doing the different tasks. • Staying safe when you do sports
5 When team members don’t work well about could know
• Collecting money for disaster victims
together, projects are more difficult. sure think topic
• Healthy eating
6 It’s more successful if team members each
have a special part to play in the team. 1 What role will each person play in the team?
USEFUL LANGUAGE 2 How are you going to divide the topic and tasks?
4 Match the highlighted words in the text to
the meanings.
Discussing ideas 3 What task does each person want to do? Why?
4 How long will each of the tasks take to
1 I we should make a list.
1 look carefully for something complete?
2 I don’t . Let me think.
2 making people nervous or worried 5 Which tasks need to be done first? And after
3 What collecting money?
3 divide a thing into smaller parts that?
4 I’m not . I can’t decide.
4 use something in a careless way 6 How can you show respect for other team
5 How about a different ?
5 any time or always members?
6 That be a good idea.
Present your work to the class.
CULTURE
LIVING NLINE
EXAMS Courses
SOCIAL MEDIA MY LIFE ONLINE Teenagers today have grown up using the internet and they use social media much more than their parents and
other adults. However, young people may not be using this tecÚology in a way that’s effective or healthy. In
1 How many social media sites or apps do you use? a recent study, the CNN news agency followed a group of 200 North American teenagers for a period of six
2 How many times a day do you check your profiles? months to see how they were using social media. The results were quite shocking, especially for parents who
ABOUT YOU thought they knew what their children were doing online.
57
Answer the questions in My life online 3 How many posts do you write on a typical day?
and compare with a partner. 4 How many times a week do you post selfies?
During the experiment, scientists recorded 150,000 posts and In fact, a lot of what teens do on social media is related
5 How many followers would you like to have?
messages, which means approximately 125 messages a month to self-image and popularity. Some people always want to
for each person, although some teens wrote more messages than look perfect, so they take hundreds of selfies and then post
others. However, the most suprising fact was how often some teens only the very best one. Other people upload photos of all
1 Read the article on the opposite page. Which of these
sentences is the best summary?
56 5 Listen again. Answer the questions.
were checking their social media profiles. Some people looked the great places they visit, the fun things they do, and all of
1 What do Greg’s friends think about his at them up to 100 times a day, even at school or when they were the amazing people they meet and know. This competition
1 The internet is causing a lot of problems for teenagers. online habits? hanging out with other friends. But why were they checking their can be terrible, especially for people who aren’t very
2 Social media has negative as well as positive effects. 2 When does social media become a profile so often? When the scientists asked, they discovered that: cool or popular. It can also have a negative effect on
3 Online popularity is very important for young people. problem for Greg? schoolwork. The CNN study found that people who spent
3 How does Zoe’s friend Vanessa make her
2 the most time on social media often had lower grades.
21%
Complete the sentences with ideas from the article. laugh? of teens wanted to know if people had written
1 Parents and other adults don’t use 4 Does Zoe use social media for serious about them. They looked forward to positive On the positive side, social media seems to create stronger
2 The teenagers in the CNN study wrote activities? posts, but they also worried about negative ones connections between young people and their friends.
3 More than 60% of the teens wanted to know 5 For the most part, what does Marta do and how they should respond to rude comments. Some people might write nasty posts, but many teens use
4 Some people take lots of selfies because online? social media in a good way, to support their friends and
6 How does Marta deal with negative
36%
5 Students get poor grades if wanted to know what other people were doing show how much they care. They send posts to each other,
6 In the past, young people people? and they worried about not being part of an tell jokes and celebrate special occasions. Young people
7 Why don’t nasty messages bother Tyler? online group. This ‘fear of missing out’ (FOMO) could never share information about their lives in this way
3 Match the highlighted words in the text to the meanings. 8 How does Tyler keep in touch with
can quite stressful for many teens. in the past. The world might be changing, but fortunately
1 not very nice or friendly to people friends? young people are changing along with it.
2 do something to help another person
6
61%
Read the Useful language phrases. were checking their profiles for new ‘likes’,
3 think and worry about someone that is important to you Complete them with the words in the box. followers and comments on their posts. All of
PROJECT
4 when lots of people know and like you
5 very surprising, often in a negative way these things are extremely important in the world A presentation
general meeting tend of social media. about social
4
Extend the Life
Listen to four people talking about their social media think update usually media habits
56
habits. Complete the descriptions with person’s name.
Prepare a presentation about your
USEFUL LANGUAGE online and social media habits. Use
Making generalisations
1 I
2 I don’t
to go online quite a lot.
use Facebook.
the following topics to help you.
1 the amount of time you spend
online
Skills and Culture
1
Greg Zoe Marta
projects which
3 likes making videos to share opinions with good thing. friends
other people. 6 the general opinion you have of
4 is too busy to spend a lot on time on social social media
media.
encourage students
Give your presentation to the class.
to think creatively
84 CULTURE SOCIAL MEDIA 85
and work together
11 NOW WATCH THE VIDEO
39
Open World NEW
OPEN OPEN
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f the spine doesn’t allow for that Hologram sticker
placement
WORLD WORLD
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TAKING YOU FURTHER! TAKING YOU FURTHER!
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between exam preparation and real-world language in The ENGLISH FOR SPANISH SPEAKERS editions between exam preparation and real-world language in The ENGLISH FOR SPANISH SPEAKERS editions
Open World B1 Preliminary. help Spanish-speaking learners overcome Open World B2 First. help Spanish-speaking learners overcome
the difficulties they face when learning the difficulties they face when learning
English. This is achieved by integrating our English. This is achieved by integrating our
• Maximise performance with the systematic Exam • Maximise performance with the systematic Exam
OPEN OPEN
expert knowledge of Spanish speakers with expert knowledge of Spanish speakers with
Journey- training for each task, leading to full task information taken from the unique Journey- training for each task, leading to full task information taken from the unique
Cambridge Learner Corpus. Cambridge Learner Corpus.
practice in the Exam Focus practice in the Exam Focus
KEY
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• Embed strategies for exams success with Exam tips and • Embed strategies for exams success with Exam tips and
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WORLD WORLD
The ENGLISH FOR SPANISH SPEAKERS editions • Grow students’ capability and confidence with Push yourself • Grow students’ capability and confidence with Push yourself
sections and vocabulary to reach new heights sections and vocabulary to reach new heights
help Spanish-speaking learners overcome
he difficulties they face when learning • Launch mobile animations, before or after class, to spark • Launch mobile animations, before or after class, to spark 70% of the level colour
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Our aim is to deliver the materials you tell us you need. Our aim is to deliver the materials you tell us you need.
Exclusive insights from test development and candidate Exclusive insights from test development and candidate
performance guarantee expert content. The result is a unique performance guarantee expert content. The result is a unique PRELIMINARY FIRST
Exam Journey in each course, ensuring every student is ready Niamh Humphreys
Exam Journeyand Susan
in each course,Kingsley
ensuring every student is ready Anthony Cosgrove
on exam day. From skills development to exam tasks, language on exam day. From skills development to exam tasks, language STUDENT’S STUDENT’S
discovery to real-world usage, we create better learning with Sheila Dignen
discovery to real-world usage, we create better learning Deborah Hobbs
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• Step by step exam preparation mixed with real teaching ideas, along with a full answer key and class
The ENGLISH FOR SPANISH SPEAKERS editions practice in the Exam Focus
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g to full task information taken from the unique • Open up Real World language knowledge with videos and
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Open World A2 Key. help Spanish-speaking learners overcome
Open World A2 Key. help Spanish-speaking learners overcome
the difficulties they face when learning the difficulties they face when learning
English. This is achieved by integrating our English. This is achieved by integrating our
• Maximise performance with the systematic Exam • Maximise performance with the systematic Exam
OPEN
expert knowledge of Spanish speakers with expert knowledge of Spanish speakers with
Journey- training for each task, leading to full task information taken from the unique Journey- training for each task, leading to full task information taken from the unique
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practice in the Exam Focus practice in the Exam Focus
WORLD
• Grow students’ capability and confidence with Push yourself • Grow students’ capability and confidence with Push yourself
sections and vocabulary to reach new heights sections and vocabulary to reach new heights
• Launch mobile animations, before or after class, to spark 70% of the level colour • Launch mobile animations, before or after class, to spark 70% of the level colour
learning with Grammar on the move learning with Grammar on the move
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Open World A2 Key. help Spanish-speaking learners overcome
Open World A2 Key. help Spanish-speaking learners overcome
the difficulties they face when learning the difficulties they face when learning
English. This is achieved by integrating our English. This is achieved by integrating our
• Maximise performance with the systematic Exam • Maximise performance with the systematic Exam
OPEN
expert knowledge of Spanish speakers with expert knowledge of Spanish speakers with
Journey- training for each task, leading to full task information taken from the unique Journey- training for each task, leading to full task information taken from the unique
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• Grow students’ capability and confidence with Push yourself • Grow students’ capability and confidence with Push yourself
sections and vocabulary to reach new heights sections and vocabulary to reach new heights
• Launch mobile animations, before or after class, to spark 70% of the level colour • Launch mobile animations, before or after class, to spark 70% of the level colour
learning with Grammar on the move learning with Grammar on the move
Frances Treloar
•
Our aim is to deliver the materials you tell us you need. Our aim is to deliver the materials you tell us you need.
Exclusive insights from test development and candidate
EXAMS Courses
4 Listen again. Which speaker … 7 Work in pairs and discuss the questions. What kind of
5 is more interested in seeing Dylan than in seeing
British English: you write to somebody. e.g. Please write to me
London?
when you arrive in New York.
055 Now listen to Dylan’s plan for the weekend American English: you write somebody (no to) e.g. Please write
6
me or The college wrote him about his exam results.
and put the photos A–E in the correct order.
British English: visit a friend, visit your aunt
will have less time in London than the others? SPEAKING PART 1 TRAINING
ondon?
friends. Who suggests which activity? Write Rafi, 3 057 Listen to candidates answering the questions
I create a group on a messaging app. Megan or Sue under each photo. below.
American English: you write somebody (no to) e.g. Please write
Which candidate uses which phrase or strategy to
meet a friend, how do you tell
meUSEFUL
or The college wrote him about his exam results.
LANGUAGE
I send a written message. E
78 UNIT 6 ExamaFocus
friendsections after
ONLINE, OFFLINE 79
the English
PARIS 1
2 It’s very kind of you b with you, we’d love to.
2
3 a tour guide
skills needed to
8 OK. I’ll h a coffee?
the city? How easy do you think it is to meet people 4 a place to crash
communicate
know to express these ideas?
5 insider tips
Home About D e s t i n at i o n s Search
4
a advice based on personal knowledge
effectively in the
1 It’s Jamie and Ian, isn’t it?
Imagine beautiful scenery and the feel of the wind in
your hair, or the sights, sounds and smells of a new city 4 How do you think you can stay safe when you use 2 Come on in.
open world.
places! Whether your holiday is a hike across the Rocky 4 Will you be eating with us this evening?
Mountains or a long weekend in Paris, the best thing about 5 Read the information about how to use travel 5 That’s settled, then.
travelling is often the people that you meet. However, meeting websites. Why do you think this advice is important?
people isn’t always easy. Below are some social networks to help
you meet people, get to know a country’s culture and make some
amazing memories.
the future? Can you think of any other advice? Work in pairs and
compare your ideas.
9 Watch the video about meeting people in Paris.
What do you learn about visiting Paris? Make notes.
