Garnet Education Catalogue 2009

English Language Teaching
Catalogue 2009
English for Academic Purposes • English for Specific Academic Purposes • ELT Resources
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The Skills in English Series The Skills in English Series English for Academic Study: English for Academic Study: Transferable Academic Skills Kit Transferable Academic Skills Kit EAP Essentials Passport to Academic
Single Skills Editions Combined Skills Editions Reading Vocabulary Boxed Set Critical Thinking Presentations
NEW NEW NEW NEW
TAKE-OFF Technical English for Engineering

NEW
Take-Off has been designed for non-native speakers of English who
are studying Engineering (NVQ Level 2 and above). The aeronautical
context is particularly aimed at technicians and engineers who are going
on to work in the aeronautics industry.
Take-Off is an ESP course for intermediate-level students. Unlike

many ESP courses, it teaches genuine transferable skills and is ideal
for students who need to further their technical training in English. The
focus is on skills development, using relevant contexts, with grammar
taking a strong supporting role.
Reading and listening development is dealt with in the context of
TAKE-OFF
understanding instructions and information in technical manuals.
Students develop the speaking skills of asking for and giving factual
information, and the writing skills necessary to complete workplace
TAKE-OFF
documentation, such as accident reports and safety assessments.
TAKE-OFF
Take-Off uses a communicative methodology, with graded tasks that
are carefully scaffolded to involve and motivate the students, providing
them with a clear sense of achievement. The wide variety of texts and
task types will appeal to a broad range of ages and nationalities.
Course Book
Unit topics
s Design and innovation
Technical English
s Manufacturing techniques
s Frameworks
s Control systems
for Engineering
s Engine and fuel systems
s Safety and emergency
David Morgan and Nicholas Regan

s Air and gas
s Electrical systems
s Communication
s Maintenance
There are also comprehensive word lists and a glossary of terms for
Course Book
student reference. A bank of tests are provided online.
Lower-intermediate upwards: CEF Levels A2 to B2.
29 30 33 34 36 37 38 David Morgan
and Nicholas Regan 39
S S
GARNET
DT DT
English for Business Studies English for Environmental English for Management Studies English for Medicine English for Global Industries: English for the Energy Industries Take-Off Take-Off Interactive Course Book
Science Oil and Gas Technical English for Engineering
Welcome to Skills in English.
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Course Book
Disclaimer | Copyright Garnet Education 2008 © Author Names and whatever
names have to be here
iTest IELTS Target 4.5 Get Ahead in FCE Talking Trinity ESOL Practice Grammar English Practice Grammar Fast Track to Reading Better Writing
Online student placement Elementary Entry Levels 1–2
Contents
catalogue of teaching materials 2009
English for Academic Purposes The Skills in English Series...................................................................................................... 4 Garnet Education has over 38
The English for Academic Study Series .................................................................................12 years’ experience publishing English-
Transferable Academic Skills Kit (TASK) ............................................................................... 20 language materials around the world.
EAP Essentials........................................................................................................................24
Passport to Academic Presentations . .................................................................................. 25 Consolidating its position as the leading
Upgrade................................................................................................................................. 26 specialist publisher of English for Academic
English for Specific Academic Purposes Banking, Business Studies, Environmental Science, Language and Linguistics, Law, Purposes (EAP) and English for Specific
Management Studies, Medicine, Tourism and Hospitality..................................................... 27 Purposes (ESP) materials, Garnet Education
English for Specific Purposes English for Global Industries: Oil and Gas.............................................................................. 36 has launched a major new series, English
English for the Energy Industries............................................................................................ 37 for Specific Academic Purposes, designed
Take-Off . .............................................................................................................................. 38 for studies in Higher Education.
Take-Off Interactive Course Book . ....................................................................................... 39
Testing, Examinations i-Test ..................................................................................................................................... 40 As well as a range of skills-based courses, this
and Resources IELTS Target 4.5 ................................................................................................................... 42 year our catalogue also includes new resource
Get Ahead in FCE ................................................................................................................. 44 and reference materials, and new titles that
FCE Practice Tests ............................................................................................................... 45 support testing and international examinations.
Talking Trinity ........................................................................................................................ 46
Trinity ExpertISE Level 1 ........................................................................................................47
ESOL Practice Grammar Entry Levels 1–2 & 3 ..................................................................... 48
English Practice Grammar .................................................................................................... 50
Fast Track to Reading . ..........................................................................................................51
Better Writing . ...................................................................................................................... 52
Versatile Vocabulary, Get Going with Grammar .................................................................... 53

Reference
Information
Journals and Academic Papers ............................................................................................ 54
Agents, bookshops and suppliers ........................................................................................ 55 arnet E D U C A T I O N
www.garneteducation.com 1

Levels Chart Beginner Pre-Intermediate Intermediate Upper Intermediate Advanced Proficient
Common European Framework (CEF )/IELTS A1/2.0 A2/3.0 B1/4.0+ B2/5.0+ C1/6.5+ C2/7.5+
English for Starting Skills

Academic Purposes
Skills in English Level 1
EAS Reading
EAS Writing
EAS Extended Writing & Research Skills
EAS Vocabulary
EAS Listening
EAS Speaking
EAS Pronunciation
Transferable Academic Skills Kit (TASK)
Passport to Academic Presentations
Upgrade
English for English for Banking

Specific Academic
English for Business Studies
Purposes
English for Environmental Science
English for Language and Linguistics
English for Law
English for Management Studies
English for Medicine
English for Tourism and Hospitality
2 www.garneteducation.com

Levels Chart Beginner Pre-Intermediate Intermediate Upper Intermediate Advanced Proficient
Common European Framework (CEF )/IELTS A1/2.0 A2/3.0 B1/4.0+ B2/5.0+ C1/6.5+ C2/7.5+
English for English for Global Industries: Oil and Gas

Specific Purposes
English for the Energy Industries
Take-Off
Take-Off Interactive Course Book
Testing & i-Test

Examinations
IELTS Target 4.5
Get Ahead in FCE

Talking Trinity: Initial
Talking Trinity: Elementary
Trinity ExpertISE Level 1
Resources ESOL Practice Grammar Entry Levels 1/2
ESOL Practice Grammar Entry Level 3
English Practice Grammar
Fast Track to Reading
Better Writing
Versatile Vocabulary
Get Going with Grammar
The language levels given in this catalogue are intended as a guide only. Your local Garnet Education representative will be pleased to give you specific advice about levels and how they relate to your teaching situation.

English for
Academic
Purposes
The Skills in English Series

A four-level series designed to prepare students for English-medium studies in higher education
TERRY PHILLIPS AND ANNA PHILLIPS • PRE-INTERMEDIATE TO UPPER INTERMEDIATE: CEF LEVELS A1 TO B2/IELTS 2.5-5.5
Skills in English is a university Dedicated website provides

preparation course at three downloadable resources for
levels. Combined with its teachers and students.
companion course, Starting
Skills in English, the course
Test booklets contain theme
provides academic training
tests, revision tests and exit
from false beginner to upper
tests for each level and skill
intermediate.
– adaptable for self-study or
language labs.
Skills in English is available
either in four separate skills
Audio recordings contain over
books or in a combined edition
25 hours of lecture material and
containing all four skills.
radio broadcasts. These are also
available on DVD, with lectures
Skills in English is a truly incorporating PowerPoint™ slides
flexible course for teachers to increase authenticity.
who wish to provide:
• targeted skills for mixed- Blended learning support,
ability groups or skills comprises an interactive reading
classes resource and the well-known
• paired skills for specific VoicebookTM listening tool, and
development, e.g., the Level 1 Listening provides self-study material for
productive skills intensive practice of listening and
• integrated skills for all-round reading texts.
performance
Course DVD
Skills in English focuses on “The common-core
the real grammar found in knowledge in this “Extremely well-planned
academic texts and teaches
series is the next big and constructed and very
academic skills using �arnet
accessible, relevant and step for ELT to take E D U C A T I O N
impressive.”
motivating texts based on key in the 21st century” Duke of Edinburgh’s
knowledge areas. David Crystal ESU English Language Award judges
A flexible course for individual or integrated skills teaching

English for
Academic
Purposes
AUTHOR NAME • LEVEL INFO
Key Features Individual skills editions

“Skills in English has formed the
• Skills-based course with integrated Level CEF Level Skill Course Book Components Flesch–Kincaid Level* Text Length (maximum) backbone of our 2008 Intensive
vocabulary and themes English Course and I would
Starting Skills A1 to A2 Listening 3 hours of audio material — up to 400 words recommend it to anyone who is
• Complete coverage of all essential
False Beginner to
vocabulary and study skills for Speaking 2 hours of audio material — short paragraph looking for a skills-based course
Pre-Intermediate
university preparation with an academic focus.”
• Explores topics of interest to Reading Separate resource book — up to 250 words Gabriel Roberts, University of Wales in
Cardiff
students from many disciplines, Writing — short paragraph
ranging from management studies to “I would thoroughly recommend
computer science Level 1 A2 to B1 Listening 4 hours of audio material FK 4–6 400 words this series to any centre running
Pre-Intermediate
Speaking 1 hour of audio material — 1 paragraph academic English courses.”
UnitS: to Intermediate
Tessa Moore, University of Nottingham
• Education Reading Separate resource book FK 4–6 250 words
“We have finally found a textbook
• Daily Life Writing — 1–5 paragraphs which caters for international
• Work and Business students at tertiary level.”
Level 2 B1 Listening 4 hours of audio material FK 6–8 800 words Sophia Michael, Intercollege, Cyprus
• Science and Nature Intermediate
• The Physical World Speaking 1 hour of material — 5 paragraphs
“A very useful addition to the EAP
• Culture and Civilization Reading Separate resource book FK 6–8 500 words tutor toolkit, which has received
• They Made Our World positive feedback from students
Writing — 5–10 paragraphs too.”
• Art and Literature
Lezli Ataker, Nottingham Trent University
• Sports and Leisure Level 3 B2 Listening 5 hours of audio material FK 8–9 1,000 words
Upper Intermediate
• Nutrition and Health COMBINED Speaking 2 hours of audio material — 5–10 paragraphs
O
EDITIONs ALS
AV AIL ABLE
Reading Separate resource book FK 8–10 700 words
Writing — short essay
* Flesch–Kincaid is a government-recognized system, used within programs such as Microsoft Word, which grades the level of difficulty of listening and reading texts.
“At last a course that truly prepares students for IELTS by developing
the necessary skills from the pre-intermediate level.”
Kevin Higgins, Professor of English, Asian University of Science and Technology, Thailand
www.skillsinenglish.com

English for
Academic
Purposes
Starting Skills in English

A skills course providing immediate access for beginners to study academic skills
Terry Phillips and Anna Phillips • False Beginner to Pre-Intermediate: CEF Levels A1 to A2/IELTS 2.5-3.5
Start Skills LS 26-27.pdf 18/12/07 23:33:32
544 SS LS PB(B) T06 New 18/12/07 11:52 Page 26 544 SS LS PB(B) T06 New 18/12/07 11:52 Page 27
Key Features
“Some of the freshest and most
• Reading texts a
maximum of 250 words
THEME 6 Culture and Civilization relevant materials to come into the
Middle East in a very long time.”
Lesson 1: Listening Lesson 2: Listening
• Listening texts a Jim Woods, former Director of Studies and Head of
Foundation, Sur University College, Oman
maximum of 400 words
• Speaking and writing
Part A Listening and Speaking
tasks are short Course Book.............................................. 978-1-85964-803-2
paragraphs birth marriage death Teacher’s Book.......................................... 978-1-85964-804-9
CD (2)........................................................ 978-1-85964-806-3
• Teacher’s Book Look. Table 1: Marriage rates around the world (per 000)
Part A Reading and Writing

containing a full answer
1 A Listen. country marriages
Course Book...............................................978-1-85964-807-0
key, language and culture
2
A Listen. Which word? Cuba
Philippines Teacher’s Book...........................................978-1-85964-808-7
Look at Table 1. Work in pairs.
notes, methodology Bangladesh Part A Vocabulary and Grammar
notes and transcript of

1
A Listen and write numbers in the boxes.
Student 1: Complete the green boxes.
Egypt 9.2 Course Book.............................................. 978-1-85964-809-4
Student 2: Complete the blue boxes. USA Teacher’s Book...........................................978-1-85964-810-0
listening material C
2 Ask and answer to complete the table. Syria Part B Listening and Speaking
� Look at the three pictures. What is the
Course Book............................................... 978-1-85964-811-7
M
• Allows beginners connection between them?

Y
Study Table 2.
China
UK Teacher’s Book...........................................978-1-85964-812-4
immediate access to � Look at Picture 1.
CM
The information in the table is not in order. Guess.
CD (2).........................................................978-1-85964-814-8
Which continent has … France
a Listen and find.
MY
study of academic 1
Skills Check CY
1 the highest birth rate? Argentina 3.9 Part B Reading and Writing
English skills
2
a Listen. Say Yes or No. Identifying questions
CMY
2 the highest death rate? Course Book...............................................978-1-85964-815-5

3
a Listen. Give information. • There are two main types of questions.
K
3 the fastest growth rate?

Table 2: Birth rates and death rates by continent (per 000)
Teacher’s Book...........................................978-1-85964-816-2
• Available as three books 4
a Listen. Say Yes, No, or give information. 1 Some questions ask for the answer Yes or
No. They begin with Do, Did, Is, Are, Was, 4 the lowest birth rate?
continent
Africa
births deaths difference
Part B Vocabulary and Grammar
– Listening and Speaking, � Look at Picture 2. Were, etc. 5 the lowest death rate? Europe
Course Book............................................... 978-1-85964-817-9
2 Some questions ask for information. They
Reading and Writing, 1
a Listen and find. begin with When, Where, Who, What, etc. 6 the lowest growth rate? North America
Teacher’s Book...........................................978-1-85964-818-6
2
a Listen. Say Yes or No. Test Packs and audio material
Vocabulary and Grammar Examples:
Look at Table 2. Work in pairs. South America
– at two levels
3
a Listen. Give information. questions answers
1
A Listen and write numbers in the boxes. Asia
For information please visit www.garneteducation.com
4
a Listen. Say Yes, No, or give information. 1 Are you married? Yes, I am. / Student 1: Complete the green boxes. Australasia
• Language and culture � Look at Picture 3.
No, I’m not. Student 2: Complete the blue boxes.
Figure 1: Birth rates and death rates by continent
2 When did you get married? In 2003.
notes available for 1
a Listen. True or false? 2 Ask and answer to complete the table.
______________
Births
a Listen. Say Yes, No, or give information.

Deaths
Arabic, Chinese and 2 Study the intonation pattern of each type of

question.
Look at Table 2. ______________
1 Which continents have a rising population?