Travelmates Using travel websites – Safety information 10 Compare your notes. Then watch again to check
Never travel alone again. With Travelmates, you can contact possible Your safety is important, so take it seriously. your ideas.
travel friends and read and write reviews for hotels, restaurants and Review information about other people
LIFE COMPETENCIES
2 You can learn where to listen to
live music in a city.
4
a trying to find a local person who can show them the city
3
4
Tell us about a teacher that you like.
The people you stay with might
show you how to cook local food.
You can also learn when travellers
b
c
arriving at someone’s flat where they are going to stay
arranging a place to meet someone SOCIAL RESPONSIBILITIES AND COMMUNI
CATION
d meeting someone to go to a concert with them
from other countries visit your city, 11 Go online and find a social network site for
so you can meet them. travellers like the ones mentioned above. Find
out more information about how it works and
88 89
42 D
EXAM FOCUS
www.cambridge.es/openworld
READING PART 3
EXAM FACTS EXAM TIPS
• You read a text of about 330–360 words. • Read each question carefully and find the section of the
• You also read five questions. text which contains the information needed to answer
that question.
• Some of the questions test your understanding of people’s
feelings, attitudes and opinions. • Choose the option which has the same meaning as
information in the text. Remember that the answer
• Each question has four options, A, B, C and D. probably uses different words and phrases from the text.
• You choose the correct answer to each question by finding • Each of the first four questions is usually about one section
information in the text. of the text. The questions are in the same order as the
information in the text, so you should answer the questions
in that order.
• The fifth question has longer options and a more general
focus. You should answer this question last, as you need
to look at the whole text to find the answer.
Digital Detox
C They always get on well together.
• The examiner introduces himself or herself, tells you the
D They know that they can trust each other. name of the other examiner who is in the room, and asks
your name.
READING PART 3 2 Why did Sophie suggest going on the Digital Detox break?
• There is another student in the room with you, but you
A She was tired of working at her computer all week. don’t need to talk to them in Part 1.
B She was worried by something she had read on the • The examiner asks you some simple questions about
EXAM FACTS EXAM TIPS internet. yourself and your life.
I’m Sophie, and I want to tell you about an interesting weekend I spent with my friends, Chloe
information in the text. of the text. The questions are in the same order as the
Digital Detox break?
• Give answers that are as full as possible. Don’t give
information in the text, so you should answer the questions A keen to try an unusual experience
one-word answers or just say ‘yes’ or ‘no’.
in that order. B confident that they would benefit from it • If you don’t understand something, you can ask the
• The fifth question has longer options and a more general C upset at having to leaving their phones at home examiner to repeat it. You can say ‘I’m sorry’ or ‘Excuse
and Ella. The three of us have been friends since we were at college. Chloe’s quiet and likes
focus. You should answer this question last, as you need me’, and then ‘I don’t understand’ or ‘Could you repeat
to look at the whole text to find the answer. D unsure about whether they would enjoy it
the question, please?’
4 What was the biggest surprise for Sophie and her friends • Avoid silences. If you are not sure what to say, you can
during the weekend? use fillers such as “Well’, ‘In fact’ or ‘Let me see’.
reading, Ella’s cheerful and mad about sports, while I’m confident and love music, but we’re
For each question, choose the correct answer. A how relaxed they felt
B how quickly the time passed Answer these questions as fully as possible:
Digital Detox C how much fun they had together
1 Hello, I’m Tom Wilson. What’s your name?
D how easy it was to be without technology
all really close. Although we often argue about things, we always have a good time together.
Sophie Nelson describes a technology-free weekend 2 Where do you live?
I’m Sophie, and I want to tell you about an interesting weekend I spent with my friends, Chloe 5 What might Sophie write in her diary at the end of the 3 How long have you lived there?
and Ella. The three of us have been friends since we were at college. Chloe’s quiet and likes weekend? 4 Do you work or are you a student?
reading, Ella’s cheerful and mad about sports, while I’m confident and love music, but we’re A I’m so glad Chloe and Ella persuaded me to go on the 5 Do you take English classes?
I can always rely on them to tell the truth and support me whatever happens, and they can
all really close. Although we often argue about things, we always have a good time together. Digital Detox break. It was great to spend a weekend 6 Do you like studying English?
I can always rely on them to tell the truth and support me whatever happens, and they can without electronic equipment.
7 How often do you meet up with your friends?
rely on me, too. B The Digital Detox break has completely changed my
8 What did you do last weekend?
Not long ago, I was having a dull week at work. While I was browsing some websites on my attitude to my smartphone, so I’m going to give up
9 Tell us about the people you live with.
rely on me, too. computer, I saw an article about the dangers of spending too much time on social media. using social media!
By the time I got to the end of the article, I felt quite anxious. Like most people of our C After going on the Digital Detox break with my friends,
generation, my friends and I are always blogging, tweeting and commenting on each other’s I’ve realised that there are both advantages and
status. So, I asked them if they fancied going on a break called Digital Detox – three whole disadvantages to technology.
days without technology! D We all had fun on the Digital Detox weekend. In fact,
everyone who went on the break agreed that it’s good
Not long ago, I was having a dull week at work. While I was browsing some websites on my
I explained this was a weekend in a countryside hotel where laptops, tablets and phones are
to spend time away from technology.
forbidden. I said that it might be challenging, but it would also be good for us. Chloe and Ella
weren’t convinced but agreed straight away because they said it would be fun to do
something different. So, we put away our phones and set off for our technology-free weekend.
computer, I saw an article about the dangers of spending too much time on social media. It was a fantastic experience. Everybody at the hotel went for walks, swam in the pool and
played tennis. A few people couldn’t stand being out of contact and went home, but most
stayed and loved it. Chloe, Ella and I spent hours just talking and laughing, and we didn’t miss
our smartphones at all. The most amazing thing, though, was the lack of stress: we couldn’t
By the time I got to the end of the article, I felt quite anxious. Like most people of our believe how calm and chilled out we were. By the end of the weekend, I understood that
technology can spoil your enjoyment of simple pleasures. It’s very useful for keeping in touch
with people, but you shouldn’t be looking at screens all the time. Sometimes it’s good to just
switch off!
HOW WAS IT?
generation, my friends and I are always blogging, tweeting and commenting on each other’s Gave it a go
Getting there
status. So, I asked them if they fancied going on a break called Digital Detox – three whole Aced it!
Open_World_Preliminary_U06_U08_3p.indd 87
UNIT 6 ONLINE, OFFLINE 87
12/12/2018 16:10
Open_World_Preliminary_U06_U08_3p.indd 86 12/12/2018 16:10
I explained this was a weekend in a countryside hotel where laptops, tablets and phones are
forbidden.
PUSH YOURSELF I said that B2 it might
WRITINGbe challenging, but it would also be good for us. Chloe and Ella
weren’t convinced
GRAMMAR: FUTURE
UNCERTAINTY
CERTAINTY AND but agreed
A BLOG POST
straight away because they said it would be fun to do
1 Here is some advice on writing a blog. One of the
something different. So, we put away our phones and set off for our technology-free weekend.
1 We can’t always predict the future. Rank these
sentences does not offer good advice. Which one is it?
EXAMS Courses
phrases according to how sure the speaker feels A Personality is important, so try to have your own
that something will happen. 1 = very sure, 6 = they personal style.
It was a fantastic experience. Everybody at the hotel went for walks, swam in the pool and
don’t believe that it will happen. There is more B Readers can get bored quickly, so don’t write very
than one possible correct ranking. long paragraphs.
C Writing is not speaking, so use a formal tone.
a It will probably happen.
played tennis. A few people couldn’t stand being out of contact and went home, but most
b
c
It will definitely happen.
I doubt that it will happen.
D Invite comments on your post.
stayed and loved it. Chloe, Ella and I spent hours just talking and laughing, and we didn’t miss
d
e
It certainly won’t happen.
There’s a good chance that it will happen.
reading the post? Why?
our smartphones at all. The most amazing thing, though, was the lack of stress: we couldn’t
which we can be friends with people.
2 Discuss these predictions in pairs. Will they B Friends. Who can live without them? I know I can’t.
But what is really important in a friendship?
happen? How sure do you feel?
believe how calm and chilled out we were. By the end of the weekend, I understood that
1 Everybody in the world will be connected on social
C Let me tell you a story about a day when I really
needed a friend.
networks. D Friends are more important than family. My family is
technology can spoil your enjoyment of simple pleasures. It’s very useful for keeping in touch
2 There will only be one social network because the
biggest one will buy all of the other ones.
boring. I never talk to my parents.
3 We will stop learning languages. Social media will 3 Now read this blog about friendship and find
with people, but you shouldn’t be looking at screens all the time. Sometimes it’s good to just
4
automatically translate everything for us.
We will have to pay for our social networks and
phrases that the writer uses to involve readers.
messaging apps.
switch off! Let me tell you a story about a day when I
I doubt that everyone will be connected on really needed a friend. I was on holiday with
social networks. What about in places
my parents and my sister. It was quite a
where people don’t have internet access?
cold day and we had stopped in a café to
I think that social network companies
have a rest and a hot drink. I was carrying
will probably make sure that the drinks to our table, when I slipped and
everyone in the world has internet! dropped them. The drinks spilt all over my
sister’s new jacket! It was an accident, but
she was really angry and wouldn’t talk to
me anymore. I didn’t know what to do, so I
texted my best friend. He said ‘Just say
sorry to your sister even though it isn’t your
fault.’ Luckily, she accepted my apology,
and later that day we went shopping for a
‘Push yourself’
new jacket. Have you ever been in a similar
situation? What did you do? I can’t wait to
hear your stories!
sections extend
students’ capability
4 Write a blog post about friendships. You should
write about 150 words. Write about either what you
think is important in friendships or a time when you
and confidence to
work at an even
Open_World_Preliminary_U06_U08_3p.indd 86
UNIT 6 ONLINE, OFFLINE 83
higher level. 12/12/2018 16:10
43
Open_World_Preliminary_U06_U08_3p.indd 83 12/12/2018 16:09
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The English for Spanish Speakers section* in Compact Key for Schools provides:
12
this popular intensive course even
4 What are you doing now?
Technology & me
easier to use with clear step-by-step
approach to each exam paper
Listening Part
SPORT
Tips of the week! with the correct nu
Great places to do all your favourite sports.
Send us a tip and win some new sports clothes! 1 There are
1 There’s a new park behind the shopping centre
part.
that nobody uses. It’s cool for BMX bikes too! On 2 You have to ans
your way home, get some hot chocolate from each conversati
Jack’s Café! Morgan, 14 2 My granddad and I always go to Harts River. We don’t catch very 3 Each question h
much there but we always have a good time. Freddy, 15 have to choose
3 There are two new tables at the sports centre. Ask the
COMMUNICATION
PC Bangs
good at ice-skating, like fast ball sports and be fit. Mel, 13 You will hear info
5 You can practise throwing balls at Mike’s Sports Shop on only one of the pi
Saturday. Players from the city team will be there to give lessons.
Yolanda, 12 Yo
2 Read question 1 fr
Wh
6 The outdoor pool is open again! Go there after 6 p.m. and it’s
empty. Neil, 11 at the pictures. Th
In South Korea, computers, tablets and smartphones are Grammar & 1 What are the im
Vocabulary Underline them
a very important part of the culture. According to recent 2 What is Cara do Ex
A
studies, almost all of the population go online at least 1 Work in pairs. Match the Readers’ Tips above with 4 Exam candidates often make mistakes with the B
these sports. spelling of verbs in the present continuous. Correct C 0
once a week and around 50% of people spend more than skateboarding 1 table tennis five more mistakes in this message.
writing 1 What’s Cara do
swimming fishing
14 hours a week on the internet. As with other countries, ice hockey basketball
I’m bored. I’m wrinting this message outside school
because I’m wating for my friends. Some of them are
this is often to send messages, chat with friends, shop 2 Complete the table with these sports and those from
styding in the library and others are workin in class.
What are you doing? Are you lisening to music? Oh – I
Pe
Exercise 1. Then add more words to the table. can see my friends cooming now so I’ve got to go.
online, post social media updates, or download films aerobics athletics cycling football golf 5 Complete Dan and Lucy’s conversation with the
1
and TV shows. However, online games are particularly ice-skating martial arts correct form of the present continuous.
Page 94
Harjeev (5) 4 13 Listen aga
4
But where do South Koreans go when they want to use a Complete the definitions with the present passive
7 (play) really well. the pictures (A, B o
Exam task
form of the verbs in brackets.Dan:
Then(6)write the (Toby / sit) above.
correct
andword.
really fast computer to play an online multi-player game? 3 Read thethetext. What sport are Nicolas Sara with you?
5
COMMUNICATION
Listening
Bang is a Korean word for room so a PC Bang is a kind of 8 Complete the text with the present passive form of
internet café or games centre with hourly fees of about G tablet the verbs in brackets.
$1 per hour. PC Bangs are particularly popular with
teenagers as social meeting places. H TV
Part 5 6 Look at the pictures and answer the questions. Instagram is an app which
(1) (use) to share
Part 5
photos and videos with friends. It’s easy to join
1 Read the text about young people from South Korea. Exam tip Instagram; the app (2)
Read the text about young
1 is a PC Bang? Have you got something similar in
What
your country?
people from South Korea.
You may hear two of the answers (A–H) for each Exam tip (download) for free onto a smartphone and you then
sign up using your email address or phone number.
2 What
Choose the istoacomplete
correct verbs PC Bang?these Have person
you got something similar in
(1–4). Listen for words like but, instead and
now as these will help you to choose the correct Often a real name (3)
questions. Use the text in Exercise 1 to help you.
1 Do youyour country?
go / use the internet every day?
one. You may hear two of the answers (A–H) for each (not use) – a lot of people use a nickname. On
Instagram, the people who see our photos or videos
2 How much time do you take / spend online per
week?
4 43 Listen to Susie talking to her brother about her person (1–4). Listen for words like but, instead and (4) (not call) ‘friends’.
EXAMS Courses
3
Read the exam task
Work in pairs. Ask and answer the questions in on page 73. Who
5 is Tasha talking
Exercise 2.
week?
to? What about?
41 Do we know 43 who sends Listen
messages toto Susie talking to her brother about her
the boy?
something on social media such as Facebook and 1 Leo laptop ✓ mobile phone
Twitter? 2 Elsa DVD printer
5 Have you downloaded / saved any mobile games for
your smartphone? If so, which ones? 3 Callum games console DVD
6 Do you play / practise any multi-player games with 1 M
Compact Key for Schools Digital
friends or family?
4 Sunita games console DVD
m
3 Work in pairs. Ask and answer the questions in
5 Read the exam task on page 73. Who is Tasha talking
Exercise 2. Digital resources for learners to? What about?
Fully-interactive Digital Student’s Books and Workbooks are available both online and offline. These are 1
both multiplatform and multi-device, working on computers, tablets and interactive whiteboards. 2
Digital resources for teachers on The Cambridge Teacher
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72 • Test Generator: helps you measure your students’ progress by creating your own Unit, Term and Final
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S t ud e nt ’s B o o k w i t ho u t ans we rs English for Spanish Speakers
Second edition
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lp Spanish-speaking learners
he difficulties they face when
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eakers with information taken
nique Cambridge Learner Corpus.
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bridge.es/ess
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ISBN 978-8-490-36643-1 David McKeegan
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updated edition continues to provide up-to-date tips and now accompany
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E N G LISH FO R SPAN ISH SPE AK E R S
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formula covers everything formula covers everything Second edition Second edition
A2 A2
Our aim is to deliver the materials you tell us you need. Exclusive insights Our aim is to deliver the materials you tell us you need. Exclusive insights
from test development and candidate performance guarantee expert from test development and candidate performance guarantee expert
content. The result is a unique Exam Journey in each course, ensuring content. The result is a unique Exam Journey in each course, ensuring WITH AUDIO
every student is ready on exam day. From skills development to exam every student is ready on exam day. From skills development to exam DOWNLOAD
tasks, language discovery to real-world usage, we create better learning tasks, language discovery to real-world usage, we create better learning
experiences, together. experiences, together.
ISBN 978-8-490-36643-1 David McKeeganISBN 978-1-108-53940-1 Sue Elliott and
For the revised exam from 2020 Emma Heyderman
For the revised exam from 2020
The English for Spanish Speakers section* in Complete Key for Schools provides:
2 Schools
Before you listen, read the questions in Exercise 3. What 2
summer, we don’t have to wear a tie. It’s too hot.
6
39 Listen and repeat. How do you pronounce have?
C is good at explaining things
Which one sounds longer?
2 Work in pairs. Do the quiz. Check your answers 4 For her English homework, Rachel is going to
on page 149. write about 1 I have two sisters.
H
A her family 2 I have to go to school.
1 Which is the highest mountain in the world?
B a famous actor 3 We don’t have to wear a uniform.
2 Which animal has the longest nose?
Grammar
3 Match the questions C a sports star
3
4 Listening Part 3
What is the comparative form of bad?
What is 0.75 x 12?
from Exercise 2 with
the school subjects
5 What sport is Louis playing at school now?
A basketball
5 Which falls faster: a melon or a grape?
have to
in the pictures. B badminton
6 We often put sodium chloride (NaCl) on our food. I
What is another name for this chemical? C hockey
4 Which is your favourite
1 Work in pairs. Answerschool
7 When did the First World War end? these
8 In which city can you see Leonardo da Vinci’s
subject? questions about your 4 Listen again and check.
Which is your least
school. Use words from the Why?box to help you.
38
Mona Lisa? favourite?
Page 115 Grammar reference
9 Which popular musical instrument has six strings?
6
a uniform / jeans6famous
Have you got any have to
42 Have you got any homework? 43
C
1 Simon is showing Rachel around his new school.
school. Use words from the box to help you. Page 115 Grammar reference
have to
2 What are your teachers like? Simon: Welcome to Chester High School, Rachel.
3 What is your school like? Do you live near here?
Rachel: Yes, I can walk to school from my new house.
Simon: Oh, you’re lucky. You don’t have to get a bus.
• Read the questions and look I live5 about an hour away, and I have to get up
E F (T) or false (F)?
1 a sport 1 It’s necessary for Rachel to get a bus to school.
2
early every morning to catch the bus.
clothing 2 It’s necessary for Simon to get up early every morning.
carefully at the options. F
3
4
an action
a time
3 It’s necessary for all students at Chester High School
to wear a uniform.
1 Work in pairs. Match the words with the pictures. B a quarter to nine 2 We use don’t have to and doesn’t have to
2 Before you listen, read the questions in Exercise 3. What C nine o’clock to talk about things that are .
art biology chemistry English history
geography physics maths music
2 Read the conversation again. Are these statements true
3 Rachel likes her maths teacher because she
EXAMS Courses
a sport on page 149. write about 1 I have two sisters.
unit
2
2 Which animal has the longest nose?
clothing 3
4
What is the comparative form of bad?
What is 0.75 x 12?
3 Match the questions
from Exercise 2 with 2 It’s necessary for Simon to get up early every morning.
C a sports star
5 What sport is Louis playing at school now?
the school subjects A basketball
3 an action 5
6
Which falls faster: a melon or a grape?
We often put sodium chloride (NaCl) on our food.
What is another name for this chemical?
in the pictures.
I 3 It’s necessary for all students at Chester High School
B badminton
C hockey
4 Which is your favourite
summer.
3 For these questions, choose the correct answer. You will
38
hear Louis and Rachel talking about their new schools. 3 Complete the rules about have to with necessary or
Complete Key for Schools Digital
1 What does Louis wear to school? not necessary.
A jeans and trainers
B the school uniform Digital resources for learners Rules
C trousers and a T-shirt Fully-interactive Digital Student’s Books and Workbooks are available both online and offline. These are
both multiplatform and multi-device, 1working
2 Lessons at his school start at We use onhave
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Cambridge .
A half past eight
• Presentation Plus: an easy-to-use classroom
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3 Rachel likes her maths teacher because
• Exam she Bank: this includes, for each Cambridge exam, speaking videos and worksheets
Preparation
A speaks quietly focusing on performance and preparation, plus listening and reading worksheets. Also included are
/ v / and
authentic Cambridge exams for A2 4Key, B1 Preliminary and/ B2
f / First.
B makes her laugh
Available on thecambridgeteacher.es.39 Listen and repeat. How do you pronounce have?
C is good at explaining things
Which one sounds longer?
4 For her English homework, Rachel is going to
write about 1 I have two sisters.
A her family 2 I have to go to school. Full ISBN listing on page 74 47
B a famous actor 3 We don’t have to wear a uniform.
C a sports star
Compact Preliminary for Schools NEW
EDITION
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N CH IN
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Second edition is for the revised B1 focuses on one part of each exam
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W I T H O U T A N SW ERS E N G L I S H FO R S PA N I S H S P E A K E R S
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Preliminary for Schools. Ideal for shorter paper and provides tips and advice.
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ISBN 978-8-490-36298-3
WITHOUT ANSWERS
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sam o h T d na t toillE
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I M S OC
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Sue Elliott and Amanda Thomas ENGLISH FOR SPANISH SPEAKERS
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ormance guarantee expert
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ISBN 978-8-490-36298-3
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Sue Elliott and Amanda Thomas
For the revised exam from 2020
Presentation Plus
ENGLISH FOR SPANISH SPEAKERS
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ep-by-step approach
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Sue Elliott and Amanda Thomas WITHOUT ANSWERS
For the revised exam from 2020
Laura Clyde
The English for Spanish Speakers section* in Compact Preliminary for Schools provides:
Five sentence
SPORT
For each que
three extra se
3
Speaking
A
C The
Exam tip Speaking Part 4
E as a
Listening The interviewer’s questions in the
recording will probably be very similar
to the ones you read on the page. Football
CLOTHES
Reading
1 Work in pairs. Describe the clothes you enjoy wearing the most. – the questions are in the same order as and Belg
2 Put these words into the correct categories. the recording. However
op!
23
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s r ek a e p S h s i n a p S r o f h s i l g n E s r e w s n a t u o h t i w k o o B s ’ t n e d u t S
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nique Cambridge Learner Corpus.
eakers with information taken
unit focuses learners on different exam assessment and extra exam practice.
tasks and familiarises them with the exam
our expert knowledge of
nglish. This is achieved by
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lp Spanish-speaking learners
SH FOR SPANISH SPEAKERS
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tasks, language discovery to real-world usage, we create better learning tasks, language discovery to real-world usage, we create better learning
experiences, together. experiences, together.
Emma Heyderman
ISBN 978-8-490-36561-8
Barcode and Peter May
ISBN 978-1-108-53911-1 Caroline Cooke
For the revised exam from 2020 For the revised exam from 2020
The English for Spanish Speakers section* in Complete Preliminary for Schools provides:
4 Work in groups. 3
3 Having fun 3
13
For each question, choose the correct answer.