Japanese learners � a Listen to a short lecture about customs 1 Are you married? ______________
in the UK. 2 Which ones have a falling population? ______________

2 When did you get married?
What is one custom when a person … • Note:
3
A Listen and check. ______________
• has a birthday? • gets married? • dies? 1 the down / up at the end. 4 Complete the final column. ______________
2 the high start and the low finish.
0 5 10 15 20 25 30 35 40
� Do you have the same customs in your culture? Complete Figure 1 with information from Table 2.
26 STARTING SKILLS IN ENGLISH, LISTENING AND SPEAKING – THEME 6: Culture and Civilization STARTING SKILLS IN ENGLISH, LISTENING AND SPEAKING – THEME 6: Culture and Civilization 27
skills checks allow students academic topics presented

to learn independently clearly and simply
www.skillsinenglish.com

English for
Academic
Purposes

Develops
skills
underlying
FOR IELTS
N
PREPARATIO
Preparing students for entry into English-speaking colleges and universities
Terry Phillips and Anna Phillips • Pre-Intermediate to Intermediate: CEF Levels A2 to B1/IELTS 3.0-4.5
colourful and vibrant texts have been deliberately

designed to build students’ confidence
Key Features “Attractively presented, with
• Reading texts a maximum THEME 7 They Made Our World A Brief History of Travel Section 3: Reading interesting topics and a number of
of 250 words language tasks which engage the
Lesson 4: Applying new speaking skills
� Work in pairs. Say the words below. Make sure your partner can hear the difference. ___________ ___________ ___________
accident (n)
students’ interest and enhance the
• Listening texts a maximum airport (n)
1 she’s cheese
shoes chip chop four language skills.”
of 400 words 2 ship chip arrive (v)
3 shoes choose
bicycle (n)
Buckinghamshire Chilterns University
• Speaking tasks of one 4 shop chop dish
boat (n)
5 shore chore
___________
paragraph, with writing 6 wash watch bus (n) “The topics are very interesting
7 wish
assignments between one 8 dish
which
ditch ___________
bus stop (n) because they reflect today’s world and
and five paragraphs car (n) what surrounds our students.”
� Ask the teacher about the meaning of any new words in Exercise A.
come (v)
• Test booklets containing Echo any words that you don’t understand (Skills Check 2 on page 13). Daniela Rizzuti, University of Calabria, Italy
___________ ___________ drive (v)
theme tests, a revision test � Practise saying these sentences in pairs. driver (n)
1 Which cheese did she choose? 3 Is that a chip shop?
after five units, plus an end- 2 You wash the dishes, I’ll watch TV. 4 Was the ship near the shore?
fly (v) Listening Level 1
of-course test go (v) Course Book...............................................978-1-85964-770-7
� Work in pairs. You have both done some research into transport and found some interesting information.
land (v) Teacher’s Book...........................................978-1-85964-774-5
• Teacher’s Book containing 1 Read your own information. Cover your partner’s information.
leave (v) DVD............................................................978-1-85964-473-7
2 Work in groups of people with the same information. Ask for help with any new words.
full answer keys, 3 Work in pairs again. Tell your partner your information. Use language from Lesson 3. passenger (n) Speaking Level 1
___________ ___________ ___________
methodology notes and 4 Listen to your partner’s information. Ask about anything you didn’t understand or didn’t believe.
pilot (n)
Course Book...............................................978-1-85964-771-4
Use language from Lesson 3. Make notes.
Teacher’s Book...........................................978-1-85964-775-2
transcript of listening In this section, you are going to read two texts about the history of plane (n)
Reading Level 1
Invention The helicopter space travel.
material Date 1939 Lesson 1: Vocabulary for reading
road (n)
Course Book and Resource Book.................978-1-85964-772-1
sail (v)
Inventor Igor Sikorsky Teacher’s Book...........................................978-1-85964-776-9
• Featured lectures and radio Nationality Russian, but worked in America for a large
You are going to learn some vocabulary you will need to understand the texts.
sailor (n)
Writing Level 1
programmes available on Born
part of his life
1889
� Read the title of the article on the next page. Which of the red vocabulary words ship (n)
Course Book...............................................978-1-85964-773-8
are connected with this topic?
DVD Facts • began work on helicopters in 1910 street (n)
Teacher’s Book...........................................978-1-85964-777-6
• started his own aircraft company in 1923 take off (v)
� Read this text, which includes the green vocabulary words. Label the diagram Test packs
• Language and culture • from 1925 to 1939, built flying boats above. traffic (n)
= planes that could land on water For ordering information, contact sales@garneteducation.com
notes available for Arabic, Died 1972 The Sun is a star at the centre of our Solar System. Nine planets orbit the Sun. train (n)
Chinese and Japanese Mercury is the planet closest to the Sun. Venus is the second planet. It is the
hottest. The Earth is the third planet from the Sun. It is the planet that we
planet (n)
Invention The motorcar
learners Date 1885 live on. It has a natural satellite, the Moon. The Moon orbits the Earth. Mars satellite (n)
Name Karl Benz is the fourth planet. It is sometimes called the red planet. Solar System (n)
While the course as a whole Nationality German The next four planets are giant balls of gas. Jupiter, the fifth planet from
space (n)
Born the Sun, is the largest planet in the Solar System. Saturn is the sixth planet
takes an integrated approach Facts
1844
• called his first car a ‘motor carriage’ from the Sun. It has large rings. Uranus is the seventh planet and Neptune is star (n)
to skills, each skill has • produced and sold the cars himself the eighth planet from the Sun.
Pluto is usually the furthest from the Sun. It is the smallest planet. In fact,
the Earth (n)
• continued to work in his own company
been separately targeted, until 1903, when he retired it is so small that some scientists say it is not a planet at all. the Moon (n)
COMBINED
the Sun (n)
recognizing the ‘jagged’ skills Died 1929
� What is the name of each object in the Solar System in your language? EDITION ALSO
profile of learners who may 112 LEVEL 1 – THEME 7: They Made Our World, A Brief History of Travel – Section 2: Speaking LEVEL 1 – THEME 7: They Made Our World, A Brief History of Travel – Section 3: Reading 113 AVAILABLE
be weaker at certain language

skills.
Combined
Edition Resource
sentences in texts are basic Book features
extra grammar
Subject-Verb-Object structure consolidation

English for
Academic
Purposes
Develops
Skills in English Level 2 underlying

skills
FOR IELTS
PREPARATIO
N
Terry Phillips and Anna Phillips • Intermediate: CEF Level B1/IELTS 4.5-5.0
interesting topics promote student engagement

Key Features
“Very appropriate for mixed-ability
• Reading texts a maximum
of 500 words
THEME 4 Science and Nature Chains, Webs and Pyramids groups having different degrees of
confidence in their English abilities.”
Lesson 4: Applying new skills
Are You an
Autocrat
• Listening texts a maximum � Match the beginnings and endings of the DIGEST Aston University, UK
process.
of 800 words 1 Define a a successful solution
or a
Democrat?
2 Imagine b alternative possibilities “We are now using this series
• Speaking tasks up to five 3 Generate c people your decision
very successfully.”
4 Evaluate d the best one
paragraphs, with writing 5 Select e the possibilities It’s all a matter of style Judith Sclare, EFL Unit, University of Glasgow
assignments between five 6 Tell f the problem
Polar
Table 1: An autocratic management style
and ten well-structured � You are going to read another article about making Stages Me Them
Tundra
Cool temperate
decisions. Can you predict any of the content?
paragraphs Study the items from the article. After looking at
D � Warm temperate
I � Mountain Listening Level 2
each item, discuss predictions with your partner.
• Test booklets containing G
E
�
�
Desert
Course Book...............................................978-1-85964-780-6
Monsoon
theme tests, a revision test � Read each paragraph of the article on page 9 of S � Tropical
Teacher’s Book...........................................978-1-85964-784-4
the Reading Resources book. After reading the T � DVD............................................................978-1-85964-474-4
after five units, plus an paragraph, do the activity below.
Table 2: A participatory management style Figure 1: World climate areas Speaking Level 2
end-of-course test Para 1 Define management style. source: www.worldclimate.com Course Book............................................... 978-1-85964-781-3
Para 2 Follow the instructions. Stages Me Them
• Teacher’s Book containing Para 3 Follow the instructions. D �

In this theme you are going to read entries from an encyclopedia. Climate in Aswan, Egypt Teacher’s Book...........................................978-1-85964-785-1
Temperature in °C (°F) Rainfall in cm (in)
Para 4 Look at the table you made after I � Reading Level 2
full answer keys,
50 (122) 16 (6.0)
G � � Lesson 1: Vocabulary
reading Para 3. What is your 40 (104) 14 (5.5)
E � � You are going to learn some of the vocabulary you will need to 30 (86) 12 (4.7) Course Book and Resource Book.................978-1-85964-782-0
methodology notes and management style?
Para 5 What is the best style to use in S � understand entries about science and nature in an encyclopedia.
20 (68)
10 (50)
10 (3.75)
8 (3.0)
Teacher’s Book...........................................978-1-85964-786-8
transcript of listening ‘managing’ family and friends? T � � Discuss these questions. They use the red words. 0 (32) 6 (2.36)
Writing Level 2
1 What does a scientist do in a laboratory? -10 (14) 4 (1.6)
material Table 3: A democratic management style

2 What can you put in a table?
-20 (-4) 2 (0.79) Course Book...............................................978-1-85964-783-7
� Imagine you have just got your first job. What -30 (-22) 0
management style would you like your boss to Stages Me Them 3 What does the graph on this page show? J F M AM J J A S O N D Teacher’s Book...........................................978-1-85964-787-5
• Grammar revision practice have? Why? D �
graph (n)
Test packs
I � � � Can you work out answers to these questions? They include the green words.
for each unit in Combined autocratic
G � � Look at the map, the pictures and the graph. laboratory (n)
For ordering information, contact sales@garneteducation.com
participatory
Edition resource books democratic
E � � 1 What does climate mean?
science (n)
S � � 2 What is the source of the map?
• Language and culture T � 3 What is the climate in your country? scientific (adj)
4 In which climate area do you expect to see penguins? What about cacti?
notes available for Arabic, A
What is your management style? 5 In which climate area are the rainforests of the world?
table (n)
6 Living things mean animals and what else? test (v)

Chinese and Japanese B
How can you identify your normal 7 What animals do you expect to see in polar areas?
management style? climate (n)
learners C
8 What about desert areas?
Imagine that you have to make a decision 9 What plants do you expect to see in tropical areas? desert (n)
that involves other people.
living thing (n)
D
� Draw a climate graph of your area. Guess the information, or do some research. COMBINED
The old style of management in business plant (n)
was autocratic. � Make a list of animals and plants that you find in your area. EDITION ALSO
polar (adj)
E
So what are you – autocratic, participatory AVAILABLE
or democratic? tropical (adj)
18 READING SKILLS LEVEL 2 – THEME 3: Work and Business, How to Make Decisions READING SKILLS LEVEL 2 – THEME 4: Science and Nature, Chains, Webs and Pyramids 19
vocabulary lists introduce new words

and recycle words already encountered

English for
Academic
Purposes
Develops
Skills in English Level 3 underlying

skills
FOR IELTS
PREPARATIO
N
Terry Phillips and Anna Phillips • Upper Intermediate: CEF Level B2/IELTS 5.0+
carefully scaffolded writing tasks

Key Features
“The Skills in English Listening
• Reading texts a maximum books fill a big gap in the market.”
of 700 words Lesson 2: Writing
Morna Lawson, Academic English Tutor,
Glasgow Caledonian University
• Listening texts a maximum � Imagine you have to write about gold mining. What topics
could you include?
1 In ancient times, there were many
of 1,000 words ________ about the origins of gold.
2 In fact, gold is formed in the “The single most useful tool you
� Read the topic sentences in the green box from an essay
• Speaking tasks between about gold. They form a summary of the essay. ____________________ of the Earth.
3 Gold was probably the first
could buy, if you are going to invest in
1 Complete the topic sentences with a noun from the
five and ten paragraphs, yellow box. Make any necessary changes. __________ that people discovered. a resource for embedding ESOL into a
2 What information do you expect to find in the rest of 4 In 1848, a small _________________
with short essay-type each paragraph? of gold was discovered by John mainstream Science or other study
writing assignments 3 Check your answers to 1 and 2 with the text opposite. Sutter in California.
5 There are three _________________
curriculum, or if you are resourcing
• Test booklets containing � Look at the second sentence in the first paragraph of the text of extracting gold. a Language Support provision.”
opposite. 6 Gold has many special __________.
theme tests, a revision 1 What form is believe in?
2 What about produce?
7 We can make a large number of
______________________ from gold.
1
I n ancient times, there were many theories about the
origins of gold. People in some countries believed
the gold vein _____ uncovered. In underground
mining, vertical shafts _____ dug down into a vein of
Liverpool Community College
test after five units, plus 8 The main _____________________