1
• What kind of photos
Then listen again and check.
Why did Ryan put his photos on Instagram?
• What kind
A A firm he worked for said it would make
him famous. of photos do
4 Ryan first took photos with
docamera.
A his father’s
B his own camera.
you like taking?
you like looking at?
C his sister’s phone.
5 When Ryan was twelve he used to
B It meant he could communicate with people in
many countries.
• Is there a hobby you
C Most new photographers use Instagram at first.
would
B read about like to turn into a job?
A play lots of computer games.
top photographers.
C have lessons at home with a teacher.
2 Ryan most likes to take photos of
A people and places in New York. 6 What does Ryan think young photographers
should do?
B wildlife on the coast.
B A Wait until they are older to try to become
C famous people he sees in the city. successful at photography.
3 Ryan believes that he has taken his best photos B Find out what type of photography is in fashion.
D C Do the kind of photography that they particularly
A when unexpected things happened.
B after making careful preparations. enjoy.
C very early in the morning.
4 Work in groups.
A
• What kind of photos do you like taking?
• What kind of photos do you like looking at?
C • Is there a hobby you would like to turn into a job?
E
om
tos? Starting off
E
1 Complete the leisure activities with the verbs from
the box. Which activities can you see in the photos?
1 Work in pairs.
Work in pairs. What’s the best way to spend your free
2
1–6. What kind of information (a reason, a place, a
person, a thing or an action) do you think you need to
14 Check on page 164.
• Kirsty’s racket • her trainers @ryanparrilla
time? Put the leisure activities in order. listen for? • her tennis balls • her T-shirt
• Look atWorkthe
3 photo
in small groups. of a boy skateboarding, and the • Before you listen, look at each question and
2 Write sentences describing where the objects from Exercise 1 are. Use
photo of acountry?
your building.
Why? Do you think they are interesting?
• Which other leisure activities do young people enjoy in
EXAMS Courses
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ISBN 978-1-108-52521-3 Emma Heyderman and
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practice, information and advice to
For the revised exam from 2020
B1
for the exam.
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Our aim is to deliver the materials you tell us you need. Exclusive insights Our aim is to deliver the materials you tell us you need. Exclusive insights
Cooke
from test development and candidate performance guarantee expert from test development and candidate performance guarantee expert
content. The result is a unique Exam Journey in each course, ensuring content. The result is a unique Exam Journey in each course, ensuring WITH AUDIO
every student is ready on exam day. From skills development to exam every student is ready on exam day. From skills development to exam DOWNLOAD
tasks, language discovery to real-world usage, we create better learning tasks, language discovery to real-world usage, we create better learning
experiences, together. experiences, together.
ISBN 978-1-108-52521-3 ISBN 978-1-108-53911-1
Emma Heyderman and Caroline Cooke
class audio files, making it ideal for students who classroom and authentic Cambridge exams
want to learn on their own. available for download for each exam level.
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The following five groups of people would like to have lunch at the Street Food
group of4 Read the Street Food market
people (1–5). guide and decide which
lunchbox contains fresh salad, spicy potato chips, garlic sauce and
bread. Even meat eaters will consider becoming vegetarians here. Not
pictures.EWhat do you think you will have
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underline the important task? 5 food
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some of the stalls have won prizes and want to
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Sara and her friends fancy having a light lunch. What Looking for a light lunch? Order the picnic box at this stall, which
you see? Add at least two more words do you expect to read in the descriptions? set
opensupthis
hisweek,
Mexican
and youfood
won’tstall. His customers
be disappointed. are happy
We recommend the to wait while
2 examples of food or drink to each
group.
Jack and his university
4 classmates havewould
Samuel’s grandmother read that
like to take him for
his team prepares
top-quality turkey withfreshly cooked
bread and cheese. burritos
Or why notfilled
try thewith
salmonfish, beef or
G Fred Go
E stall you would (and wouldn’t) like to eat at. E Barbecue Hut
1 Caroline and Hailey have tried most of the stalls,
pay very much. They would like to sit down soofto wanteat
to try something new on Tuesday. Both
them really like fish and they want a hot drink
If you fancy a main meal, sit down here and for less than €10, the
prize-winning chefs will barbecue a juicy steak and serve it with fries.
n at the stall. with their meal. Try their range of sauces from hot pepper to yoghurt. Finish with their Fred Gonzale
famous apple pie and a hot drink! Right next to the market entrance.
e 2 Jack and his university classmates have read that
F Blue Dog
set up his Me
some of the stalls have won prizes and want to You must try a piadina (an Italian flatbread) from the newly opened
ach try one of those. They would like a vegetarian
main meal, but they are short of money.
Blue Dog. Vegetarians should order the Spinach and Mushroom
piadina which is very reasonably priced. Perfect for those who don’t
his team pre
4 Samuel’s grandmother would like to take him for want a heavy meal. Ask for a piadina with hot chocolate sauce for
vegetables a
Starting off dessert - not suitable for takeaway. Opposite the front gate – you
a meal on Sunday but she doesn’t3 want to walk Sara and her friends fancy having a light lunch can’t miss it! Seating available.
H Food Pl
photos. stall. Fred Gonzalez has been voted chef of the month many times since he
proper meal,examples
but ofshe food orjust
drink towants
you see? Add at least two more
each a dessert. set up his Mexican food stall. His customers are happy to wait while
his team prepares freshly cooked burritos filled with fish, beef or
EXAMS Courses
group. 4 Samuel’s grandmother would like to take him for
a meal on Sunday but she doesn’t want to walk
too far around the market. Samuel would like a
vegetables and rice, beans, lettuce and hot peppers. Half price meals
for students, but expect queues. If you think v
ngs 2 Work in pairs. Discuss the
questions.
proper meal, but she just wants a dessert. H Food Planet
If you think vegan curry is boring, think again. Their potato and pea curry is hot b
5
1 What are your favourite things
COMPLETEPRE_SB_ Tania and her dad
to eat andfeel
drink? like trying a 5 spicy Tania and her dad feel like trying a spicy
COMPLETEPRE_SB_
curry is hot but it is one of the most delicious dishes in the market.
Ask for a slice of their carrot cake in a bag and save it for later. Ask for a slic
you U10_11: Headshot vegetable dishdon’t
before theWhycinema on Sunday.
2 Are there any types of food you U10_11: Headshot
vegetable dish before the cinema on Sunday.
of a student (18 Higher than average prices but worth it. Very short waiting time.
of a student (18 not?
eat? Which ones? They won’t have much time before the film so
– 24) with her dad
they’ll need to take away their dessert. Comfortable seating area Higher than
y They won’t have much time before the film so
(50s), looking at the
3 How oft en do you eat out? camera]
– 24) with her dad Where? Who with? Comfortable
they’ll need to take away their dessert.
88 Looks amazing! 89
Class Audio CD
Workbook with downloadable audio The Class Audio CDs include all the
The Workbook is designed for homework and self-study, listening material needed for listening and
and provides further practice and exercises to consolidate speaking practice activities and all listening
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54
Now practise doing the task in
Exercise 1 with your partner.
Talk about the question and the
suggestions for about two minutes.
Then spend about a minute talking
www.cambridge.es/compactfirstforschools
about this question.
Which two suggestions would be most
successful?
Exam tip
5
ow.
learning
Part 4 6 sPeaKINg
Exam task
6 readINg aNd use oF eNglIsH
Now practise doing the task in
Part 7 3 What kind of personality do you need in order to
Exam task
Exercise 1 with your partner.
Talk about the question and the
be good at different jobs? For each of the photos,
c
about the suggestions and then you are asked to make a older people? Why? / Why not?
decision. Here are some useful expressions. Write A, D, C • Are young people taught enough than others
or S next to each one for Agree, Disagree, make a Comment, about the environment at school? Exam tip
• D o you think your school is
make a Suggestion.
1 I don’t really think that’s a good idea.
2 Absolutely.
Should there be any changes?
• Does the media do enough to
make young people aware of
environmental problems?
5 having imagination or original ideas
6 able to do things effectively and skilfully and Read text A, go through the questions and find all
environmentally friendly? Why? /
3 We all know we shouldn’t drop litter.
4 We could tell everyone to turn off their computers at the end of
• Do people use cars too much
instead of walking or cycling? Why
achieve results the A answers. Repeat for texts B–D. Finally, go
the lesson.
5 I don’t think turning the heating down would go down well
is this a problem?
2 Look at these photos. Which jobs are shown? back and look for any missing answers.
Why not?
with students here.
6 I’m with you on that.
7 That’s not what I think, I’m afraid.
8 What about getting recycling bins in the canteen?
A B Which person
• Do you think young people care
48 unit 6 sPeaKing
combined two interests into a 1
possible career?
about the environment more than wants to offer support to others 2
ent, about the environment at school? was unsure of the extent of their
ability at one stage?
4
Should there be any changes? has always used their talent to help 5
them escape from daily life?
• Does the media do enough to came to a sudden decision about 6
make young people aware of C D what they wanted to do as a job?
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niddU dna eromssaP ,nosnihctuH ,t raH -koorB
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knowing the Complete
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160-179 B2 First for Schools
B2
Copello
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ISBN 978-1-108-64733-5 ISBN 978-1-108-64742-7
Guy Brook-Hart, Susan Hutchison, Natasha de Souza
Lucy Passmore and Jishan Uddin E N G LISH FO R SPAN ISH SPE AK E R S
The English for Spanish Speakers section* in Complete First for Schools provides:
4 Food, glorious
food
4 Six sentences have been removed from the article.
Choose from the sentences A–G the one which fits each
gap (1–6). There is one extra sentence which you do not
need to use.
A Instead, it’s the idea of eating one that is the cause of
5 Work in groups. Discuss these questions.
•
•
Would you eat food containing insect flour?
Why? / Why not?
Do you think eating insects and insect-products will
become an important part of people’s diets in future?
C such upset. Why? / Why not?
A
B There’s even a chocolate version available too. • Do you think the food innovations mentioned in the
C In fact, for every human, there are forty tonnes final paragraph of the article will become popular in
of them. future?
D Meanwhile many other innovations are seen as the
possible future of food.
E Unfortunately, the same can’t be said for insects.
F So, if we want to find a way to produce more protein
with fewer supplies, insects are the way to go.
G Insect burgers are likely to look like the meat ones we
ood, glorious
eat today.
ood
• What’s the most unusual food you have ever eaten? Choose from the sentences A–G the one which fits each
• What’s the most unpleasant food you can imagine? • Would you eat
• If you could fill a large bowl with food that you really gap (1–6). There is one extra sentence which you do not
The world population is continuing to grow and in many areas
Why? / Why not
enjoy, what would you fill it with? of the world, the demand for animal products is rising sharply,
B
need to use.
so in the next few decades, we’ll need to figure out how to • Do you think ea
Reading and Use of English Part 6 produce enough food for billions more mouths.