that gold was produced by volcanoes. Other people
thought that it grew from a certain kind of earth.
gold. Then horizontal shafts __ dug to follow the vein.
Gold has many special properties. It is beautiful to 6
� Look at Paragraphs 1 to 4. There are some mistakes with the
an end-of-course test verbs. Cross out was or were in eight places.
of gold in the world is South Africa. Some were said it was created by lightning, while others look at ________ easy to work with. You can pull it
9 The main gold-mining _________ of were believed that at one time it was rained gold. into very long wires. You can ________ beat it into very Listening Level 3
• Over five hours of audio � Look at Paragraph 5. Write is or are in front of each past
South Africa is the Witwatersrand
region.
2 In fact, gold was formed in the centre of the Earth. thin sheets. Gold does not rust or lose its colour, Course Book...............................................978-1-85964-790-5
It was flowed up like a river and formed ‘veins’ or lines ________ it is very long-lasting. It is ________ a very
material participle to make the correct passive form.
10 The future for South African Teacher’s Book...........................................978-1-85964-794-3
within rock. In some places, the rock was eroded by good conductor of heat and electricity.
� Read Paragraphs 6 to 10. Write a linking word in each space. ______________ does not look good. rain and wind, and the gold was washed into streams. We can make a large number of products from 7 DVD............................................................978-1-85964-475-1
• Interactive Skills Practice 3 Gold was probably the first metal that people were gold. The main product is still jewellery, ______ gold is Speaking Level 3
CD-ROM included with Lesson 3: Learning new skills area centre gold mining metal discovered. People found small pieces of gold in river
beds. They were made the gold into jewellery and
flexible and beautiful. Gold is _______ used to make a
wide range of products, ______ include teeth and
Course Book............................................... 978-1-85964-791-2
producer product property
the Combined Edition � Read each topic sentence in Lesson 2 Exercise B again. What
coins. The earliest gold jewellery dates from about parts of electronic devices. For example, the battery
Teacher’s Book...........................................978-1-85964-795-0
quantity theory way
information appeared in each paragraph? Reading Level 3
3000 BCE. It was found by archaeologists in the area connectors on your mobile phone are probably made
Course Book. Provides between the Tigris and Euphrates rivers in southern of gold. Gold lasts a long time, _______ it is also used Course Book and Resource Book.................978-1-85964-792-9
� Paragraphs 2 and 5 describe processes.
students with further 1 Illustrate each process. Skills Check Iraq. We know that the ancient Egyptians had gold to make coins and medals.
Teacher’s Book...........................................978-1-85964-796-7
mines, which were probably at Wadi Hammamat near The main producer of gold in the world is South 8
2 Cover the text. Write one paragraph about each process.
self-study listening and Joining sentences (2) Naqada. Gold was also mined for thousands of years Africa. The country produces around 350,000 kilos per Writing Level 3
You can sometimes join two in India, Turkey and China. annum, _______ is just over a third of world Course Book...............................................978-1-85964-793-6
speaking activities for � How can you continue each sentence in the blue box?
1 Read the Skills Check. sentences with which. You can do 4 In 1848, a small quantity of gold was discovered by production of gold. South Africa has reserves of
Teacher’s Book...........................................978-1-85964-797-4
IELTS and TOEFL exam 2 Think of a possible ending, then check with the text opposite. this if the object of Sentence 1 is the
subject of Sentence 2.
John Sutter in California. This discovery was led to a approximately 36 million kilos, ______ is around 40%
Test packs
3 Cover the text and complete each sentence with ‘gold rush’. Thousands of people left their jobs and of world reserves.
preparation something suitable. Examples: their homes. They were travelled to the area to make The main gold-mining area of South Africa is the 9 For ordering information, contact sales@garneteducation.com
Sentence 1 Sentence 2 their fortunes. There were similar gold rushes after Witwatersrand region, _____ was the site of the first
a The ancient Egyptians had gold mines, which ...
discoveries in Australia in 1851, and in other parts of discovery of gold in the country in 1884. A gold rush
b The water is passed through a sieve, which ... The country 350,000 kilos
the United States, including Alaska, in 1899. started, ______ Johannesburg was founded in
c Gold is also used to make a wide range of products, produces around , which per annum is just
which ... 350,000 kilos over a third of
5 There are three ways of extracting gold. They _____ Witwatersrand in 1886 as a gold-mining town. COMBINED
d South Africa has reserves of approximately 36 million per annum . world production
called panning, surface mining and underground mining.
In panning, rivers with particles of gold _____ diverted
The future for South African gold mining does not
look good. Most of the gold is extracted from
10
EDITION ALSO
kilos, which ... of gold.
e The main gold-mining area of South Africa is the Note: Change the full stop at the
through a number of lakes. After each lake, the water
____ passed through a sieve, which catches the
underground mines, _______ are up to 3.8 kilometres
deep, _______ production costs are high. For example,
AVAILABLE
Witwatersrand region, which ... end of Sentence 1 to a comma and particles of gold. In ancient times, the coat of a sheep it costs $7.83 to extract one gram of South African
f Most of the gold is extracted from underground delete the subject of Sentence 2. was used instead of a sieve. In surface mining, the rock gold, _______ it only costs $5.96 for one gram of
mines, which ...
and earth above a vein of gold _____ dug away and Canadian gold.
24 WRITING SKILLS LEVEL 3 – THEME 5: The Physical World, Extraction Industries WRITING SKILLS LEVEL 3 – THEME 5: The Physical World, Extraction Industries 25
semi-authentic reading texts IELTS practice

FREE
with a maximum of 700 words CD-ROM available in

Combined Edition

English for
Academic
Purposes
Develops
Skills in English Combined edition underlying

skills
FOR IELTS
PREPARATIO
N
A four-skills edition of the best-selling course for academic study
TERRY PHILLIPS AND ANNA PHILLIPS • PRE-INTERMEDIATE TO Upper intermediate: CEF LEVELS A2 TO B2/IELTS 3.0-5.5+
Key Features THEMES

• Source book containing Part A
reading texts, tapescripts Lesson 2: Practising listening Lesson 3: Learning new listening skills • Education
• a famous earthquake ___ Skills Check 1
and grammar resources � You are going to hear a lecture about natural • a famous volcanic eruption ___ � There are many verbs about thinking.
disasters. • early theories about earthquakes ___ 1 Write each verb in the box in the correct row Rhetorical questions • Daily Life
• Each level available a Listen to the introduction. What exactly are • early theories about volcanoes ___ of the blue table. Lecturers often ask questions during a lecture. In
you going to hear about in this lecture? • the real cause of earthquakes ___ believe conclude decide propose
many cases, they do not want you to answer.
• Work and Business
separately in two sections, 1 Tick one or more of the points in the green • the real cause of volcanoes ___ realise say suspect think
They are going to answer the question in the
next or later part of the lecture. These questions
A and B
box.
2 Number the points in the order that you will are called rhetorical. • Science and Nature
This is true.
hear about them. World seismicity: 1975–1995 Examples:
• Each section provides 80 3 Make an outline for notes on the lecture.
I have evidence.
Do earthquakes cause volcanoes? • The Physical World
This is true, Do volcanoes cause earthquakes?
hours of teaching � Discuss these questions. but I have no evidence. Or does something else cause both of them? Part B
1 What were some early theories about This might be true. This week we are going to look at earthquakes,
• Additional syntactic earthquakes? There is some evidence. next week we will look at volcanoes … • Culture and Civilization
2 What is the real cause of earthquakes?
grammar practice in 2 Complete each sentence from the lecture in When a lecturer asks a question during a lecture:
Lesson 2. 1 make a note, e.g., quakes � volcs? • They Made Our World
Resource Book � a Listen to the first part of the lecture.
1 What were some of the early theories about
a Some people thought ________, others 2 wait to see if the lecturer is going to continue;
the cause of earthquakes?

believed _______. Some even said do not put your hand up or start to answer the • Art and Literature
• Updated web resources, 2 What was Aristotle’s theory?
________________________. question.
including blended learning 3 What is seismology? How did it get the name?
b Aristotle thought ______________________.
• Sports and Leisure
c After the Lisbon earthquake, scientists in Skills Check 2
Europe realised ________________________.
for listening and reading • Nutrition and Health
North Eurasian Plate
� a Listen to the second part of the lecture.
1 Take notes.
Juan
De
Fuca
Plate
American
Plate Arabian
Plate
Pacific d In the early 19th century, scientists
Two-sided signposts
Pacific
Caribbean Plate
suspected _____________________________. We know that lecturers use a lot of signposts and
• Free downloadable unit test
Plate
2 Ask about any important information that you Plate Indian Philippine mini-signposts to prepare the listener.
Cocos Plate Plate e Gilbert decided ________________________.
missed. Plate
African Plate Examples:
f Reid concluded ________________________.
packs Nazca
Plate
South
American g Wegener proposed _____________________. Signpost This week we are going to hear
� What do you expect to hear in the next part of
• Featured lectures and radio the lecture?
Plate Australian Plate 3a Listen and check your ideas. about early theories of the cause of
1 Tick one or more of the following:

�
earthquakes…
“The topics and tasks are appropriate
programmes available on There are a lot of questions in the lecture in
Scotia Plate
Antarctic Plate Mini- In fact, the Greek word for
• information about different earthquakes
around the world ___
Lesson 2. signpost shaking is seismos for all learners and the course is
DVD • ways of measuring earthquakes ___
1 Complete these questions.
Do earthquakes __________________________?
Lecturers also use two-sided signposts. The first preparing them well for future
• information about famous seismologists ___ part prepares you for the second part.
• Interactive Skills Practice • the real cause of earthquakes ___
Do volcanoes ____________________________?
What is the relationship between __________? Examples: university study.”
CD-ROM included with
2 a
ideas.
Listen to the third part and check your
What is a fault line? How _________________? First signpost Second signpost Helen Armstrong, University of Teesside
How do the plates ________________________?
Level 3 � Look at the two world maps. What is the
2 Why does the lecturer ask the questions?
On the one hand, On the other (hand),
3 Read Skills Check 1 and check your ideas. One (does The other (does
relationship between them? something) something different)
1 Discuss.
� Read Skills Check 2. Some people Other people (do / think
2
a Listen to the fourth part and check your
ideas.
1 a Listen to the first signposts from the (do / think something) something different)
lecture in Lesson 2. Can you remember how … not … Instead, (a different
the lecturer continues in each case? (this thing / idea) thing / idea)
� What is the real cause of earthquakes?
a Listen to the fifth part and draw a diagram
2 a Listen and check your ideas.
At first, (this idea) but then / gradually
from the information.
3 a Listen to some more first signposts. What
will come next?
(a different idea)
72 LEVEL 3A – THEME 5: The Physical World, Geology – Section 1: Listening LEVEL 3A – THEME 5: The Physical World, Geology – Section 1: Listening 73
five integrated themes in each part mean knowledge is transferred across the skills course

English for
Academic
Purposes
Develops
Skills in English Combined edition underlying

skills
FOR IELTS
PREPARATIO
N
Three levels preparing students for studies in higher education
TERRY PHILLIPS AND ANNA PHILLIPS • PRE-INTERMEDIATE TO upper intermediate: CEF LEVELS A2 TO B2/IELTS 3.0-5.5+
THEME CONTENTS Combined Edition Level 1 Part A

Course Book and Resources Book.............. 978-1-85964-856-8
• Vocabulary for listening THEME 5 The Physical World Geology Grammar Skills
Teacher’s Book.......................................... 978-1-85964-862-9
• Practising listening Read the sentences. Circle the correct word in each case. � Look at the rules below. Complete Table 1 with the correct form of the verbs. Combined Edition Level 1 Part B
The past perfect simple (subject + had + past participle) is used to talk about: Course Book and Resources Book...............978-1-85964-857-5
The oil flowed more quickly has
• Learning new listening 1
after the water had
been injected into the extra wells. • actions that took place before another action or state in the past.
Teacher’s Book.......................................... 978-1-85964-863-6
• situations or states that existed before another action or situation in the past
skills 2 The organisms
hadn’t
always been covered by sand. The past perfect continuous (subject + had + been + ~ing form verb) is used to talk about: DVD A/B.....................................................978-1-85964-473-7
hasn’t • actions or situations that started in the past and continued until another point in the past.
Combined Edition Level 2 Part A
• Applying new listening sealed their pyramids, the Sumerians found • the duration of the action, emphasizing it.
3 By the time the Egyptians
had sealed petroleum was useful in building. • past situations or repeated actions which explain another present/past action or situation. Course Book and Resource Book................ 978-1-85964-858-2
skills were distilling petroleum for years when they Teacher’s Book.......................................... 978-1-85964-864-3
Table 1: Past perfect (simple and continuous)
4 The Arabs
• Vocabulary for speaking
had been invaded Spain. A gold rush started in California after Sutter (find: pps) ______________ gold in the late 1840’s. Combined Edition Level 2 Part B
5 Iranians
had been
discovered oil some years before Kuwaitis.
Gold (extract: pps passive) ___________________ underground mines were dug in the 1860’s. Course Book and Resources Book.............. 978-1-85964-859-9
• Practising speaking had by panning before
When the first Chinese goldminers arrived Australians (mine: ppc) _________________
Teacher’s Book.......................................... 978-1-85964-865-0
in
6 Wells are drilled many locations. DVD A/B.....................................................978-1-85964-474-4
• Learning new speaking on in 1853
South Africa (produce: ppc) __________________
there for 2 years.
cheaper Californian gold became available. Combined Edition Level 3 Part A
at
skills 7 Oil floats
on
water. most of the gold until
Course Book and Resources Book.............. 978-1-85964-933-6
(divert: pps) ____________________ the river
Steam injection is still in in The lakes were panned for gold after the panners Teacher’s Book.......................................... 978-1-85964-866-7
• Applying new speaking 8
development at
Canada. through four lakes.
Combined Edition Level 3 Part B
skills 9 The wildcat wells are found
at
the north. � Read the explanation below. Then choose the correct option to complete Table 2. Course Book and Resources Book.............. 978-1-85964-934-3
in
Prepositions/prepositional phrases tell us where something happens, or where something/someone is.
• Vocabulary for reading below Teacher’s Book...........................................978-1-85964-867-4
10 Diesel oil is seen in the diagram the kerosene. Table 2: Prepositions of place
at
Durban is located at / on the coast.
DVD A/B.....................................................978-1-85964-475-1
• Learning new reading skills 11 People used to think
the gold
was from volcanoes. Lesotho is surrounded by / with South Africa.
gold
The major mines are in / on the North.
• Applying new reading skills 12 There were
a gold rush
in Australia and the States. Taking metals found under / below the ground is called ‘extraction’.
gold rushes
• Vocabulary for writing 13 The rock and earth above
a vein
of gold was dug away first.
The pyramids are east of the river on / in the southern border.
vein
• Practising writing a very
� Read the rules below. Then look at Table 3.
We use the indefinite article a/an:
14 It is good conductor of heat and electricity.
very • to talk about something unspecific.
• Applying new writing skills Battery conductors for cell • to talk about something for the first time.
15 are likely to be made of gold.
The battery phones • to classify things.
will have been relied on We use the definite article the:
16 Venezuela for extra oil by the end of the century. • when there is only one of something, to talk about something previously mentioned, or in superlative
will be rely on
expressions.
been
17 A quarter of the field will have tapped before this point is reached. • with buildings, rivers, seas and some countries (where the name has a noun, e.g., the United States).
being
• with an adjective when we are talking about a group of people (e.g., the young, the helpless).
maintain We use the zero article:
18 The pressure can if water is pumped into them.
be maintained • to talk about abstract nouns, plural countable & uncountable nouns when we are generalizing.
been generated • with languages and most place names/countries.
19 Electricity will every second it is switched on. • with certain expressions.
be generated
1 Complete Table 3 with the, a, an or Ø.
were used
20 Petroleum products as weapons thousands of years ago. 2 Which rule is shown?
been used
3 Now complete the why? column with the reason.
36 RESOURCES BOOK LEVEL 3A – GRAMMAR SKILLS – THEME 5 RESOURCES BOOK LEVEL 3A – GRAMMAR SKILLS – THEME 5 37
Level 1 Listening
Course DVD
syntactic grammar checks students can choose grammar practice

activities according to their needs �arnet
E D U C A T I O N

English for
Academic
Purposes
The English for Academic Study Series Revised

and u
pdated
Now revised and updated for 2009
UPPER INTERMEDIATE TO PROFICIENCY: CEF LEVELS B2 TO C2/IELTS 5.0-7.5+
The English for EAS Reading and EAS Writing share a

Academic Study companion Source Book – which can
(EAS) series comprises be bought separately – comprising
seven separate EAP eight authentic texts specially chosen
course books, covering for university study.
the essential skills
for English-medium
The EAS Teacher’s Books provide
study: Listening,
users with a variety of routes though
Speaking, Reading,
the books so they can be adapted to a
Writing, Vocabulary and
range of teaching situations, from short
Pronunciation, as well
courses to more extended timetables.
as Extended Writing &
Research Skills. The
series has been designed Contemporary methodology reflects
for students on pre- the most recent developments in EAP
sessional and foundation teaching based on practical experience
courses within an IELTS in the EAP classroom.
range of 5.0 to 7.5.
Multimedia support: free audio

The EAS series has been material is included where appropriate,
fully revised and updated, featuring authentic tapescripts of
taking into account realistic length with a variety of
more than two years of accents. The extracts from lectures
feedback from the field. A for EAS Listening are also available on
new user-friendly layout DVD.
helps both students
and teachers navigate
Series website features a variety
effectively through the
of teacher and student resources,
units, enabling learners to
including interactive activities for EAS
make the best use of the
Vocabulary and EAS Extended Writing
resources available.
& Research Skills.