A Instead, it’s the idea of eating one that is the cause of become an imp
C There is one source of food that could provide at least part of
such upset. Why? / Why not
A Starting off
• Read the text carefully before you look at the
the solution and they’re already freely available. 1 They can
be found right under our noses, as well as below our feet and all
1 Work in groups. Match the descriptions (1–3) of how we gaps, so you know what each paragraph is B There’s even a chocolate
around us: insects.
anywhere near them. Psychologists tend to agree that the dislike
version available too.
that people have towards insects has nothing to do with them
• Do you think th
might prepare and eat our food in the future with the
words in the box.
about.
insects
damaging the environment. from 3-D printed food, to foods manufactured in a laboratory to
people to eat insect cuisine. Some foods, like chocolate, sell
Are the
2 Match the photos with the descriptions 1–3 in Exercise resemble seafood or meat, to further developments of soy-based
2 Read the first three paragraphs of the article opposite themselves. 3
1. Which foods and ways of eating in Exercise 1 would A lot of people in Europe and North America foods. Whether any of these will become something that the
as quickly as you can and check your answers to
you: 3 Work in pairs. Discuss theseExercise
questions.
1.
feel so disgusted at the idea of eating insects that they won’t go majority of us eat every day is still not certain.
future of food?
• be happy to try?
• • What’s the most unusual
think about trying in future food
3 Read you
the full have
article and sayever eaten?
briefly what each
40 • absolutely refuse to try? paragraph is about. Food, glorious food 41
• What’s the most unpleasant food you can imagine?
• If you could fill a large bowl with food that you really The world population is continuing to grow and in many areas
enjoy, what would you fill it with? of the world, the demand for animal products is rising sharply,
Every unit provides
so in the next few decades, we’ll need to figure out how to
produce enough food for billions more mouths.
Reading and Use of English Part 6
the
There is one source of food that could providelanguage
at least part of and skills
development
the solution and they’re already freely available. 1
needed
They can
• Read the text carefully before you look at the be found right under our noses, as well as below our feet and all
atch the descriptions (1–3) of how we gaps, so you know what each paragraph is around us: insects. for students to speak, anywhere near them. Psy
that people have towards
d eat our food in the future with the about.
You may turn your nose up at the listen,
thought,read and
but it isn’t write with
actually tasting disgusting. 4
• Look at the words on either side of the gap and
EXAMS Courses
ese or spices. insects as a source of food. Before you read, decide if Most of the companies se
the following sentences are true or false. them. Boiled silkworm larvae is a popular dish across Asia, and
ct what you want to eat from the control are only just starting up o
Exam info of insectsprovide
boxes up-to-date tips and
mputer. All your snacks will be printed wasps are also popular across the continent. In Africa termites
1 Some kinds can be eaten. we aren’t sure yet how it
as the ingredients are built up in layers. can be prepared in a variety of ways to form part of a nutritious
o print out a chocolate biscuit or a beef accompany everya high
2 Insects can provide examlevel oftask in every unit
nutrition.
meal.
successful. Will we see an
nds. 3 It is diff icult to farm insects on a large scale without fast-food restaurants serv
damaging the environment. What seems to be one of the biggest barriers is convincing more from 3-D printed food, to
with the descriptions 1–3 in Exercise people to eat insect cuisine. Some foods, like chocolate, sell resemble seafood or mea
2 Read the first three paragraphs of the article opposite themselves. 3
d ways of eating in Exercise 1 would A lot of people in Europe and North America foods. Whether any of the
as quickly as you can and check your answers to
feel so disgusted at the idea of eating insects that they won’t go majority of us eat every d
o try? Complete First for Schools Digital Exercise 1.
trying in future 3 Read the full article and say briefly what each
efuse to try? paragraph is about.
Digital resources for learners
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.
Digital resources for teachers on The Cambridge Teacher
• Presentation Plus: an easy-to-use classroom tool that puts all your multimedia resources into one place.
• Test Generator: helps you measure your students’ progress by creating your own Unit, Term and Final
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• Exam Preparation Bank: this includes, for each Cambridge exam, speaking videos and worksheets
focusing on performance and preparation, plus listening and reading worksheets. Also included are
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Available on thecambridgeteacher.es.
Compact First Second edition provides • ‘Exam tips’, and grammar and
B2-level students with thorough vocabulary exercises teach students to
preparation and practice of the avoid common mistakes identified in
grammar, vocabulary, language skills, the Cambridge Learner Corpus.
topics and exam skills needed for • ‘Quick steps’ and Writing, Speaking
success in B2 First. and Listening Guides offer advice on
• B2-level vocabulary is targeted, how to approach each part of the
drawing on insights from English exam papers.
Profile, covering items such as • Grammar sections and a Grammar
collocations, word formation, phrasal Reference help students build up
verbs, three word verbs, easily accurate language structure.
confused words.
58
www.cambridge.es/compactfirst
2 sPeaKiNG 2
Each section
develops skills in
5
Part 2 Exam task
a key part of the
Page 98
1 We can use sentences a–g to compare two pictures. Fill Each of you will be given two photographs. You have to talk
in gaps 1–10 with these words. You can use some of them
exam paper
about your photographs on your own for about a minute,
more than once. and also to answer a short question about your partner’s
photographs.
both difference different other same similar
similarity Candidate A: It’s your turn first. Look at photographs 1
family.
one there are just two.
c These two are (3) in age, about 18, unlike the
1 2 ‘Exam Tips’
d One (4)
(5)
(6)
Part 7
between the pictures is that
show people eating together in the
place: at home.
andnote
3 For each of questions 1–10, underline (or ‘Quick
down)Steps’
the
e And in (7)
enjoying their meal.
pictures it looks as if they’re key words as in the example (1). offer useful advice
4 Do the exam task. As you read, lookand practice helping
f But in some ways the situation in the two pictures is
completely (8)
g The biggest (9)
.
between them is that this for words, phrases
students perform
and sentences that express the same ideas as the key
one shows people talking and laughing together, but in
the (10) one they’re looking at the TV, not at
each other.
Candidate B: Look at photographs 3 and 4. They show
words in the questions. Underline the words, phrases or
2 Look at photos 1 and 2. Which of points a–f are the same people ordering meals. Compare the photographs, and say
why you think people choose to eat there. Talk about your better in the exam
or similar in the two photos, and which are different?
a the room
photographs on your own for about a minute. sentences that tell you the right answers.
Candidate A: Which of these two kinds of place do you
b the food and drinks prefer to go to?
c the number of people
d
e
the people’s age
the people’s appearance
3 4
Exam tip
f what the people are doing
aND use OF eNGlisH 4 Look at the exam instructions. What does Candidate A Exam tip
have to do? What does Candidate B have to do?
Don’t try to describe everything in the pictures. Just
Quick steps to Reading and Use of English Part 7
5 Work in pairs and do the exam task. say what’s similar and different about them.
• Before you make your mind up about an answer, read the
20
doctor
3 For each of questions 1–10, underline (or note down) the
unit 2 speaking
key words as in the example (1).
each other what you think.
engineer
7 How well did you and your partner speak in Part 2? Tell
5
question again and look carefully at the evidence in the text.
• For some reaDiNG
questions, you
aND may
usebeOF able
than one option. If so, there will3 be
Part 7
to choose more
eNGlisH
extra spaces next to
For each of questions 1–10, underline (or note down) the
these questions. key words as in the example (1).
4 Do the exam task. As you read, look for words, phrases
4 Do the exam task. As you read, look for words, phrases and sentences that express the same ideas as the key
words in the questions. Underline the words, phrases or
and sentences that express the same ideas as the key sentences that tell you the right answers.
Exam task
Exam tip
words in the questions. Underline the words, phrases or You don’t have to begin by reading the whole text. You
may find it helpful to read the questions first, then scan
sentences that tell you the right answers. each part of the text.
Exam tip doctor engineer question again and look carefully at the evidence in the text.
their careers. For questions 1–10, choose from
• For some questions, the
you may be ablepeople
to choose more (A–D).
than one option. If so, there will be extra spaces next to
The people may be chosen more than once.
these questions.
each part of the text. Which person their careers. For questions 1–10, choose from the people (A–D).
The people may be chosen more than once.
ngineer 1 question
Look atagain and look carefully at the evidence in the text.
the photos. Answer the questions. 2 Which of them will have the biggest salary?
EXAMS Courses
says that enthusiasm and determination will bring
3 Which will enjoy their work the most? Why? 4
great success for the employee?
• For some questions, you may be able to choose more was pleasantly
2 Read the exam tasksurprised by
instructions and the title of thethe
text, working
35
found it difficult at first to complete work on time?
1 What
than do youIf think
one option. these
so, there young
will trainees
be extra willnext
spaces be doing
to in and look at its layout. Answer these questions.
conditions?
1 What is the topic of the text and how many parts are is confident they will be able to carry out their
extra duties?
6
You are going to read an article in which four people talk about
is confident they will be able to carry out their
What is
their1careers. the
For topic of 1–10,
questions the text and how
choose frommany parts are
the people (A–D). 6
there?
The people may be chosen more than once. extra duties?
Compact
2 Who areFirst Digital
the people?
says the way they are paid makes financial 7
3 What kind of information do you need to find?
Which person planning simpler?
Digital resources for learners Digital resources for teachers
did not go to university? 1
Interactive activities and games in the liked
Student’s
their jobPresentation
as soon as Plus theyprovides
startedcomplete
it? course 8
Book CD-ROM provide students with further content, including audio and video, annotation
assistant has heard the company might be bought by a
grammar, vocabulary and 2 exams practice. tools, links
had to understand a lottoofonline
new resources andquickly?
things very the ability9to
bigger organisation? save your customized lessons to any computer
s. anywhere.
is unsure exactly how much they will earn in the
was pleasantly surprised by the working 3 10
es will be doing in future?
conditions?
alary?
Why? 42saysunit
that enthusiasm and determination will bring
5 reading and use of english 4
great success for the employee?
SECOND EDITION
Complete
Complete First Student’s Book without answers
OM
round-up sections.
Cambridge English: Preliminary (PET)
1
Cambridge English: Preliminary (PET) for Schools
2
Cambridge English: Key (KET)
B2
knowledge of the challenges Spanish-
• Vocabulary selection informed by
For revised exam from 2015 English for Spanish Speakers
speaking learners face.
For revised exam from 2015 English for Spanish Speakers
English Profile.
B2
Key Features: • Teachers have online access to official
Guy Brook-Hart
t raH -koorB yuG
without answers
2
Cambridge English: First (FCE)
Student’s Book
CD - R
ht
B2 www.englishprofile.org
English Profile
First
srewsna tuohtiw kooB s’tnedutS
Complete
tsriF etelpmoC
SECOND EDITION
SECOND EDITION
Complete
Complete First
n course for
each part of every exam paper. notes, suggestions for warmers and extension
First
e in English (FCE).
m practice with
Student’s Book without answers
e. The information,
se of real exam
Corpus, Complete
exam mistakes,
Also available is a Self-Study Pack, which
includes the Teacher’s Resources CD-ROM, with
ritative preparation
OM
or teachers to access.
A2
Cambridge English: Key (KET)
B2
Student’s Pack
The Student’s Pack is available in two versions,
SECOND EDITION
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First
Cambridge English: First, also known as First Certificate in English (FCE).
It combines the very best in contemporary classroom practice with
Student’s Book without answers
• topic-based units, providing language input and practice for each part of the
exam papers. B2 English Profile
www.englishprofile.org
• regular ‘Exam information’ and ‘Exam advice’ boxes which explain the CD - R
OM
• Speaking and Writing references which focus on key skills required for the C2 Cambridge English: Proficiency (CPE)
exam.
• targeted vocabulary, drawing on research insights from English Profile, to focus
C1 Cambridge English: Advanced (CAE)
• all new Pronunciation sections to help students develop their speaking skills.
Guy Brook-Hart
study.
• complete Cambridge English: First practice tests online for teachers to access.