English for
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Purposes
English for Academic Study Reading Revised

and u
pdated
A reading course developed in collaboration with the University of Reading
John Slaght and Paddy Harben • Upper Intermediate to Proficiency: CEF Levels B2 to C2/IELTS 5.0-7.5+
Key Features
• The Strategies Approach
The new linguistic order
7 “Excellent selection of reading
materials with some extremely
includes the use of valuable exercises in vocabulary
skills such as skimming, Task 2: Understanding subject-specific vocabulary comprehension and critical
LANGUAGES IN ZAMBIA
scanning, search reading, Zambia is a developing landlocked country situated in Central Africa. The population, 2.1 Look at Text 7-1. Read paragraphs A–C and find the words (evaluative) thinking.”
careful reading and approximately 9.7 million, is made up of 98.7% African people, 1.1% European and 0.2% other
(The World Factbook, 1999 – Zambia). The African population consists of four main tribal groups.
or phrases in the box. Then match them with the definitions
a–e on page 00.
Rob Naish, University of West of England
browsing. There are also a number of subsidiary groups. As a result, there is a wide variety of tribal
languages and dialects. There is also a significant number of other permanent residents in Zambia 1) mother tongue 2) globalization 3) official language
• The Task-Based Approach whose first-language is not a Zambian tribal language or dialect. For example, there are first-
4) regionalization 5) local language
“EAS Reading proved a godsend to
language speakers of English, Swahili, Hindi and Afrikaans. Because of this, it has been necessary
attempts to mirror authentic for Zambia to have a common language of communication for a range of social, political, our university pre-sessional course.
Study tip
reading demands and
educational, technical and economic reasons. Zambia is part of Anglophone Africa, and therefore
the common language (lingua franca) is English. Approximately 78% of the population over the
a) A process in which a language is used in neighbouring
countries, particularly for business or official reasons, It is normal in an academic
Student course evaluations of
purposes and suggests
age of 15 can read and write English. There are also at least seven major vernacular languages but also for educational, social or recreational purposes. situation for a student to
have a working vocabulary of
materials rose significantly after
that dominate and approximately 70 other indigenous languages. b) This is used in business, in government and law courts;
that effective readers are Zambia is surrounded by neighbouring countries, each having a major it may also be the national language.
a particular subject or topic
that has been learnt either
we used it.”
European lingua franca as well as official tribal languages. These from the lecture or seminar
motivated by the desire to
c) Used in part of a country or region mostly as a first
environment or from reading Oxford Brookes University, Oxford
countries are Tanzania, Malawi, Zimbabwe and Namibia, where the language, usually for personal, social or commercial subject materials. Such a
acquire knowledge in order lingua franca is English; Angola and Mozambique (Portuguese) and
the Democratic Republic of Congo (formerly
reasons; sometimes for official or educational reasons. working vocabulary of
subject-specific words should
to perform a task. Zaire), where the lingua franca is French.

d) The first language to be acquired at home.
help the reader understand “I liked the integrated approach
e) A process involving worldwide interaction in trade, any relevant text they are
In all these countries, like Zambia, therefore,
there is multilingualism, e.g. Zambians
politics, recreation, education, etc. asked to read.
immensely.”
communicate through the lingua franca
Joanna Rawlinson, Bath Spa University
as well as through at least one of the 2.2 The following terms (1–10) all appear in Text 7-1. In groups, discuss what these
UnitS: official vernacular languages. Several terms mean, then match them with the definitions a–j.
of the local languages transcend
• Academic achievement borders. For example, Bemba is spoken
in Northern Zambia and in the south of
1) first language 2) pidgin 3) multilingual 4) lingua franca 5) vernacular
English for Academic Study: Reading
6) minority language 7) working language 8) immersion language
the Democratic Republic of Congo;
• Early human development Nyanja in Eastern Zambia and Malawi, etc.
9) neologism 10) standardized language Course Book.............................................. 978-1-85964-484-3
Teacher’s Book...........................................978-1-85964-501-1
• The environment today a) An internationally used language of communication, e.g., English or French in Africa. Reading and Writing Source Book ..............978-1-85964-518-5
1.4 Look at the following possible developments and prioritize them in order from 1 to 5
b) Referring to a language spoken by a significant number of the population
• Statistics without tears (1 = most likely, 5 = least likely). In groups, discuss the order you have chosen.
(for example, a tribal language), but not the official or national language.
c) The use of three or more languages by an individual or a group of speakers.
• Human activity and climate IN THE FUTURE d) A language used ‘comfortably’ by speakers for specific purposes, e.g., for study,
change English will take over entirely as the only language spoken in Zambia. trade or diplomacy.
Language conflicts will develop between English speakers and e) A language which is systematically introduced throughout a country or region,
other language communities.
• The global village English will become increasingly the language of the elite, and
usually by the government.
f) A language which is convenient when speakers of different languages need
non-fluent speakers will be seriously disadvantaged.
• The new linguistic order The situation is likely to remain as it is, i.e., multilingualism with
to communicate; usually with a limited vocabulary and grammatical structure.
g) A variety of the language which has the highest status in a nation, usually based
languages coexisting in order to serve different purposes.
on the speech and writing of educated native speakers of the language.
English will be replaced by some other official language.
h) This usually refers to the language that a user feels most comfortable with. It is
Separate Source Book normally acquired at home or through the influence of, for example, school.
i) A newly invented word or phrase in a particular language.
contains all the texts featured 1.5 Read Text 7-1. As you read, think about what information would be relevant to the
Focus task and make notes. j) A language spoken by relatively few people, for example, in one country or
in the Course Book because the numbers of speakers anywhere is relatively small.
24 English for academic study Reading 25
tasks focus on full-length texts on authentic and

contemporary topics available in separate Source Book

English for
Academic
Purposes
English for Academic Study Writing Revised

and u
pdated
An integrated writing course developed in collaboration with the University of Reading
Anne Pallant • Upper Intermediate to Proficiency: CEF Levels B2 to C2/IELTS 5.5-7.5+
source material shared with the reading course is designed to develop critical thinking
Key Features
The course adopts a four-
The new linguistic order
7 “Very useful for university students
who are going to travel abroad
fold approach to reflect to study”
1.2 Read the following article about global migration. This article uses the following 1.4 Compare your answers with another student.
the complex demands of pattern of organization: Sarah Dague, Carlos III University, Spain
academic writing: Situation � Problem � Solution � Implication � Evaluation
1.5 Is there a further problem created by the proposed solution in the text?
“… up-to-date, engaging
1. The process approach 1.6 What language do you think it is appropriate to use when giving an evaluation?
topics lending themselves
2. The development of G L O B A L M I G R AT I O N
The movement of populations across borders has increased Task 2: Writing your essay to a variety of tasks.”
critical thinking in writing to such an extent as to produce a global migration crisis. Dr Monika Foster,
As a result of this development, a number of ethical issues
3. The micro-skills of have arisen, such as the proportion of ethnic groups within
2.1 Read Text 7-1 in the Reading and Writing Source Book, entitled ‘The new linguistic Napier University Business School
order’ (pages 56–64). Then re-read the text entitled ‘The global village’ on pages 44–45
a country, the national identity of a country, racism, the
writing, e.g., effective effect of a multicultural society and the distribution of
of this book. These will help you to respond fully to the following tasks. You should
use the information from both texts, and any of your own texts, to support the ideas
introductions and wealth. It is mainly the governments of the host countries in your essay. “... a variety of topics to discuss
that seek to solve these problems by establishing language
conclusions, and effective programmes, cultural exchange and awareness-raising ... plenty of activities to keep students
2.2 Choose one of the following essays, then brainstorm your ideas.
paragraphing
programmes and, where possible, employment
opportunities. However, if this pattern of migration continues, there needs to be more openness
busy ... offers a
and willingness on behalf of the native population to accept and receive migrants into their � The process of globalization has given rise to a number of problems. Identify one of these range of possibilities for use
4. The importance of genre society, and to realise the benefits that a multicultural society can bring. The implications of this problems, explain the situation which gave rise to the problem and offer some solutions.
suggestion are wide, and not without problems: many older people are resistant to change, and You should also evaluate your solutions. in many writing courses.”
the working population are resistant to outside competition for employment opportunities.
There also needs to be a much higher level of cooperation between the host country and the
Singapore Tertiary English
Teacher’s Society
UnitS: country of origin in order to establish a clear identity for the migrants. � It could be said that globalization has increased the gap between the ‘haves’ and the ‘have
It is obvious that any solution to the problems mentioned above will involve much greater nots’, and that this is a problem. Explain how this situation has arisen and offer some
cooperation at the levels of citizens, ethnic groups and political bodies; it will also take many solutions to this problem. You should also evaluate your solutions.
• Academic achievement years for any adjustment to take place. However, it is hoped that over time and with greater English for Academic Study: Writing
understanding of the global picture and the possibility of a global governing body that is fair to
Course Book.............................................. 978-1-85964-485-0
• Early human development all global citizens, the problems resulting from the issues of global migration will be minimized. � There are a number of problems associated with the rise of English as a world language. Teacher’s Book ........................................ 978-1-85964-502-4
Outline some of these problems, explain how they arose, offer some solutions and evaluate
• Telemedicine your proposed solutions. Reading and Writing Source Book ............. 978-1-85964-518-5
1.3 Complete the flow diagram below on the basis of the text you have just read.
• Statistics without tears
Situation: 2.3 Plan your essay, thinking about the order and grouping of your ideas.
• Human activity and • Try to arrange your ideas in a logical order.
�
climate change • Decide how your points can be grouped together, so that each group has one main
Problem(s): or unifying idea.
• The global village • Decide how your groups of points can be arranged effectively in a
�
Situation � Problem � Solution � Implication � Evaluation pattern.
• The new linguistic order Solution(s):

2.4 Exchange plans with another student and evaluate her/his plan.
�
Implication(s): 2.5 Write the first draft of your essay.
Separate Source Book

�
2.6 Exchange drafts with another student.

contains all the texts Evaluation: a) Evaluate her/his draft.
featured in the Course Book b) Write your second draft, aiming to improve the presentation of your ideas.
24 English for academic study

Writing 25

English for
Academic
Purposes
English for Academic Study Reading and Writing Source Book

An academic text for use with English for Academic Study Reading and Writing
Revised
pdated
and u
JOHN SLAGHT, PADDY HARBEN AND ANNE PALLANT • UPPER INTERMEDIATE TO PROFICIENCY: CEF LEVELS B2 TO C2/IELTS 5.0-7.5+
Key Features The new linguistic order

7 “Excellent set of texts for
• Authentic academic text preparing international students
• Modified for appropriate Text 7–1: The new linguistic order Text 7–1: The new linguistic order cont. for the demands of
length and language undergraduate/postgraduate
study.”
• Provides students with THE NEW LINGUISTIC ORDER
Rob Naish, University of West of

authentic challenge OA Asnearly
you read this sentence, you are one of approximately 1.6 billion people – England
one-third of the world’s population – who will use English in some form
• Styled to promote reader today. Although English is the mother tongue of only 380 million people, it is the
language of the lion’s share of the world’s books, academic papers, newspapers,
interest 5 and magazines. American radio, television, and blockbuster films export
English-language pop culture worldwide. More than 80 percent of the content
English for Academic Study:
• Updated for 2009 edition posted on the Internet is in English, even though an estimated 44 percent of
THE NEW
online users speak another language at home. Not surprisingly, both the global Reading and Writing
supply of and the demand for English instruction are exploding. Whether we
10 consider English a "killer language" or not, whether we regard its spread as Source Book.................................. 978-1-85964-518-5
benign globalization or linguistic imperialism, its expansive reach is undeniable
and, for the time being, unstoppable. Never before in human history has one
language been spoken (let alone semi-spoken) so widely and by so many.
UNITS:
LINGUISTIC
OB With unprecedented reach comes a form of unprecedented power. Although
language is synonymous with neither ideology nor national interest, English’s
15
• Academic achievement role as the medium for everything from high-stakes diplomacy to air traffic
control confers certain advantages on those who speak it. Predominantly
English-speaking countries account for approximately 40 percent of the world’s
• Early human development gross domestic product. More and more companies worldwide are making
ORDER
20 English competency a prerequisite for promotions or appointments. The
• The environment today success of politicians around the world also increasingly depends on their
facility in English. When newly elected German chancellor Gerhard Schroeder
and French president Jacques Chirac met in September to discuss future
• Telemedicine cooperation, they spoke neither French nor German, but English. And English
25 is the official language of the European Central Bank, despite the fact that the
• Statistics without tears United Kingdom has not joined the European Monetary Union, the bank is
located in Frankfurt, and only 10 percent of the bank’s staff are British. The
• Human activity & climate predominance of English has become such a sore point within the European
Union that its leadership now provides incentives for staff members to learn
change 30 any other official languages.
• The global village OC Yet professional linguists hesitate to predict far into the future the further
globalization of English. Historically, languages have risen and fallen with the
military, economic, cultural, or religious powers that supported them. Beyond
• The new linguistic order 35
the ebb and flow of history, there are other reasons to believe that the English
language will eventually wane in influence. For one, English actually reaches
and is then utilized by only a small and atypically fortunate minority.
Furthermore, the kinds of interactions identified with globalization, from trade
to communications, have also encouraged regionalization and with it the spread
of regional languages. Arabic, Chinese, Hindi, Spanish, and a handful of other
40 regional tongues already command a significant reach – and their major growth
is still ahead. Finally, the spread of English and these regional languages
collectively – not to mention the sweeping forces driving them – have created a
squeeze effect on small communities, producing pockets of anxious localization
and local-language revival resistant to global change.
51
56 English for academic study Reading and Writing Source Book 57
text length suitable for academic study - example

text extends over eight pages

English for
Academic
Purposes
English for Academic Study Extended Writing & Research Skills

A university preparation course developed in collaboration with the University of Reading
Revised
pdated
Joan McCormack and John Slaght • Upper Intermediate to Proficiency: CEF Levels B2 to C2/IELTS 5.0-7.5+
and u
skills tips highlight key information