A2
Cambridge English: Key (KET)
B2
Complete First for Spanish Speakers includes content to target areas that Spanish speakers find most challenging:
• Exercises focusing on common Spanish-speaking candidate problem areas at this level, informed by the
Cambridge Learner Corpus.
• Get it right! boxes provide tips to avoid common learner errors.
• Step-by-step speaking exam practice.
• Speaking Tips and the ‘Spelling and sounds’ section in the Student’s Book help Spanish speakers perform better in
the Speaking Paper and with their pronunciation.
• Writing Tips and the ‘Sounds and spelling’ section in the Workbook help students improve their writing
and spelling.
60
www.cambridge.es/completefirst
Get it right
Pronunciation of er
7 Look at the underlined letters in the
words and choose the correct sound,
Speaking extra Units 1 & 2
Remember where to put not in negative opinions and predictions. a or b. Then choose the correct stress
I don’t think / believe / feel / expect / imagine it’s important to do pattern, a or b.
sport every day. 1 prefer a /ɜː/ b /ə/
a b
2 younger a /ɜː/ b /ə/
4 Spanish-speaking exam candidates often make mistakes
a b
when they give opinions. Correct the mistake in each sentence.
8 17 Listen to check your answers.
1 On my opinion, eating a healthy diet is more important than doing
exercise. Pronunciation tip
2 I believe organic food is not healthier than normal food.
Notice how the letters er combine to
3 It’s no doubt that cycling is good exercise, but on the other hand it
Speaking extra
represent the sound /ɜː/ when stressed
can be dangerous. and the sound /ə/ when unstressed.
4 I think in my opinion that adventure sports are for people who
Units 1 & 2
enjoy taking risks.
9 18 Complete the table with the words
5 I think that sport shouldn’t be compulsory at school as some
from the box. Listen to check your
children don’t enjoy it. answers and practise saying the words.
‘Spelling and
Notice how the letters er combine to
3 It’s no doubt that cycling is good exercise, but on the other hand it
represent the sound /ɜː/ when stressed
can be dangerous. and the sound /ə/ when unstressed.
sounds’ helps
4 I think in my opinion that adventure sports are for people who
enjoy taking risks.
9 18 Complete the table with the words
5 I think that sport shouldn’t be compulsory at school as some
SpanishSpeaking
speakers | Part 1
from the box. Listen to check your
children don’t enjoy it. answers and practise saying the words.
Get it right
recognise the
Speaking tip braver clever concern dinner
As well as giving your own opinions in Speaking Part 4, remember
1 Read these Speaking Part 1 questions and think
emerge fitter quieter refer
Be careful not to confuse expect and hope.
relationship between
to listen to what your partner says. The examiner will ask you to
comment on his/her opinions.
stronger teacher tougher traveller
• W hat are you going to do this weekend? I hope Miguel won’t be late for the party as he isn’t
athletic competitive marathon opponent
pronunciation
• Tell me about your plans for the summer.
professional represent spectator set a record usually very punctual.
and provides
1 What sports do people enjoy doing in Spain? Why are they
popular?
pronunciation
2 09tips
television and in the news?
Complete these sentences with verbs from the
2 Do you think too much attention is devoted to sport on 10 Look at the underlined letters in the
words. They can also combine to right’ boxes give exam
4‘Get itSpanish-speaking usefulcandidates
tips to avoid
often
confuse expect and hope. Match the examples in
common errors made by Spanish speakers
represent the sound /ɜː/.
3 Which do you think is more important: taking part in a sport or
winning? Why?
box in the correct form.
a earth Then clisten
b surface girl to check your
4 In your opinion, do some sportspeople earn too much money?
answers. 11 19 Listen to the sentences and write these sentences with their definitions.
5 Do you think some people do too much sport? the words with the sound /ɜː/ you hear.
EXAMS Courses
6 What can schools do to encourage children to take more
exercise?
1 Do you live in a rural or an ... area?
2 Juan didn’t win the race but he came ... !
1 I’ve got a big family so I expect that about 20 people
have hold look forward
3 Teachers meet
don’t ... enough money in my spend take part will come tonight!
opinion.
6 Work in groups of three. Take turns to be the examiner and the
candidates using the Speaking Part 4 questions in Exercise 5.
4 Don’t ... Marta – she’s studying.
5 Have you got any ... plans for summer?
2 They expect us to work hard at this school and to get
1 I think I’ll up with my friends and go to
6 I can’t find my pen; I’ve been ... for it
everywhere.
good result in our exams.
the city centre. 3 I expect Alicia is doing her homework, so she won’t
2 We’re planning to a special
101
family lunch. want to come skating with us.
3 I’m thinking of the weekend at the beach. 4 I can’t go to the cinema because I’m expecting a
Complete First for Spanish Speakers Digital phone call from my girlfriend.
788483238158_SB3.indb 101 06/06/14 11:00
28
answers. It includes a CD-ROM with further language time-saving ideas, including a Teacher’s Resources
revised Cambridge English: First exam, also known as First B2 English Profile
www.englishprofile.org
Certificate in English (FCE). It has been fully updated in line
with the revised exam. CEFR level: Cambridge English exam:
First
Teacher’s Book
and exam practice in the form of interactive activities, CD-ROM with a wordlist, a complete practice
contains 12 progress tests and answers. You will also find unit B1
Cambridge English: Preliminary (PET)
the English Profile project, ensure that students learn the words and
B2
The Workbook provides practice of the language This set of audio CDs contains the listening
dition is official preparation for the
CE). It has been fully updated in CEFR level: Cambridge English exam:
am.
First
C2 Cambridge English: Proficiency (CPE)
First
Cambridge English: First (FCE)
B2
CD
B2
Student’s Pack
The Student’s Pack combines the Student’s Book and
Objective First Fourth Edition is
Objective
official preparation for the
revised Cambridge English: First
exam, also known as First
Objective First Workbook with
B2 English Profile
Certificate in English (FCE). It has www.englishprofile.org
been fully updated in
line with the revised exam. CEFR level: Cambridge English exam:
It includes an
B2
First
Cambridge English: First (FCE)
exam-style listening exercise every for Schools
other unit.
course: A2
Cambridge English: Key (KET)
with answers
practice tests are available online.
Regular Exam Folders provide systematic
exam preparation and
practice, covering each paper in
detail.
Writing Folders every two units give
practice in writing skills and exam
technique for the range of skills
needed for Paper 2.
Corpus Spots use examples from
the Cambridge Learner Corpus to
highlight common learner errors
and train students to avoid them.
wi t h
CD
B2
• The Student’s Book comes packaged with the free 100 Writing Tips for Cambridge English: First booklet, with
information and exercises to avoid common errors at the Writing Paper.
• Speaking Folders help improve your students’ performance at the Speaking Paper.
• ‘Get it right!’ Folders highlight and practise typical mistakes made by Spanish-speaking candidates at this level,
based on research from the Cambridge English Corpus.
• A Pronunciation Folder focuses on common pronunciation problems.
• Vocabulary Folders in the Workbook help your students with common problem areas, such as phrasal verbs and
false friends.
62
www.cambridge.es/objectivefirst
12.1
17.1
Exam Spots provide Collectors and creators Focus on verbs
Units 7–12 Get
The virtual it Right!
world
insightful advice to help 1 Find and correct twelve mistakes with verb forms in
the text. An example has been done for you. Remember to use an infinitive of purpose to say
When Student A has finished, say which hobby Get it right! folders
Student B says. Remember to keep talking for up
to a minute.
Student B
by Spanish-speaking
Suggest other ideas if necessary.
EXAMS Courses
roles. Student A should listen carefully to what
Student B says. Remember to keep talking for up
to a minute.
Student B
Compare the pictures, describing the main
differences between these two hobbies.
(about 1 minute)
Objective First for Spanish Speakers
Student A Digital
3 How many hobbies can you think of which involve
collecting or making something? Work in two teams:
Say which hobby appeals to you more, and why.
the collectors and the creators. See who can produce
(20 seconds)
the longer list! Then, in pairs, decide on the four most
interesting hobbies from the two lists, giving your
• The digital Student’s Book and Workbook can be used online and offline, and they integrate the book
Did Student B manage to talk for a full minute?
reasons
with the class audio, why.
answers forYou can
each agree to
exercise, anddisagree!
the corresponding units of the Teacher’s Book. These
Suggest other ideas if necessary.
digital books are both multiplatform and multi-device, allowing for them to be used with computers,
tablets and interactive whiteboards.
• The interactive CD-ROM included with the Student’s Book offers further language and exam
118 U N I T 17
practice.
A2 Key and A2 Key for Schools NEW B1 Preliminary and B1 Preliminary NEW
for revised 2020 exam for Schools for revised 2020 exam
B1
A2
B1 B1
A2 A2
FOR SCHOOLS
WITHOUT ANSWERS
FOR SCHOOLS WITHOUT ANSWERS AUTHENTIC PRACTICE TESTS
WITHOUT ANSWERS AUTHENTIC PRACTICE TESTS
WITHOUT ANSWERS AUTHENTIC PRACTICE TESTS
1 1
WITH AUDIO WITH AUDIO
FOR THE REVISED FOR THE REVISED
2020 EXAM 2020 EXAM
A2 Key and A2 Key for Schools B1 Preliminary and Preliminary for Schools
A2 B1
For the current specifications of the exam, there are two Two collections of tests for B1 Preliminary for Schools,
collections of tests for A2 Key for Schools and eight and eight for B1 Preliminary, are available for the current
collections for A2 Key. Each contains four complete specifications. Each set contains four practice tests and
official practice tests to help your students prepare for a helpful overview of the exam.
test day.
NEW NEW Six full practice tests per book with guidance and tips
- Available for: Key for Schools, Preliminary for Schools, First for Schools and First.
A2 B1
Key for Schools Preliminary
For 2019 there will be new The first two tests are fully guided,
for Schools
Trainer Trainer
Trainers for A2 Key for Schools with step-by-step advice on tackling
Six Practice Tests without answers
Second edition
Second edition
and B1 Preliminary for Schools, each paper. Answer keys provide clear
1 1 adapted to the new specifications explanations, including model answers
WITH AUDIO WITH AUDIO
DOWNLOAD DOWNLOAD
For the revised exam from 2020 For the revised exam from 2020
Authentic practice tests for Cambridge English Qualifications and IELTS are available
EXAMS Supplementary Materials
online. Find out what it is like to use Testbank from the inside with our interactive Experience ‘exam’
conditions
demo cambridge.es/insidetestbank
FLEXIBLE
FLEXIBLE APPROACH
APPROACH DETAILED
FLEXIBLEGRADEBOOK
APPROACH
IMPROVE
FLEXIBLECONFIDENCE
APPROACH INSTANT
FLEXIBLE MARKING
APPROACH
Enhance learning and practice
PERFECT PRACTICE
FLEXIBLE APPROACH PROGRESS CHECKER
FLEXIBLE APPROACH
cambridge.es/testbank Timed
Full video on
ISBN listing simulation
page 78 65
Exams Supplementary Materials
Cambridge English Exam Boosters www.cambridge.es/boosters
A2-B2
Caroline Chapman, Helen Chilton, Sheila Dignen, Mark Fountain, Frances Treloar and Susan White
ELEMENTARY TO UPPER INTERMEDIATE
Susanne Tayfoor
Liz Driscoll
Liz Driscoll
independent learning.