Key Features
• Step-by-step process for
Structuring your project and finding information
3 “... good to find a book which
is focused particularly on the
completing written tasks sort of students and tasks
• Detailed advice and model Task 3: Reading for a specific purpose TEXT Bilham-Boult et al (1999) People, places & themes. Heinemann we teach at this level.”
Why it was chosen o It was published fairly r ecently – 1999. Oxford Brookes University
answers Students are required to read extensively on academic courses, as
Skills tip
mentioned in Unit 1, Task 1. It is therefore essential to develop your o It was published by an established publishing
company – Heinemann.
• Authentic source materials used selective reading skills. The most effective way to do this is to think about
your purpose for reading at every stage of your research. For example, if
Extensive reading requires
a selective approach. You “Ideal for our Master’s
o It contains various case studies dealing with the pr oblems
to produce a piece of extended you are looking for a definition to use in the introduction to your project,
should therefore have a
clear purpose for reading of urbanization and how to solve these pr oblems. preparation course.”
you should identify the parts of the text that contain this specific
writing
at all times.
information and not worry about the rest of the text at this point. o Readers can compar e the situation in differ ent cities in Anglia Ruskin University, Cambridge
different parts of the world. This gives them the opportunity
• Dedicated website with 3.1 Look back at the flow chart on page 25 and decide on the purpose for reading in
to discuss the contents, not simply describe them.
interactive activities
relation to each section. Underline parts of the flow chart which you think are o It contains some useful photographs, maps and tables. “... very impressive, everything
related to a clear reading purpose.
For example, one reason for reading might be to look for some general information about
I need in a well-trialled and
the Korean banking system in order to make notes for your introduction.
4.2 Make similar notes of your own on the three other texts that have been chosen. useful format.”
UNITS Be prepared to compare and discuss your notes.
Morna Lawson, Glasgow Caledonian
Reading critically
University
• Introduction to the skills of It is also very important to think about what you are reading, i.e., to read
critically. First of all, you have to decide whether the text you are reading
Skills tip TEXT
extended writing and research to is useful. Secondly, you should decide whether you agree with what is
said in the text. A third important critical reading skill is to relate
Critical reading involves thinking:
• Do you agree with
Why it was chosen
support your ideas information in the text to what you already know; for example, are
the ideas?
• Does your other reading
English for Academic Study: Extended Writing &
there any other texts you have read with similar information that support or undermine
• Using evidence to support your support or undermine the ideas you are reading? the text?
Research Skills
This critical approach to reading is an active skill and helps you interact
Course Book................................. 978-1-85964-486-7
ideas with the text. This in turn aids your understanding of the text. It also helps you to make important
decisions about the text you are reading; for example, whether to skip certain sections of the text, Teacher’s Book............................. 978-1-85964-503-1
• Structuring your project and or whether to read a particular section very carefully – you may even decide to make no further
use of the text. Interacting with the text and making decisions as you read can save you a great
finding information deal of time in the long run. TEXT
As you read more about your topic and take relevant notes, you will be able to make connections Why it was chosen
• Developing your project between ideas that will help you plan and structure your writing. The more you think about what
you are reading, the better you will be able to write an evaluative report.
• Developing a focus
Task 4: Choosing sources
• Introductions, conclusions and
definitions We are now going to look at why the texts in Appendix 4 were chosen for you to refer to when
completing your first project. Those students not completing this project will also benefit from
• Incorporating data and the analysis.
TEXT
illustrations 4.1 Look at the example notes analysing the text People, places and themes. Check the Why it was chosen
five reasons using the bibliographic information or the text itself. Evaluate each
• Preparing for presentations and reason and discuss with a partner.
editing your work
28 English for academic study Extended writing & research skills 29
focus on key skills for students

about to study at university

English for
Academic
Purposes
English for Academic Study Listening Revised

and u
pdated
A university preparation course developed in collaboration with the University of Reading
Colin Campbell and Jonathan Smith • Upper intermediate to Proficiency: CEF Levels B2 to C2/Ielts 5.0-7.5+
designed to improve participation in academic studies

Key Features
• FREE audio CDs for
Identifying key ideas in lectures
3 “Well-organized units, relevant
to students’ current and
further self-study or future needs.”
homework 2.4 ) 18 Listen to Part 1 Section 2 again. In pairs, discuss what the following terms
mean in the context of the lecture. In addition – and this is fairly obvious – you will need a fairly wide margin between cost and
Loughborough University
income. Remember that the gross margin needs to provide a return on the investment to both
• Varied lecture styles, topics franchisor franchisee trademark trade name the franchisor and the franchisee. So you will need to keep costs low and prices as high as the
“A rich blend of activities
and international accents package untrained person continual assistance market will bear. One advantage of a franchise operation is that supplies can be bought in bulk
across the whole franchise, which will help to keep costs down. But you can see that franchising and a wide range of topics
• Extended authentic listening 2.5 ) 19 Listen to Part 1 Section 3 again. would be unsuitable in a market where the margin between cost and income is very narrow.
complemented by helpful unit
a) What does the franchisor provide to the franchisee?
texts of up to 10 minutes b) What does the franchisee give in return? In Part 2 Section 3, the lecturer talks about: summaries and ‘Sound advice’
• Units cover both macro- • training and support; sections.”
• the operating manual;
skills and micro-skills Task 3: Distinguishing key points from examples • developing skills quickly.
Review, Business Spotlight, Germany
(word and sentence stress, The lecturer begins Part 2 of the lecture by saying: ‘There are a number of issues that you need to
3.6 ) 23 Listen to Part 2 Section 3 again.
recognising word patterns) consider when deciding whether or not to franchise your business.’
a) How are the above three ideas related to one another?
English for Academic Study: Listening
• Separately available 3.1 In pairs, discuss what you think he will talk about in Part 2 of the lecture. b) What point does the lecturer make about previous experience?
Course Book and audio CDs (x2).... 978-1-85964-482-9
DVD provides a realistic 3.2 ) 20 Listen to Part 2 of the lecture. DVD (includes CD audio material)... 978-1-85964-967-1
Task 4: Signposting key points
learning environment, a) Make notes on the key points. Teacher’s Book.............................. 978-1-85964-499-7
showing how visual Note: The lecturer makes three or four main points. Keep your notes brief; you only need to
write down five to 15 words for each point.
In Part 3, the lecturer continues to discuss some of the issues that need to be considered
when trying to decide whether or not to franchise your business.
prompts aid understanding b) Compare your notes with a partner. Have you identified the same main points?
and presentation The lecturer uses signposting language to indicate that he is going to make key points.
4.1 ) 24 Listen to Part 3 of the lecture. Make notes on the key
points. Then compare your notes with a partner. Have you
Study Tip
• Ideal for classroom or

For example, for the first point, he says: identified the same key points? A technique often used by
lecturers to highlight ideas FREE
“Firstly, there needs to be ...” is to stress key words or AUDIO CDs
media centres 4.2 ) 25 Listen to Part 3 Section 1 again and complete the phrases. Trying to identify
excerpt with one to three words in each space. where the speaker does
3.3 Look at the transcript for Track 20 on pages 59 and 60 and find other examples this can help you recognize
of signposting language. Note: Notice that again the lecturer uses signposting language key points in a lecture.
to indicate he is beginning a new point.
UnitS: 3.4 ) 21 Listen to Part 2 Section 1 again and answer the following questions.
a) To support his key point, the lecturer gives two reasons and two examples. What are they? One further issue you may need to consider is whether the business is to
• Listening and lectures b) Do they help make his point clearer? If so, how?
other geographical areas. If you have developed your business serving one particular part of
the country and you want to set up a franchise network covering a , the
• Introductions to lectures 3.5 ) 22 Listen to Part 2 Section 2 again and answer

whole country for example, another thing you will have to consider is whether there is a
for your product or service in different regions. It may be, for example,
the following questions. that competition in other parts of the country may be so that it is difficult
• Identifying key ideas in a) What point does the lecturer make about buying for franchisees to , or that for localized or
supplies in bulk?
lectures b) How is this point related to the key point in this section?
reasons the business may not be as profitable.
English
• Note-taking c) Now look at the excerpt on the next page. Having

made the key point, the speaker repeats the idea
4.3 ) 26/27 Listen to Part 3 Sections 3 and 4. Make notes on the different ways in
for
academic
study:
which brands can be protected.
twice. Underline the words in the excerpt where
• Introducing new he repeats the idea.
terminology Listening
• What lecturers do in 24 English for academic study Listening 25
lectures Course DVD
• Digressions
clear, scaffolded activities to ensure
student participation

English for
Academic
Purposes
English for Academic Study Vocabulary Revised

and u
pdated
An academic vocabulary textbook ideal for self-study or coursework, developed in collaboration with the University of Reading
Colin Campbell • Upper Intermediate to Proficiency: CEF Levels B2 to C2/IELTS 5.0-7.5+
Key Features
• Academic vocabulary from
Multi-meaning words
1 “A comprehensive text that usefully
introduces students to the Academic
approximately 500 high- Word List, with relevant activities.”
frequency word families 6 A large number of conditions can be treated with this drug. 1 Experts believe the current instability in world stock markets
will not last long. Loughborough University
a) a word or sign that represents a quantity or an amount
taken from both the General b) a quantity of, e.g., things or people a) adjective: coming after all the others
Service List and the c) a single item in a performance, e.g., a piece of music b) verb: continue or endure for a particular length of time “Well designed, extremely impressive
Academic Word List 7 The word “comedy” is used in its broadest sense here.
2 the company director was a powerful leader and people would
rarely question his decisions.
and clearly of excellent use for
a) one of the five natural abilities – sight, hearing, feeling, taste and smell a) noun: a phrase you ask when you want information vocabulary development.”
• Two-part structure, with b) a feeling based on instinct rather than fact b) verb: to express doubts about something
Wayne Trotman, Izmir Higher Technology
vocabulary topic analysis c) the meaning of a word, phrase or sentence
3 The key issue in the next election will almost certainly be the economy. Institute, Turkey
followed by focused 8 The regulations were introduced in order to safeguard the interests of local people. a) adjective: most important
practice a) activities or subjects you enjoy in your spare time b) noun: a metal instrument used for opening or locking a door
“An ideal springboard for bridging
b) the things which bring benefits 4 Many analysts believe the country is entering a period of relative economic instability.
• Systematic practice in c) amount, usually a percentage, paid for the use of someone’s money a) noun: a family member the gap between EAP and ESP.”
the use of dictionaries, 9 There is a strong case for increasing tax on luxury items. b) adjective: having a particular quality in comparison with something else
Nicki Emanuel, University College
encourages learner a) an example of something happening 5 The company intends to form an alliance with a partner company in China. for the Creative Arts, Canterbury
b) a set of reasons why something should happen or be done a) verb: to bring into existence
independence c) a legal matter that will be dealt with in court b) noun: a particular type of something
“Our team loved it – great
• Study tip and language note 10 The patient was in a very bad way after the operation. 6 The final decision on the merger will be made by the board.
a) verb: to get on a plane, train, ship, etc. potential for saving on prep time!”
boxes give essential self- a) a method of doing something
b) noun: a group of people who manage a company
b) condition Marie Hanlon, Loughborough College
study tips for revising c) a route you take to go somewhere 7 Environmentalists object to the proposed new motorway.
• For self-study or class use a) verb: to express disapproval or opposition to something

English for Academic Study: Vocabulary
b) noun: a physical thing that you can see, hold or touch
Task 2: Different word class, different meaning Study Book.................................................978-1-85964-488-1
• Diagnostic test for 8 It is a matter of some concern that security at
some airports is not up to international standards.
self-assessment and Words can sometimes belong in different classes. For example, mean can be a noun, adjective
or verb. Some of these words can have a different meaning depending on the word class. a) noun: a topic that you discuss, think about
improvement or deal with
Word Meaning Study Tip b) verb: to be important

Use a dictionary to clarify
mean (noun) • an average 9 The company is well-known for its sound
the word class(es) that
UnitS: mean (verb) • to have a particular meaning
individual words belong to.
With most words you will
financial management.
a) noun: something that you hear
also need to check the
mean (adjective) • unwilling to spend money
• Multi-meaning words context in which it is used. b) adjective: well-founded, sensible, trustworthy
10 As a result of the bad weather, many flights were subject to delay.

• Word classes 2.1 Choose the correct word class for the words in bold. Then check your answer
by looking at the definitions. a) noun: an idea or topic of discussion
b) adjective: affected by or experiencing something
• Word families and word parts Example:
The article addresses the issue of over-fishing in the North Sea.
• Collocations a) noun: where someone lives

b) verb: to begin trying to solve a problem
• Word grammar
• Academic word lists (five 26 English for academic study Vocabulary 27
units practise the five topic

areas)
• Appendices: answer key, extensive practice provides systematic
achievement test and full list
of academic words found in
vocabulary development
Units 6–10

English for
Academic
Purposes
EAS Speaking EAS Pronunciation Revised

and u
pdated
University preparation courses developed in collaboration with the University of Reading
Joan McCormack and Sebastian Watkins • Upper Int. to Prof.: CEF Levels B2 to C2/IELTS 5.0-7.5+ Annette Margolis and Jonathan Smith • Upper Int. to Prof.: CEF B2 to C2/IELTS 5.0-7.5+
1
EAS: Speaking EAS: Pronunciation
Vowel sounds 1, word stress
Key Features and weak forms Academic vocabulary pronunciation
1.2 Compare your experiences with a partner using your answers to Ex 1.1.
practice with FREE audio CDs using
• Topic-led units develop Give details of:
In this unit you will:
words and phrases from the General
• learn which phonemic symbols represent certain vowel sounds;
presentation and seminar a) where you had each experience; • practise recognizing and producing these vowel sounds;
Service List and Academic Word List
b) how it was organized, (e.g., how many students were involved and how long • learn about the concepts of syllables and word stress;
participation skills the speaking turns were); • practise recognizing weak forms of function words when listening.
• Reading and listening texts c) what kinds of topics you covered.

“A welcome and valuable addition
help generate ideas 1.3 Discuss your attitude to the situations in Ex 1.1. Which ones do you find, or
think you will find, the most difficult to do in English? Can you say why?
These are the 12 vowel sounds in English. In this unit we will focus on the six sounds shaded in this table. to the materials available for
• ‘Useful language’ sections This course will help you develop the confidence and the skills necessary to participate helping pre-sessional students
effectively in the academic situations outlined in Ex 1.1. /�/ /e/ // /ɒ/ /�/ /ə/
support discussions and deal with their pronunciation
presentations plan end big job sum the
issues in and out of
Task 2: Your attitude to speaking English /υ/ /ɑ�/ /��/ /i�/ /ɔ�/ /u�/
• Regular review units and the classroom.”
2.1 Look at the following statements. Do you agree or disagree with them? good car her fee law too
learner diary sections to Which statements are important to you? Deborah Stevenson, Brunel University
consolidate work a) I want to speak English with a perfect native-speaker accent.
• FREE audio CDs for further

b) I want to speak English without a single grammatical mistake.
Task 1: Vowel sounds /�/ /e/ // /ɑ�/ /��/ /i�/ Key Features
c) I feel as though I am a different person when I speak English.
self-study or homework d) My pronunciation is not as important as grammatical accuracy.