With With With
CEFR level: Cambridge English exam: CEFR level: Cambridge English exam:
B1
Cambridge English: Key (KET) for Schools
B1
Cambridge English: Key (KET) for Schools
Cambridge English: First (FCE) for Schools Cambridge English: First (FCE) for Schools
B2 B2
Cambridge English: First (FCE) Cambridge English: First (FCE)
ELEMENTARY
CEFR level: Cambridge English exam: CEFR level: Cambridge English exam:
hints practice
tests tests and tips tests
practice and tips
hints platform
online practice online
platform
htiw meht diova ot woh dna … TEK ta sekatsim nommoC
Liz Driscoll
ult.
made by real learners.
am papers, this book
Now with to maximise your result.
helps you avoid the most common mistakes made by real learners.
the exam! Based on analysis of over 10,000 exam papers, this book
Now with to maximise your result.
helps you avoid the most common mistakes made by real learners.
exam! Based on analysis of over 10,000 exam papers, this book
INTERMEDIATE
icial practice for the Get it right for Cambridge English: Preliminary – official practice for Get it right for Cambridge English: First – official practice for the
roofyaT ennasuS
llocsirD ziL
68
ISBN Listing
SECONDARY / Courses SECONDARY / Courses
Smart Planet / pages 14-17 English in Mind for Spanish Speakers / pages 18-19
Level 1 Starter
• Student’s Book with DVD-ROM 978-84-8323-917-9 • Student’s Book with DVD-ROM 978-84-8323-955-1
• Workbook (English) 978-84-8323-974-2 • Workbook with Audio CD 978-84-8323-520-1
• Workbook (Spanish) 978-84-8323-981-0 • Teacher’s Resource Book with Audio 978-84-8323-538-6
• Workbook (Catalan) 978-84-8323-976-6 • DVD 978-0-521-15779-7
• Teacher’s Book (English) 978-84-9036-384-3 • Interactive Whiteboard Software 978-0-521-12232-0
• Teacher’s Book (Spanish) 978-84-9036-387-4 • Testmaker Audio CD/CD-ROM 978-0-521-17286-8
• Audio CDs 978-84-8323-370-2 • Digital Student’s Book 978-84-8323-777-9
• Digital Student’s Book 978-84-9036-366-9 • Digital Workbook 978-84-8323-778-6
• Digital Workbook 978-84-9036-372-0
Level 1
Level 2 • Student’s Book with DVD-ROM 978-84-8323-790-8
• Student’s Book with DVD-ROM 978-84-8323-660-4 • Workbook with Audio CD 978-84-8323-986-5
• Workbook (English) 978-84-8323-654-3 • Teacher’s Resource Book with Audio 978-84-8323-681-9
• Workbook (Spanish) 978-84-8323-652-9 • DVD 978-0-521-15374-4
• Workbook (Catalan) 978-84-8323-657-4 • Interactive Whiteboard Software 978-0-521-17681-1
• Teacher’s Book (English) 978-84-9036-385-0 • Testmaker Audio CD/CD-ROM 978-0-521-14035-5
• Teacher’s Book (Spanish) 978-84-9036-388-1 • Digital Student’s Book 978-84-8323-850-9
• Audio CDs 978-84-8323-644-4 • Digital Workbook 978-84-8323-610-9
• Digital Student’s Book 978-84-9036-367-6 Level 2
• Digital Workbook 978-84-9036-373-7 • Student’s Book with DVD-ROM 978-84-8323-963-6
Level 3 • Workbook with Audio CD 978-84-8323-841-7
• Student’s Book with DVD-ROM 978-84-9036-365-2 • Teacher’s Resource Book with Audio 978-84-8323-788-5
• Workbook (English) 978-84-9036-382-9 • DVD 978-0-521-15932-6
• Workbook (Spanish) 978-84-9036-383-6 • Interactive Whiteboard Software 978-0-521-12353-2
• Workbook (Catalan) 978-84-9036-777-3 • Testmaker Audio CD/CD-ROM 978-0-521-13684-6
• Digital Student’s Book 978-84-8323-855-4
• Teacher’s Book 978-84-9036-389-8
• Digital Workbook 978-84-8323-611-6
• Audio CDs 978-84-9036-381-2
• Digital Student’s Book 978-84-9036-368-3 Level 3
• Digital Workbook 978-84-9036-374-4 • Student’s Book with DVD-ROM 978-84-8323-642-0
• Workbook with Audio CD 978-84-8323-496-9
Level 4 • Teacher’s Resource Book with Audio 978-84-8323-789-2
• Student’s Book with DVD-ROM 978-84-9036-780-3 • DVD 978-0-521-15586-1
• Workbook (English) 978-84-9036-781-0 • Interactive Whiteboard Software 978-0-521-17483-1
• Workbook (Spanish) 978-84-9036-782-7 • Testmaker Audio CD/CD-ROM 978-0-521-18562-2
• Workbook (Catalan) 978-84-9036-783-4 • Digital Student’s Book 978-84-8323-780-9
• Teacher’s Book 978-84-9036-784-1 • Digital Workbook 978-84-8323-782-3
• Audio CDs 978-84-9036-785-8
• Digital Student’s Book 978-84-9036-795-7 Level 4
• Digital Workbook 978-84-9036-796-4 • Student’s Book with DVD-ROM 978-84-8323-751-9
• Workbook with Audio CD 978-84-8323-752-6
Teacher’s Digital Materials on The Cambridge Teacher • Teacher’s Resource Book with Audio 978-84-8323-803-5
• Digital Planet (IWB Software) • DVD 978-0-521-18452-6
• Test Generator • Interactive Whiteboard Software 978-0-521-18454-0
• Teacher’s Resource Bank • Testmaker Audio CD/CD-ROM 978-0-521-18455-7
• Digital Student’s Book 978-84-8323-928-5
ISBN Listing
• Digital Workbook 978-84-8323-929-2
Level 5
• Student’s Book with DVD-ROM 978-84-8323-758-8
• Workbook with Audio CD 978-84-8323-759-5
• Teacher’s Resource Book with Audio 978-84-8323-805-9
• DVD 978-1-107-63738-2
• Interactive Whiteboard Software 978-0-521-18460-1
• Testmaker Audio CD/CD-ROM 978-0-521-18461-8
69
ISBN Listing
SECONDARY / Courses BACHILLERATO / Courses
Interactive for Spanish Speakers / pages 20-21 NEW Shape the Future / pages 22-25
Level 1 Level 1
• Student’s Book 978-84-8323-621-5 • Student’s Book 978-84-9036-635-6
• Workbook with Audio CD 978-84-8323-622-2 • Workbook with downloadable audio 978-84-9036-898-5
• Teacher’s Resource Book with Audio CDs (3) 978-84-8323-617-8 • Teacher’s Book 978-84-9036-134-4
• DVD 978-0-521-14713-2 • Digital Student’s Book 978-84-9036-902-9
• Interactive Whiteboard Software 978-1-107-40211-9 • Digital Workbook 978-84-9036-220-4
• Testmaker CD-ROM and Audio CD 978-1-107-40213-3
• Digital Student’s Book (Enhanced PDF) 978-84-9036-448-2 Level 2
• Digital Workbook (Enhanced PDF) 978-84-9036-452-9 • Student’s Book 978-84-9036-583-0
• Workbook with downloadable audio 978-84-9036-057-6
Level 2 • Teacher’s Book 978-84-9036-625-7
• Student’s Book 978-84-8323-623-9 • Digital Student’s Book 978-84-9036-674-5
• Workbook with Audio CD 978-84-8323-624-6 • Digital Workbook 978-84-9036-031-6
• Teacher’s Resource Book with Audio CDs (3) 978-84-8323-619-2
• DVD 978-0-521-14724-8 Teacher’s Digital Materials on The Cambridge Teacher
• Interactive Whiteboard Software 978-1-107-40212-6 • Digital Shape the Future (IWB Software)
• Testmaker CD-ROM and Audio CD 978-1-107-40214-0 • Test Generator (common for levels 1 and 2)
• Digital Student’s Book (Enhanced PDF) 978-84-9036-449-9 • Teacher’s Resource Bank
• Digital Workbook (Enhanced PDF) 978-84-9036-453-6
Level 3 Out & About / pages 26-27
• Student’s Book 978-84-8323-839-4
• Workbook with Audio CD 978-84-8323-842-4 Level 1
• Teacher’s Resource Book with Audio CDs (3) 978-84-8323-840-0 • Student’s Book with Common Mistakes
• DVD 978-0-521-14726-2 at Bachillerato Booklet 978-84-9036-801-5
• Interactive Whiteboard Software 978-0-521-27961-1 • Workbook with downloadable audio 978-84-9036-802-2
• Testmaker CD-ROM and Audio CD 978-0-521-27963-5 • Teacher’s Book 978-84-9036-803-9
• Digital Student’s Book (Enhanced PDF) 978-84-9036-450-5 • Class Audio CDs 978-84-9036-804-6
• Digital Workbook (Enhanced PDF) 978-84-9036-454-3 • Digital Student’s Book 978-84-9036-145-0
• Digital Workbook 978-84-9036-516-8
Level 4
• Student’s Book 978-84-8323-947-6 Level 2
• Workbook with Audio CD 978-84-8323-948-3 • Student’s Book with Common Mistakes
• Teacher’s Resource Book with Audio CDs (3) 978-84-8323-973-5 at Bachillerato Booklet 978-84-9036-806-0
• DVD 978-0-521-14728-6 • Workbook with downloadable audio 978-84-9036-807-7
• Interactive Whiteboard Software 978-0-521-27962-8 • Teacher’s Book 978-84-9036-808-4
• Testmaker CD-ROM and Audio CD 978-0-521-27964-2 • Class Audio CDs 978-84-9036-809-1
• Digital Student’s Book (Enhanced PDF) 978-84-9036-451-2
• Digital Student’s Book 978-84-9036-156-6
• Digital Workbook (Enhanced PDF) 978-84-9036-455-0
• Digital Workbook 978-84-9036-231-0
Levels 1 and 2
• Teacher’s DVD with Activity Book 978-84-9036-811-4
Teacher’s Digital Materials on The Cambridge Teacher
• Digital Out & About (IWB Software)
• Test Generator (common for levels 1 and 2)
• Teacher’s Resource Bank
70
ISBN Listing
SECONDARY & BACHILLERATO / SECONDARY & BACHILLERATO /
Supplementary Materials Supplementary Materials
Photocopiable Resource Books / page 28 Cambridge English Readers / pages 30-31
Teen World Starter
• Book 978-0-521-72155-4 • Big Hair Day 978-0-521-18365-9
• Arman’s Journey 978-0-521-18493-9
Film, TV and Music • Book Boy 978-0-521-15677-6
• Book 978-0-521-72838-6 • Why? 978-0-521-73295-6
Pairwork and Groupwork • What a Lottery! 978-0-521-68327-2
• Book 978-0-521-71633-8 • The Girl at the Window 978-0-521-70585-1
• A Death in Oxford 978-0-521-70464-9
Get on Stage! • Let Me Out! 978-0-521-68329-6
• Book with Audio CD and DVD-ROM 978-1-107-63775-7 • Dirty Money 978-0-521-68333-3
• The Black Pearls 978-0-521-73289-5
Grammar Song and Raps
• The Penang File 978-0-521-68331-9
• Book with Audio CD 978-1-107-62518-1
Level 1
Cambridge Experience Readers / page 29 • Help! 978-0-521-65615-3
• Bad Love 978-0-521-53653-0
Starter • Inspector Logan 978-0-521-75080-6
• A Little Trouble in California 978-84-8323-982-7 • John Doe 978-0-521-65619-1
• Gone! 978-84-8323-509-6 • Hotel Casanova 978-0-521-64997-1
• Quick Change! 978-84-8323-809-7 • Next Door to Love 978-0-521-60562-5
• Three Tomorrows 978-0-521-69377-6
Level 1 • Blood Diamonds 978-0-521-53657-8
• A Little Trouble in Dublin 978-84-8323-695-6 • Don’t Stop Now! 978-0-521-60564-9
• Summer Sounds 978-84-8323-995-7 • Just Like a Movie 978-0-521-78813-7
• Amazing Young Sports People 978-84-8323-572-0 • Parallel 978-0-521-53651-6