1.1 ) 1 Listen to the difference in the pronunciation of these pairs of words. • Pronunciation of individual sounds
e) If I can communicate my meaning effectively, it does not matter if I make mistakes. In each of them the vowel sound is different.
• Useful 20-page Appendix f) I don’t like working in groups during English lessons because I may learn incorrect a) // /i�/ c) /�/ /ɑ�/ • Syllables and word stress
English from my classmates. fit feet hat heart
g) I want to speak English for social reasons as well as for academic reasons. dip deep match march • Understanding word stress patterns
UNITS hit heat pack park
2.2 In groups, discuss each statement from Ex 2.1. Appoint one student to note which b) /�/ /e/ d) /e/ /��/ • Sentence stress and speaker choice
• Being a successful student statements are the most controversial for your group, i.e., which statements caused mass mess ten turn
the most disagreement. band bend head heard • Sounds in connected speech
• Learning online had head went weren’t
2.3 ) 1 Listen to the recording of another group of students reporting back on their Listen again and repeat the words.
• Changing roles in the family discussion of the points in Ex 2.1. Which statements do they refer to?
1.2 ) 2 You will hear some of the words from Ex 1.1. Listen and circle the phonemic English for Academic Study: Pronunciation
• A healthy lifestyle 2.4 The following words were used in the recording in Ex 2.3.
Mark the stress.
Skills Tip
transcription that matches the pronunciation of the word you hear.
Course Book and
Example: /hed/ /h��d/
• The influence of the media Example: co’mmunicate
When reporting back to
the class, try to keep a) /p�k/ /pɑ�k/ f) /dp/ /di�p/
audio CDs (x2)................................. 978-1-85964-487-4
comments clear and to the
b) /ten/ /t��n/ g) /h�d/ /hed/
Teacher's Book................................978-1-85964-504-8
• Consolidation unit
point. It is very helpful to
discussion controversial disagreement provoke
get used to using standard c) /m�s/ /mes/ h) /h�t/ /hɑ�t/
expressions for agreement
• The world of work 2.5 Report back to the class on the most interesting/controversial and disagreement. d) /ht/ /hi�t/ i) /b�nd/ /bend/
points from your discussion in Ex 2.2. e) /went/ /w��nt/
• Protecting the environment

• Science and the paranormal
English for Academic Study: Speaking 8 English for academic study

Pronunciation 7
Course Book and

audio CDs (x2)...................... 978-1-85964-483-6
FREE
Teacher’s Book..................... 978-1-85964-500-0
relevant topics provoke lively discussion AUDIO CDs

English for
Academic
Purposes

A modular academic skills course developed in collaboration with the University of Reading
ANTHONY MANNING, CLARE NUKUI ET AL • intermediate to ADVANCED: CEF LEVEL B1/IELTS 4.0+
The Transferable Academic Skills Transferable: Carefully designed

Kit (TASK) is an innovative learning to link learning with outcome. Skills
resource for academic study skills. transferable to:
The modular nature of the course • all faculties
enables teachers to construct either
• the professional world
a full foundation programme or select
individual modules according to their • an international audience
students’ needs.
Flexible: Takes into account the
The Transferable Academic Skills wide-ranging needs of institutions
Kit (TASK) develops key transferable around the world.
skills that promote students’ success • Modular design: available as a boxed
in university and college study. set containing all 12 modules or as
individual modules
• Can be used as a taught course or
for self-study
Motivating: Designed with student

motivation in mind.
• Scaffolded activities for maximum
student involvement
• Attractive and stimulating design
• Clear outcomes
• Web links for further study
“A very important awareness-raising

package for all who use it - including
teachers and professors.”
“A must for every university and

academic institution where overseas
students are studying for a degree.”
Duke of Edinburgh's ESU English Language
Award judges

English for
Academic
Purposes
Modules
1 Key Foundation Skills 7 Introduction to IT Skills
Introducing transferable skills Using word-processing
to enhance organization and database packages for
and efficiency in academic academic assignments and
encounters. assessments.
2 Academic Culture 8 Essay Writing

Coping with the process of Following the process of title
acculturation involved in the analysis, arrangement of key
transition from secondary to information and the creation
higher or further education. of effective introductions and
conclusions.
3 Seminars and Tutorials
Strategies to prepare and 9 Scientific Writing
participate in smaller tutor- Activities focus on organization,
group activities. accepted procedures for
presentation (including
4 Team-Working presentation and description of
Making the best of the tables and graphs) and a guide
group-work experience for to editing and revision.
the purpose of achieving
collaborative goals. 10 Research and Referencing
Identifying appropriate
5 Problem-Solving supporting statements and
The various stages of problem- acknowledging expert opinion
solving and the process from a range of sources.
of identifying appropriate
solutions according to context. 11 Presentations
The process of researching,
6 Critical Thinking structuring and delivering
Evaluating arguments with an oral presentation with
the essential tools needed slideshow software.
to distinguish fact from
conjecture. 12 Examination Technique
Preparing for timed
assessments and exams in any
academic discipline.
each module provides 12 hours of focused support for developing academic skills

English for
Academic
Purposes
TASK Key Foundation Skills

Module 1 of the academic skills course developed in collaboration with the University of Reading
SH OR TL IS TE D
ANTHONY MANNING • INTERMEDIATE TO Advanced • CEF LEVEL B1/IELTS 4.0+ ES U
Aw ar d
1
Key Features
Module 1 “Exceptionally clear,
Unit
• Identifies key transferable skills What are transferable motivating and highly relevant
academic skills?
for higher education study to student achievement.”
• Establishes students’ existing Task 2 Examining micro-skills Duke of Edinburgh’s ESU English
Language Award judges
skills, strengths and weaknesses At the end of this unit you will:
It is important to identify what skills are required in a particular situation, but even more important to
know what the skills involve. This task will help you understand more about the twelve key skills in the
• be able to identify key transferable skills;
TASK series.
• Helps students improve their • be familiar with the key skills covered in the 12 modules of the TASK series.
“Equips students with skills
organization and efficiency 2.1 Think about the six module titles below and what each one might include.
which are necessary and
Task 1
a) Team-Working
• Provides support with time Identifying skills transferable to work
b) Academic Culture
management c) Examination Technique contexts.”
An education at tertiary level provides more than just an understanding of the subject matter. The skills you
will develop throughout your course of study are often referred to as transferable skills. d) Research and Referencing IATEFL Voices Newsletter
e) Introduction to IT Skills
1.1 The skills below are examples of transferable skills in the TASK series. Think about their
Units meaning and discuss your ideas with another student. f) Key Foundation Skills
“It’s fantastic.”
2.2 Check your ideas by reading the module descriptions below and matching each one to one of
• What are transferable skills? communication skills working in teams critical thinking skills
the six module titles a–f above.
Barbara Betinelli, Milan State
research skills IT skills problem-solving skills University, Italy
• Skills self-assessment
1.2 Look at photographs a–f. Which of the skills in Exercise 1.1 are needed for each
• How organized are you? occupation/profession? Discuss with another student, giving the reasons for your choice.
• Time management
Team-working Research and referencing IT skills
Module 1
Provides a framework of strategies to help improve organisation and efficiency in an academic
a b c environment. Application of these strategies will help development of independent learning skills and
maximise their effectiveness.
Module 2
Shows how to adapt to life in British tertiary education; it provides insights into the expectations of
fellow students, lecturers and tutors.
Module 4
Demonstrates how to maximise the efficiency of group work to achieve collaborative goals.
This module encourages reflection on the different roles played by individuals within a group
and provides support strategies for personal contributions.
d e f
4 Task: Key Foundation Skills - Unit 1 - What are transferable academic skills? Unit 1 - What are transferable academic skills? - Task: Key Foundation Skills 5

English for
Academic
Purposes
TASK Critical thinking

Module 6 of the academic skills course developed in collaboration with the University of Reading
CLARE NUKUI • INTERMEDIATE TO Advanced • CEF LEVEL B1/IELTS 4.0+
TASK Module 6 14/12/06 09:17 Page 10 TASK Module 6 14/12/06 09:17 Page 11
2
Key Features
Unit Module 6 “The most up-to-date and student-
• Clear scaffolded activities Recognising strong friendly collection of skills-based
or sound arguments
• Encourages student workbooks.”
engagement
Task 2 Recognising sound or strong arguments Dr Monika Foster, Napier University
There are various types of arguments: valid, sound and strong.
At the end of this unit you will be able to:
• Relates theory to practice • identify parts of arguments; “Very useful in helping to promote
• understand the relationship between the parts of an argument. 2.1 The following are examples of the three types of argument. Look at the three examples and
• Comprehensive glossary underline the premises and the conclusions you find in them. learner autonomy, critical reflection
of terms and intercultural competence.”
In your university assessments, you will be rewarded for recognising and using strong and sound arguments. a) Some manufactured food products contain nuts. Harry is
Cynthia Sikorski, University of Lausanne,
• Web links for further study It is therefore important to understand what these are and to be able to build your own strong and sound severely allergic to nuts. Therefore, he should avoid certain
arguments. Switzerland
manufactured foods.
• Encourages reflection An argument can be divided into two parts: premises and a conclusion. Premises give evidence to support the
conclusion. In some cases, the conclusion may not be directly stated, but it can be understood by the reader.
Module Course Books
Key Foundation Skills..................................978-1-85964-915-2
Task 1 Constructing an argument
b) My aunt has sent me a cheque every year since I was five years
Units old. Therefore, I expect to receive a cheque for my birthday this

year too.
Academic Culture........................................978-1-85964-916-9
1.1 Underline the premises and the conclusion in the following argument. Seminars and Tutorials................................978-1-85964-917-6
• What is critical thinking? For example: Team-Working............................................978-1-85964-918-3
My tutor is always on time for her lessons, but today she is ten minutes late, so something must have Problem-Solving.........................................978-1-85964-919-0
• Recognizing strong or happened to her! Critical Thinking......................................... 978-1-85964-920-6
sound argument c) All Chinese people are good cooks. Ting Ting is Chinese so,
Introduction to IT Skills................................978-1-85964-921-3
Global warming is definitely happening. I don’t care what people say, but it was hotter this year
Essay Writing............................................. 978-1-85964-922-0
• Recognizing poor than it has ever been. as a consequence, she must be a good cook.
Scientific Writing.........................................978-1-85964-923-7
arguments 1.2 What are the unspoken premises in the following? Research and Referencing .........................978-1-85964-924-4
Presentations..............................................978-1-85964-925-1
• Persuading through a) You can’t travel to Bhutan without a visa, so Ali is going to have problems if he intends to fly
Examination Technique.............................. 978-1-85964-926-8
language or pressure out there tomorrow.
b) I heard on the radio this morning that Western Region trains will be very disrupted tomorrow,
2.2 Now read the definitions of the three types of argument. Match an example to each one.
Boxed edition (x12).................................978-1-85964-927-5
• Detecting bias so Natalia will be late for the interview. When you have finished, check with your partner. Teacher’s Book...........................................978-1-85964-928-2
• Putting it into practice 1.3 What are the unspoken conclusions in the following? A valid argument
This is an argument where the conclusion absolutely follows from the premises, but the premises
a) The student candidate who best reflects may not be true.
mainstream opinion is very likely to win the next A sound argument

student election. The policies put forward by This is an argument where the conclusion absolutely follows from true premises. A sound argument
is deductive (working from general to particular).
Sarah Rollings most closely match popular opinion.
“The glossaries are b) The ban on smoking in public places will hit profits
A strong argument
This is an argument where the conclusion does not necessarily follow from the premises, but if the
particularly helpful as in cafes and bars. My cousin owns a large chain premises are strong enough, the conclusion is likely to be true. A strong argument is inductive
of bars. (working from particular to general).
are the many
A good argument should ideally be both sound and strong.
references to websites
which develop ideas 10 Task: Critical Thinking - Unit 2 - Recognising strong or sound arguments Unit 2 - Recognising strong or sound arguments - Task: Critical thinking 11
mentioned in the text.”

Duke of Edinburgh’s ESU
English Language Award
judges page design encourages students to
write in textbook and make notes

English for
Academic
Purposes
EAP Essentials A teacher’s guide to principles & practice

A new handbook of best practice for teachers of English for Academic Purposes
Olwyn Alexander, Susan Argent and Jenifer Spencer
Key Features
“Up-to-date, comprehensive and
• The latest research practical, this book is a very useful
adapted for classroom Methodology a pie chart showing the proportions of students at university in the UK resource for EAP novices and
who have to pay tuition fees.61
use experienced teachers alike.”
The previous section dealt with the what of EAP, i.e., the way in which students’
• Practical approach language needs can be incorporated into a coherent syllabus. This section looks Yes, required to pay all tuition Nadezhda Yakovchuk, University of Leicester
at the how of EAP, i.e., the methodology for achieving the aims and objectives fees (£1,025 for UK resident)
allows teachers of the syllabus. This aspect has tended to receive less attention from EAP writers 36%
No, not “Combines current research on EAP
immediate engagement and researchers.56 The teacher’s role is to support students in identifying and required to
learning the language they need to achieve their rhetorical purposes and to pay fees practice with a very practical approach
with EAP materials provide scaffolding and feedback for their performance in communicative tasks. 47%
Basturkmen 57 summarizes methodologies in English for Specific Purposes (ESP) that clearly comes from experience: an
• Real case studies in terms of the relationship between input, i.e., the point at which students are excellent read for new EAP teachers. I
document classroom exposed to samples of language use, and output, i.e., the point at which they Yes, required to
wish I’d had this book before I started
use the language in productive tasks. Either students are first presented with pay part of tuition
experience of teachers models of language use which they are then required to produce themselves, or fees, after being in EAP!”
and students they follow a ‘deep-end strategy’58 in which they struggle to communicate and, means tested
10% Karen Nicholls, Sheffield Hallam University
in so doing, recognize the gaps in their language and strategic knowledge. An
• Free CD includes example of the former is a text-based approach, 59 whereas the latter follows a
Yes, required to pay full tuition Yes, required to pay full
task-based approach. 60 Both these approaches emphasize the collaborative and fees as I am resitting a year/ tuition fees as I am an
original ideas and well- experiential nature of teaching and learning. These approaches are illustrated not eligible for funding international student
"This book will surely become essential
trialled materials for in the following case study of a writing lesson. 2% 5% reading for both trainee and practising
teaching in a variety of EAP teachers alike.”
She asks the students if they are represented on the chart and they
contexts Task 12 locate the segments which show the proportion of overseas students Jane Brooks, Sussex University
paying full fees or European students paying home fees.
• Written by practising s Which parts of the lesson below seem to you to be text-based (i.e., input
before output) or task-based (i.e., output before input) or collaborative? Lesson phase 2: The teacher divides the students into groups of
EAP trainers from four and asks them to prepare, with their group members, a general EAP Essentials
Heriot-Watt University s Where in the lesson does the teacher focus on grammatical form? statement that describes the main relationship in the pie chart. A scribe Teacher’s Book & CD..................................978-1-85964-419-5
in each group prepares their statement for a visual. The teacher notices
that students in some groups are discussing what to write but in two of
Case study C: the groups the scribe is writing and the other group members are not
UnitS: Students in an EAP writing class have been working on data contributing. Each group then presents their statement and the class
commentary, a sub-genre usually contained within a report or decides which one best represents the data in the chart. The class
• The EAP context research article. In a previous lesson they have been introduced to chooses the following statement:
the concept of data in tables and graphs and how these are used to The chart shows students who pay tuition fees and students who do
• Text analysis represent relationships between real world entities or variables. They not pay is the same.
have analysed several example texts and are now ready to write a
• Course design commentary. Lesson phase 3: The teacher gives feedback by asking the questions
below:
• Reading Lesson phase 1: The teacher explains that the aim of this lesson is to
s Are the students really the same?
construct a data commentary which could be used in an information
• Vocabulary pack for new students who might be interested in reading about s Are the numbers exactly the same?
changes in higher education in the UK. She shows on a visual display
• Writing
• Critical thinking
106 Chapter 3: Course design Chapter 3: Course design 107
• Student autonomy FREE
CD-ROM
• Assessment EAP Essentials C03.indd 106 EAP Essentials
26/3/08 11:35:29C03.indd 107 26/3/08 11:35:32

English for
Academic
Purposes
Passport to Academic Presentations

A course for students giving oral academic presentations in English-speaking colleges and universities
Douglas Bell • Upper Intermediate to Proficiency: CEF Levels B2 to C2/IELTS 5.0-7.5+
Key Features
1 ar
“This is a hands-on, pragmatic book
.
ted
In this first unit, you will be looking at the following:
• FREE audio CDs for . that should greatly boost students’
t
Reasons for giving oral presentations
ni St
. The structure of oral presentations 2.2 Now match the following descriptions of what happens to each different stage.
further self-study and confidence when giving
. Opening an oral presentation a) The speaker talks about the presentation topic in detail.
Main themes & sub-themes in oral presentations b) The speaker lets the audience know that he/she is going to finish the presentation.
U etting
listening practice c) The speaker greets the audience and introduces him/herself. presentations.”
• Tips for successful
presentations
• Step-by-step coverage
of the oral presentation
process
.G
1 Reasons for Giving Oral Presentations
.3
3.1
d) The speaker gives the audience the opportunity to ask questions.
e) The speaker tells the audience what the topic of the presentation will be.
Opening an Oral Presentation

g You will now hear the openings of two quite different oral presentations. In each case,
as you listen, make a note of:
a) What the speaker intends to talk about.
Paul Sofer, University of Sussex
sample presentations on
• Focus on key language 1.1 People are often asked to give oral presentations, not only in Higher Education but also in the
workplace. Why do you think this is? Discuss your ideas with a partner or in small groups.
3.2
b) Whether or not the audience already knows the speaker. How can you tell?
Look carefully at the example openings in the Language Focus box below and discuss
audio and DVD
and pronunciation areas the following questions with a partner or in small groups:
• DVD includes extended • Which tenses can speakers use to let the audience know what they are intending to do?
• Which verbs can speakers use to show this intention?, e.g., look at, describe ...
learning through filmed Make a list of as many such verbs as you can think of.
presentations Passport to Academic Presentations
u s1 Course Book & audio CDs.......................... 978-1-85964-400 3
UnitS:
• Getting started
• Organizing your material
• Dealing with questions
. 1.2
2
Can you think of any hidden benefits of learning to give oral presentations? Again, discuss
your ideas with a partner or in small groups.
The Structure of Oral Presentations

Unlike a spontaneous conversation, which can develop in any number of different directions
depending on the speakers, an oral presentation tends to follow a fairly predictable structure
with clearly marked stages. This is because in an oral presentation, it is very important that
the listeners are able to follow – and later remember – what was said. Structuring an oral
presentation in a logical and clear way really helps the listeners to do this.
La
n gu
ag
e Foc
Opening Phrases
In my presentation today, I’m going to look at some of the issues
affecting tourism in Thailand.
In this presentation, I’ll be describing the main forms of cancer

that we are currently finding in women over the age of 40.
DVD (includes CD audio material)............... 978-1-85964-416 4
Teacher’s Book ......................................... 978-1-85964-415 7
PtOP_12/2007 17/12/07 14:54 Page 1
and answers
2.1 Five typical stages of an academic oral presentation are listed in the shaded box below, but their For the next ten minutes or so, I’d like to give you some of the
to
rtns
• Creating more impact order has been mixed up. Decide the order in which these different stages should occur and then reasons why most modern historians think the First World War started.
write them in the spaces provided.
aC
o
• Using visual aids In my talk this morning I’m going to focus on three of Monet’s
p o
ad
The Body The Chance For Discussion The Overview The General Introduction The Conclusion paintings.
s ati
• Giving persuasive
eM
s
In my presentation, I’ll talk about four key effects that acid rain
ic
presentations
Pasent
STAGE 1:
is having on our environment.
STAGE 2:
• Review
e
STAGE 3:
3.3 Match appropriate prepositions from the box below with the presentation verbs i) – vi). The first
Pr
one has been done for you, but be careful – not every one of these verbs needs to be followed
carefully
STAGE 4:
ok
by a preposition.
, s Bo
Do
STAGE 5:
u
graded tasks
gla
FREE nt
dE
sB
AUDIO CDs
Stu
2
ell
3

English for
Academic
Purposes
Upgrade
A first course in English for higher studies
Richard Harrison • Pre-Intermediate to Intermediate: CEF Levels A2 to B1/IELTS 3.5-5.0
Key Features
“... teaches English in a lively,
• 15 topic-based units plus three relevant way. The material in
review units each unit is well integrated,
• Teacher’s Book, including tests, and the Teacher’s Book is
transcripts and answers packed full of ideas – a very
useful pre-college base for
• Extensive skills practice with
higher studies.”
tasks such as: reading an article
English Teaching Professional
and completing a bar chart;
writing an e-mail; listening to
directions; giving a presentation Upgrade
Course Book..............................978-1-85964-705-9
• Study tips throughout the course Teacher’s Book.......................... 978-1-85964-707-3
to help develop essential study Activity Book (with answers)......978-1-85964-706-6
skills and independent learning Activity Book (without answers).. 978-1-85964-708-0
CD............................................. 978-1-85964-704-2
• Ten-page word list of essential
vocabulary covered in each unit
• Activity Book containing
imaginative extended practice
of the language and topics in
the Course Book, for use in the
class or self-study
UnitS:
• Campus • Time • My way
• At home • Around the world
• In class • World cities
• The world of computers
• Work • Famous names
• International English
• Summer vacation
• How to study • Free time
• What’s next?
a pre-intermediate course designed for young adults who need to use

English-language resources as part of a higher education course

The English for Specific Academic Purposes Series
A faculty-specific series for students studying in higher education
Upper intermediate to Proficiency: CEF Levels B2 to C2/IELTS 5.0–7.5+ SH OR TL IS TE D

ES U
Aw ar d
English for Specific

Academic Purposes Key language provides students
is a series of skills- with formulaic expressions of their
based courses designed disciplines.
specifically for students
about to enter English-
medium tertiary level Free CDs featuring realistic lectures
studies, covering a are included with every title.
wide range of academic
subjects. Teacher’s Books include over 40
All titles feature listening pages of photocopiable resources,
and reading texts which with activity banks, model texts and
provide the essential vocabulary and grammar reviews.
background knowledge
and vocabulary of the
discipline.
Accessible to students
from an upper intermediate
level (CEF B2).
Applicable to English-
medium courses in all
countries.
Carefully graded practice

in the key academic skills
needed to deal successfully
with lectures, seminars and
written assignments.

English
for specific
Academic
Purposes
English for Banking

A course from the English for Specific Academic Purposes series for students in higher education
Marie Mclisky • UPPER INTERMEDIATE TO PROFICIENCY: CEF LEVELS B2 to C2/IELTS 5.0-7.5+
ESAP Banking Unit 5 7/11/07 13:00 Page 38 ESAP Banking Unit 5 7/11/07 13:00 Page 39
Key Features 5
“... extremely well presented, with
BANK PERFORMANCE
• Systematic approach to
developing academic skills
through relevant content
5 BANK PERFORMANCE
ANW Bank plc
Annual Review and Summ
engaging diagrams and graphs.”
EL Gazette, November 2008
ary
5.1 Vocabulary
• Focus on receptive skills word sets • antonyms • describing trends
English for Banking
ANW Bank plc Annual Review and Summar y
(reading and listening) to activate Course Book & audio CDs.......................... 978-1-85964-935 0
A Study Figure 1 and Table 1 on the opposite page. a assets deficit distributed
productive skills (writing and 1 Where would you find this type of information? expenses income intangible liabilities
Consolidated Financial Statements – Summary Teacher’s Book ......................................... 978-1-85964-943 5
speaking) in subject area 2 Who is it written for? loss non-operating operating profit
The following is a summary of the information which appears in the full annual report and accounts.
retained surplus tangible For further information, please consult the full annual report on our website, or request a free copy
• Eight-page units combine B Study the words in box a. from the address on the back cover.
1 What part of speech is each word? b
language and academic skills 2 Find pairs of opposites.
account assets profits revenue
net profit
teaching 3 Which pairs relate to which words in box b?

c 17,780 11,890 –3,015 10.4
before-tax profit
tax income tax
• Vocabulary and academic C Study Figure 1 on the opposite page. 4.4 –2,815 4,385 3.7 total expenses
2006
2.3 –1,315 4,450 18.8 2007

1 What do the blue bars show? doubtful debts
skills bank in each unit for 2 What is the horizontal scale?
3.9 –27.6 3,182 personnel expenses
reference and revision 3 What items are on the left of the line? occupancy expenses
general expenses
4 What items are on the right?
Table 1 shows changes the bank’s financial
• FREE audio CDs for further performance the years 2006 and 2007. There
total income
D Study Table 1 on the opposite page. other income
self-study or homework 1 What happened to performance in 2007? was an increase 4.4% net profit the net interest
year 2006. –10,000 –5,000 0 5,000 10,000 15,000

2 Complete Table 1 with information
• Ideal coursework for EAP from Figure 1. Use numbers from box c. Figure 1 ANW Bank — Financial performance 2006 and 2007
$m
Not all the numbers are used. Some While there was a of
teachers may be used twice. 10.4% in occupancy-related expenses, the provision
2007 2006 %
for doubtful debts by $m $m change
E Study the text on the right, which describes
Table 1. 27.6%. Other banking income showed a/an Interest income 18,560 4.4 FREE
Units: 1 Complete the first paragraph with a of 6.3% from the previous year. Interest expenses –11,890 –11,260 5.6 AUDIO CDs
• What is banking? preposition in each space. Interest income also to Net interest income
Other banking income
6,670
4,730
6,520
6.3
2 Complete the second paragraph with one $18,560m, a/an of 4.4%. However,
• The origins of banking or two words in each space. personnel expenses also .
Total income
Personnel expenses
11,400
–3,210
10,970
6.5
• Banking institutions F Study Table 1 again. Discuss these questions. Occupancy expenses –530 –480
1 What happened to the doubtful debts provision in 2007? General expenses –2,815 –2,710 3.9
Provision for doubtful debts –275 –380
• Computers in banking 2 Why might interest expenses grow by 5.6% whereas interest income grows by only 4.4%?
Total expenses –6,830 –6,585 3.7
3 What happened to other banking income in 2007? How might you explain this?
Before-tax profit 4,570 4.2
• Bank performance 4 The annual inflation rate was 3.4%. How therefore would you explain an increase in personnel Income tax –1,364 _______
costs of 6.5%?
Net profit 3,206 3,070
• Central banks 5 Occupancy-related costs increased by 10.4%. Why?
Table 1 ANW Bank — Statement of financial performance for the year ended 31st March 2007
• International banking G Discuss the changes shown in Table 1. Use a variety of nouns, verbs, adjectives and adverbs.
ANW Bank plc
Annual Review and Summar y
iii
page xi
• Offshore banking
• Banking in developing 38 English for Banking Studies – Copyright © 2008 Garnet Publishing Ltd. English for Banking Studies – Copyright © 2008 Garnet Publishing Ltd. 39
countries
• Banking and ethics
• Influences on banking
standards
enables students to study key elements of banking using
• Banking governance
relevant texts while developing crucial study skills

English
for specific
Academic
Purposes
English for Business Studies

Carolyn Walker • Upper Intermediate to Proficiency: CEF Levels B2 to C2/IELTS 5.0-7.5+
ESAP Business Unit 8 7/11/07 13:07 Page 64 ESAP Business Unit 8 7/11/07 13:07 Page 65
Key Features 8 OPERATIONS: EFFICIENCY, COSTS AND QUALITY