• Harry’s Holiday 978-84-8323-835-6 • The Big Picture 978-0-521-79846-4
• Spider Boy 978-1-107-69061-5 • The Caribbean File 978-1-107-67425-7
• Ten Long Years 978-1-107-62178-7
Level 2
• A Little Trouble in Amsterdam 978-84-8323-519-5 Level 2
• Grandad’s Magic Gadgets 978-84-8323-522-5 • Jojo’s Story 978-0-521-79754-2
• As Others See Us 978-1-107-69919-9 • One Day 978-0-521-71422-8
• Killer Bees 978-84-8323-503-4 • Bad Company 978-0-521-17919-5
• Ask Alice 978-84-8323-616-1 • Dead Cold 978-0-521-69379-0
• Parties and Presents: three short stories 978-84-8323-836-3 • Logan’s Choice 978-0-521-79506-7
• London 978-1-107-61521-2 • The Double Bass Mystery 978-0-521-65613-9
• New Zealand 978-84-8323-488-4 • Different Worlds 978-0-521-53655-4
• Within High Fences 978-0-521-60560-1
Level 3
• Superbird 978-0-521-65608-5
• A Little Trouble in the Yorkshire Dales 978-84-8323-584-3
• A Picture to Remember 978-0-521-66477-6
• Running Wild 978-84-8323-501-0
• The Dark Side of the City 978-1-107-63561-6
• The Mind Map 978-84-8323-537-9
• The Man from Nowhere 978-0-521-78361-3
• Alone! 978-84-8323-682-6
• The New Zealand File 978-0-521-13624-2
• Tales of Terror 978-84-8323-532-4
• Apollo’s Gold 978-0-521-77553-3
• Scotland 978-84-8323-579-9
• Circle Games 978-0-521-63070-2
ISBN Listing
Level 4
Level 3
• Bullring Kid and Country Cowboy 978-84-8323-495-2
• Just Good Friends 978-0-521-77533-5
• Two Worlds 978-84-8323-566-9
• Two Lives 978-0-521-79504-3
• Tasty Tales 978-84-8323-542-3
• Wild Country 978-0-521-71367-2
• Robinson Crusoe 978-84-8323-553-9
• The Ironing Man 978-0-521-66621-3
Level 5 • How I Met Myself 978-0-521-75018-9
• Sherlock 978-1-107-62186-2 • The Beast 978-0-521-75016-5
• The Mayor of Casterbridge 978-84-8323-560-7 • A Puzzle for Logan 978-0-521-75020-2
• Not Above the Law 978-0-521-14096-6
Level 6 • Strong Medicine 978-0-521-69393-6
• Freddie’s War 978-84-8323-909-4 • Tales of the Supernatural 978-0-521-54276-0
• Double Cross 978-0-521-65617-7
• Eye of the Storm 978-0-521-53659-2
• No Place To Hide 978-0-521-16975-2
• The House by the Sea 978-0-521-77578-6
• The Lahti File 978-0-521-75082-0
71
ISBN Listing
SECONDARY & BACHILLERATO / SECONDARY & BACHILLERATO /
Supplementary Materials Supplementary Materials
Level 4 NEW English Grammar in Use Fifth Edition / page 33
• In the House 978-0-521-73224-6
• Love in the Lakes 978-0-521-71460-0 • Book with answers 978-1-108-45765-1
• Staying Together 978-0-521-79848-8 • Book without answers 978-1-108-45768-2
• Nothing but the Truth 978-0-521-65623-8 • Interactive ebook 978-1-108-45771-2
• The Lady in White 978-0-521-66620-6
• But Was it Murder? 978-0-521-78359-0
• Man Hunt 978-1-107-69269-5 English Grammar in Use Online with LMS / page 33
• The Amsterdam Connection 978-0-521-79502-9
• The University Murders 978-0-521-53660-8 Speak to your local Cambridge University Press representative for information
• The Fruitcake Special and other stories 978-0-521-78365-1 about English Grammar in Use Online with Learning Management System for
• Berlin Express 978-0-521-17490-9 institutions.
• A Matter of Chance 978-0-521-77552-6
• High Life, Low Life 978-0-521-78815-1 English Grammar in Use App / page 33
• When Summer Comes 978-0-521-65611-5
Downloadable from Appstore, Google Play and Amazon.
Level 5
• Emergency Murder 978-0-521-53662-2
• Murder by Art 978-0-521-73654-1
• The Sugar Glider 978-0-521-53661-5
• Dolphin Music 978-0-521-66618-3
• Dragons’ Eggs 978-0-521-13264-0
• Forget to Remember 978-0-521-18491-5
• In the Shadow of the Mountain 978-0-521-77551-9
• All I Want 978-0-521-79454-1
• Jungle Love 978-0-521-75084-4
• Windows of the Mind 978-0-521-75014-1
• A Tangled Web 978-0-521-53664-6
• Better Late Than Never 978-1-107-67149-2
• Death in the Dojo 978-0-521-65621-4
• East 43rd Street 978-0-521-78363-7
Level 6
• A Dangerous Sky 978-1-107-69405-7
• Frozen Pizza and other slices of life 978-0-521-75078-3
• He Knows Too Much 978-0-521-65607-8
• Nelson’s Dream 978-0-521-71604-8
• Solo Saxophone 978-0-521-18295-9
• The Best of Times? 978-0-521-73545-2
• A Love for Life 978-0-521-79946-1
• Deadly Harvest 978-0-521-77697-4
• The Way Home 978-0-521-54362-0
• Murder Maker 978-0-521-53663-9
• This Time it’s Personal 978-0-521-79844-0
• Trumpet Voluntary 978-0-521-66619-0
72
ISBN Listing
EXAMS / Courses EXAMS / Courses
ISBN Listing
• Class Audio CDs (2) 978-0-521-18035-1
• Teacher’s Book with DVD and
Teacher’s Resources Online 978-0-521-18034-4
• Digital Student’s Book (Enhanced PDF) 978-84-9036-349-2
• Digital Workbook (Enhanced PDF) 978-84-9036-648-6
Level 7
• Student’s Book 978-0-521-18036-8
• Workbook with Audio 978-0-521-18038-2
• Class Audio CDs (2) 978-0-521-18042-9
• Teacher’s Book with DVD and
Teacher’s Resources Online 978-0-521-18039-9
• Digital Student’s Book (Enhanced PDF) 978-84-9036-078-1
• Digital Workbook (Enhanced PDF) 978-84-9036-529-8
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First Edition
For the current specifications of A2 Key for Schools
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• Workbook without answers with Audio CD 978-84-8323-709-0
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Compact Preliminary for Schools / pages 48-49 Complete Preliminary for Spanish Speakers / pages 52-53
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and Workbook without answers with Audio) 978-84-9036-310-2 • Workbook with answers with downloadable audio 978-84-9036-487-1
• Teacher’s Book 978-84-9036-302-7 • Student’s Pack (Student’s Book without answers
• Digital Student’s Book 978-84-9036-338-6 and Workbook without answers) 978-84-9036-344-7
• Digital Workbook 978-84-9036-342-3 • Self-study pack (Student’s Book with answers and
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• Presentation Plus (IWB Software) • Digital Student’s Book 978-84-9036-541-0
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First Edition • Test Generator
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• Student’s Book without answers with CD-ROM 978-1-107-69409-5
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• Online Workbook 978-1-316-50160-3 First Edition
• Student’s Pack (Student’s Book without answers For the current specifications of B1 Preliminary
with CD-ROM, Workbook without answers • Student’s Book without answers with CD-ROM 978-84-8323-739-7
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• Class Audio CDs 978-84-8323-747-2
Teacher’s Digital Materials on The Cambridge Teacher • Digital Student’s Book (Enhanced PDF) 978-84-9036-424-6
• Test Generator • Digital Workbook (Enhanced PDF) 978-84-9036-425-3
Teacher’s Digital Materials on The Cambridge Teacher
NEW Complete Preliminary for Schools • Test Generator
English for Spanish Speakers edition / pages 50-51
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For the revised 2020 B1 Preliminary for Schools
• Student’s Book without answers 978-84-9036-561-8 • Student’s Book without answers with CD-ROM 978-1-107-41556-0
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audio 978-84-9036-012-5 • Teacher’s Book 978-1-107-41567-6
• Student’s Pack (Student’s Book without answers • Class Audio CD 978-1-107-41574-4
and Workbook without answers with Audio) 978-84-9036-006-4 • Workbook without answers with Audio CD 978-1-107-41577-5
• Teacher’s Book 978-84-9036-218-1 • Workbook with answers with Audio 978-1-107-41572-0
• Digital Student’s Book 978-84-9036-850-3 • Online Workbook 978-1-316-50254-9
• Digital Workbook 978-84-9036-925-8 • Student’s Pack (Student’s Book without answers
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Teacher’s Digital Materials on The Cambridge Teacher
ISBN Listing
with Audio) 978-1-107-41558-4
• Presentation Plus (IWB Software)
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• Test Generator
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76
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• Teacher’s Book 978-0-521-75468-2 Cambridge English First for Schools 3
• Audio CDs (2) 978-0-521-75470-5 • Student’s Book without answers 978-1-108-43376-1
• Self-study Pack (Student’s Book • Student’s Book with answers 978-1-108-43378-5
with answers and Audio CDs (2)) 978-0-521-75471-2 • Audio CDs 978-1-108-43381-5
Cambridge Preliminary English Test 3 • Student’s Book with answers with Audio† 978-1-108-38085-0
• Student’s Book without answers 978-0-521-75472-9 Cambridge English First 1
• Student’s Book with answers 978-0-521-75473-6 • Student’s Book without answers 978-1-107-66857-7
• Teacher’s Book 978-0-521-75474-3 • Student’s Book with answers 978-1-107-69591-7
• Audio CDs (2) 978-0-521-75476-7 • Audio CDs (2) 978-1-107-69448-4
• Self-study Pack (Student’s Book • Student Book Pack (Student’s Book
with answers and Audio CDs (2)) 978-0-521-75477-4 with answers and Audio CDs (2)) 978-1-107-66331-2
Cambridge Preliminary English Test 4 Cambridge English First 2*
• Student’s Book without answers 978-0-521-75527-6 • Student’s Book without answers 978-1-316-50298-3
• Student’s Book with answers 978-0-521-75528-3 • Student’s Book with answers 978-1-316-50357-7
• Teacher’s Book 978-0-521-75529-0 • Audio CDs (2) 978-1-316-50354-6
• Audio CDs (2) 978-0-521-75531-3 • Student’s Book with answers with Audio† 978-1-316-50356-0
• Self-study Pack (Student’s Book
with answers and Audio CDs (2)) 978-0-521-75532-0
77
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EXAMS / Supplementary Materials EXAMS / Supplementary Materials
78
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