“The book helped students to
• Systematic approach to become more independent in their
8.2 Reading essay types • complex sentences with passives • definitions
developing academic skills approach to studying in English ...
through relevant content The Teacher’s Book is excellent ...
A Look at the products in the blue box.
1 What type of production process is most
a bag of crisps a cruise ship ‘Every Little Helps’ The units provided a wide variety
• Focus on receptive skills likely to be successful for each product?
a laptop a motorbike
(or The Secrets of Japanese Management Practices)
(reading and listening) to activate 2 What could go wrong in the production
parts for a car a sandwich
of topics and up-to-date
process in each case?
productive skills (writing and 3 How can companies ensure the quality
The basic objective of operations management is Motors’ workers 40.7 hours to assemble a car material.”
to help companies to improve their efficiency and against 18 hours for Japanese Toyota workers.
speaking) in subject area
of their products? therefore their profitability. However, in business, Business had known for a long time that costs are Lionello Fabris, University of Udine, Italy
companies need to compare their efficiency and reduced by improved efficiency, and, at the same
There are four main essay types in
B Look at the four essay types on the right. their costs both internally and externally. If old time, quality is improved, but the practice and
• Eight-page units combine business studies:
practices are inefficient, or new initiatives cost too theory did not always match. For example,
1 What should the writer do in each type?
descriptive much, then profits will fall. Therefore, a production lines were designed by Japanese car “... it has all the language as well
language and academic skills
�
2 Match each essay type with one of the analytical company’s existence may depend on achieving manufacturers to stop automatically whenever
as the academic skills.”
�
questions below the slide (A–D). comparison efficiencies. there was a fault (this is known as jidoka in
teaching
�
Japanese) but early managers at the UK’s British
3 What topics should be covered in each � argument Here is a list of questions which have to be
essay question? considered by companies.
Leyland refused to accept this because they hated Clark Stoppia, Lorrach Berufs Academy,
• Vocabulary and academic skills � How is it possible to improve the motivation of
stopping a production line. It took time for non-
Japanese car manufacturers to understand the Germany
C Read the title of the text on the opposite the workforce?
bank in each unit for reference page and the first sentence of each A What are the advantages and disadvantages of � What might be the costs of this improvement?
benefits of the technique.
Partly as a result of Womack et al.’s study, lean
paragraph.
and revision 1 What will the text be about?
lean production for non-Japanese organizations? � What increases in production techniques are
possible and how?
production methods have gradually become much
more widespread. For example, Walkers Crisps uses
‘There is no business or activity for which a ‘quality chain’ system in which the whole supply English for Business Studies
• FREE audio CDs for further self- 2 Choose one of the essay questions B
lean techniques are unsuitable.’ To what extent
� How can the competitiveness of a company be
maintained and improved, especially when this chain is checked – the potato seeds, the growing
in Exercise B. Write four research
do you agree with this statement? conditions and all aspects of the factory production Course Book & audio CDs................. 978-1-85964-936 7
study or homework questions which will help you to
find information for your essay. �
is in an increasingly global market?
What is the relationship of quality of output to
(slicing, cooking, packing, etc.). According to the Teacher’s Book ............................... 978-1-85964-944 2
company’s website, ‘Walkers prides itself on the
these questions?
• Ideal coursework for EAP D Read the text.
C Explain why Japanese management practices
have become such an important approach in Some answers to the above questions have been
quality of its products, and if its crisps do not meet
consumer expectations, people will buy an
teachers 1 Using your own words, make notes business today. provided by Japanese management practices known
as ‘lean production’ techniques (‘lean’ is the
alternative product.’ In 2005, Corus Steel introduced
‘continuous improvement’ to make the company
from the text on information for elimination of all forms of waste). These techniques more competitive. Typical changes were the
your essay question. D What questions do companies need to ask include well-known concepts such as kaizen removal of non-profitable activities, improvements
2 Work with another person who has when considering their efficiency? Describe how (continuous improvement) and ‘just-in-time’, which in efficiency, and an emphasis on consistency across
UnitS: chosen the same essay question as you. one or two companies have found answers to is a system of inventory control that ensures that the whole company. Another good example is the FREE
such questions. exactly the right quantities are available at any one
Compare your notes.
time. Another concept is ‘Total Quality
approach which is used by Tesco, the UK-based
supermarket chain. Before the 1990s, it operated a
AUDIO CDs
• The business of business E Study the highlighted sentences in the text.
Management’ (TQM), an approach to quality chain of cheap, low-cost, city centre supermarkets.
Word/phrase Meaning control which involves the entire business at all By 2004, helped by a kaizen approach, it had become
1 Underline all the subjects and their levels. Also important is poka-yoke – an error-
• The organization of work verbs. 1 Total Quality a system for stopping a production proofing system using special devices designed to
Britain’s biggest supermarket and was expanding
abroad (Tesco’s slogan: ‘Every Little Helps’).
2 Which is the main subject and verb for Management line when there is something wrong prevent wrong actions from occurring in the
At first it was thought that TQM techniques and
• Getting the work done each sentence? 2 just-in-time getting rid of anything which
production process. Crucially, operations in
manufacturing units tend to be managed by the
lean production were best suited to manufacturing.
reduces efficiency However, it is clear that similar questions are now
Japanese with relatively little bureaucracy. A
• The world of technology F Study the table on the right.
3 poka-yoke making efforts all the time to meet combination of specialized plants and team-based
also being asked by service providers.
Governments, too, are increasingly aware of the
1 Match each word or phrase with its the needs of customers better production means that high levels of efficiency are
advantages of lean production techniques. For
• People and markets meaning.
a way of involving the whole
provided by a minimum of workers, equipment and
materials.
example, the National Health Service in the UK
2 Underline the words or phrases in the 4 jidoka now tries to use some of the practices. According to
company in ensuring that the right
• Products and strategies text which the writer uses to give the quality is achieved
The results of Japanese concepts have been
spectacular across the world, particularly in car
the NHS Institute for Innovation and Improvement,
‘Lean is basically about getting the right things to
definitions.
5 kaizen manufacturing. In 1990, in their study of lean the right place, at the right time, in the right
• Operations: producing the goods See Vocabulary bank a system designed to prevent errors production, The Machine that Changed the World, quantities, while minimizing waste and being
Womack et al. showed that it took US General flexible and open to change.’
6 lean a very economical way to manage
• Operations: efficiency, costs and quantities of stock
quality 64 English for Business Studies – Copyright © 2008 Garnet Publishing Ltd. English for Business Studies – Copyright © 2008 Garnet Publishing Ltd. 65
• Managing financial accounts

• Funding company activities
• External influences enables students to study key elements of business studies
• Strategy and change using relevant texts while developing crucial study skills

English
for specific
Academic
Purposes
English for Environmental Science NEW
A new course from the English for Specific Academic Purposes series for students in higher education
RICHARD LEE • UPPER INTERMEDIATE TO PROFICIENCY: CEF LEVELS B2 to C2/IELTS 5.0-7.5+
Key Features 1 WHAT IS ENVIRONMENTAL SCIENCE?

English for Environmental Science
• Systematic approach to Course Book & audio CDs......................... 978-1-85964-444-7
1.2 Listening Teacher’s Book ........................................ 978-1-85964-445-4
preparing for a lecture • predicting lecture content • making notes
through relevant content A You are a student in the Environmental Science Faculty
1.3 Extending skills lecture organization • choosing the best form of notes
of Hadford University. The title of the first lecture is

• Focus on receptive skills What is environmental science? A What can you …
1 Write a definition of environmental science. 1 map? 3 measure? 5 analyze? 7 trace?
(reading and listening) to 2 What other ideas will be in this lecture? Make some 2 identify? 4 manage? 6 draw on? 8 record?
notes.
activate productive skills (writing See Skills bank B How can you organize information in a lecture? Match the beginnings and endings.
and speaking) in subject area 1 question and contrast
B �Listen to Part 1 of the talk. What does the lecturer
• Eight-page units combine say about environmental science? Tick one or more of
the following.
2 problem and definition
3 classification and disadvantages

language and academic skills a It is the same as the Earth sciences.
4 advantages and effect
b It is different from the Earth sciences.
teaching c Geomorphologists only work in the 5 comparison and events
Earth sciences.
• Vocabulary and academic 6 cause and supporting information
7 sequence of process
skills bank in each unit for C In Part 2 of the talk, the lecturer mentions greenhouse
8 stages of a solution
and web.
reference and revision 1 What is the connection between the general English words 9 theories or opinions then answer
and their use in environmental science?
• FREE audio CDs for further 2 �Listen and check your ideas. C How can you record information during a lecture? Match the illustrations with the words and
phrases in the box.
self-study or homework
D In Part 3 of the talk, the lecturer describes different tree diagram flowchart headings and notes spidergram table timeline two columns
• Ideal coursework for EAP branches of environmental science.
1 How many branches can you think of?
teachers 2 What are the main areas covered by each branch?
1 2 3
3 �Listen and check your ideas.

4 What will the lecturer talk about next?
5 1. 6
UnitS:
4
1. 1 18th
E �In the final part of the talk, the lecturer gives a
definition of environmental science, and some 1. 2
19th
• What is environmental science? examples. Listen and mark each word in the box D if it is
part of the definition and E if it is part of an example.
7
1920
• What do environmental human process solution activity
identify change flood plain
scientists do? overlap record intervention D Match each organization of information in Exercise B with a method of note-taking from Exercise C.
You can use one method for different types of organization.
measure illustrate
• The atmosphere F Write a definition of environmental science.
E �Listen to five lecture introductions. Choose a possible way to take notes from Exercise C in each
case.
• Computers in environmental G Look back at your notes from Exercise A. Did you predict:
Example:
science •
•
the main ideas?
most of the special vocabulary?
You hear: Today I’m going to talk about the most damaging types of greenhouse gases.
There are five main gases …
You choose: tree diagram
• Energy resources • the order of information?
8 9
• Soil as a resource
• Recycling waste
• Ecosystems
• Preserving biodiversity
• Pollution enables students to study key elements of environmental science
• Agriculture using relevant texts while developing crucial study skills
• Sustainability

English
for specific
Academic
Purposes
English for Language and Linguistics NEW
Anthony Manning • UPPER INTERMEDIATE TO PROFICIENCY: CEF LEVELS B2 To C2/IELTS 5.0-7.5+
ESAP Lang CB U6 1/8/08 15:10 Page 48 ESAP Lang CB U6 1/8/08 15:10 Page 49
Key Features 6 ENGLISH LANGUAGE TEACHING

English for Language & Linguistics
Course Book & audio CDs...........................978-1-85964-938 1
• Systematic approach to 6.2 Reading identifying subject–verb–object in long sentences • paraphrasing
Teacher’s Book ......................................... 978-1-85964-946 6
developing academic skills Discourse
A
through relevant content Can you juggle
competence
Discuss these questions.
1 What do you find the most difficult aspect of Audiolingualism
communicating in another language?
• Focus on receptive skills 2 What factors affect students’ ability to Strategic Grammatical
your approach? Task–based
(reading and listening) to communicate in a second or foreign language? competence competence
Learning
activate productive skills B Study Figure 1. Match the communicative competencies

in the diagram with the descriptions on notes A–D.
Any trainee teacher of English as a foreign
language has to study at least some of the Total
(writing and speaking) in C Look at the illustration, the title, the introduction and
Sociolinguistic
competence
many different pedagogical approaches which
Communicative
Physical
Response
have, at one time or another, been championed Language Teaching
subject area the first sentence of each paragraph on the opposite
page. What will the text be about? Figure 1: Communicative competence
as the most effective means of teaching
Source: P. McKenzie-Brown language proficiency. For example, approaches
• Eight-page units combine
www.languageinstinct.blogspot.com
such as Communicative Language Teaching,
D Write some research questions, using your ideas from
audiolingualism and task-based learning are
Exercises A, B and C above.
language and academic skills A
The ability to combine frequently referred to by language-teaching Even ardent advocates of eclecticism in ELT
advise against uninformed decision-making. As an
a language’s elements in professionals.
E
teaching Read the text. Does it answer your questions?
order to speak or write.
This is also known as
alternative, the use of contextual adaptation, in line
with a student needs analysis, is recommended.
Confronted with constantly changing fashions in This facilitates an altogether more principled choice
F Study the highlighted sentences in the text. Find fluency.
• Vocabulary and academic and underline the subject, verb and the object or B The use of verbal and
preferred teaching methodologies, many language
teachers are now opting to practise coherent
of approach. The use of a carefully calculated
selection of appropriate teaching methodology, in
complement in each sentence. See Skills Bank non-verbal strategies to pluralistic language teaching in order to produce accordance with the nature of the language being
skills bank in each unit for allow for lack of skill in lessons based on something called ‘informed taught and the specific idiosyncrasies of the student
G Two students paraphrased parts of the text. the other three areas. eclecticism’. In other words, some teachers see the body, can overcome many of the disadvantages of
reference and revision 1 Which parts of the text do they paraphrase?
benefit in juggling a range of different approaches.
But what does the juggling of approaches to ELT
unconstrained pluralism. In brief, the guiding
principles of a selected approach need to fit with the
C The skill of using
2 Which paraphrase is better? Why? really involve? learning situation. This enables avoidance of an
language appropriately
• FREE audio CDs for further according to particular Instead of adopting a single approach, many
‘anything goes’ mentality, which in some cases has
led to a disorganized combination of procedures.
social situations. instructors now realize the advantages of selecting
self-study or homework Student A
different teaching approaches according to who The ELT professional who practises informed
D The extent to which they are teaching and the particular language skills eclecticism is very sensitive to the need for
ELT teachers who believe str ongly in an they are focusing on. Whereas Total Physical organization and effective training in order to
• Ideal coursework for EAP eclectic appr oach r ecommend that it should
the features and rules
of the language have Response may be useful for teaching the parts of achieve satisfactory results. Likewise, any trained
only be used in a principled way. the body to primary school students, it may be juggler is aware that this art requires much more
teachers It is important to take into account the
been learnt. more appropriate to use Communicative Language
Teaching in order to prepare a group of exchange
than simply throwing balls in the air in haphazard
fashion.
needs of tar get students when adapting the Student B students for a homestay holiday in France.
teaching appr oach. Clare Nukui, a tutor at the University of
According to Clare Nukui, newly qualified
English language teachers are best advised to
FREE
In this way, a teacher can avoid the pr oblems Supporters of eclecticism in ELT advise Reading, warns against the use of unconstrained
pluralism in the choice of language-teaching
practise teaching which is rooted in one or two tried AUDIO CDs
and tested theories before they try their hand at
which arise when eclecticism is used without against unrestrained pluralism. approaches. ‘Eclectic use of activities, without eclecticism. ‘Successful language teaching involves
principles.
UnitS include: To sum up, contextualization is fundamental
They recommend that teachers should
adapt teaching in line with a student
reference to ELT theory or contextual
considerations, can be very dangerous. Different
much more than simply pulling pre-packaged
approaches off a shelf and teaching a series of
approaches are, of course, better suited to some interesting exercises to your class. Understanding
in the choice of appr oach ... needs analysis. contexts than others. Principled eclecticism the philosophy of second language acquisition and
• What is linguistics? ... because it ensur es that pr ocedur es ar e This allows the teacher an altogether
requires a great deal of knowledge of language-
teaching methodology in order to ensure that
relating it to teaching practice effectively takes time
and experience. I would advise any student teacher
or ganized, not random. more principled choice of approach. students’ needs are being adequately addressed.’ to undertake a thorough study of the guiding
• Developments in linguistics The guiding principles of an approach Random, unprincipled teaching, as described by principles behind language teaching before they
Clare Nukui, is widely considered to be misguided experiment with eclecticism. If teachers do not take
need to match the learning situation. and has often been criticized because it may be this advice, they risk making uninformed decisions
• Language acquisition and As a result, the 'anything goes' mentality atheoretical, subjective and unsystematic. and becoming the clowns in their own classrooms.’
H Work in groups. Each group should write a
learning paraphrase of a different part of the text. can be avoided.
• Language and technology 48 49
• Language and society

• English language teaching
• Translating and interpreting
• Discourse analysis
• Pronunciation and phonology enables students to study key elements of language and
• Grammar linguistics using relevant texts while developing crucial study skills

English
for specific
Academic
Purposes
English for Law NEW
Jeremy Walenn • UPPER INTERMEDIATE TO PROFICIENCY: CEF LEVELS B2 to C2/IELTS 5.0-7.5+
ESAP Law CB U2 22/10/08 16:20 Page 18 ESAP Law CB U2 22/10/08 16:20 Page 19
Key Features 2 LANDMARKS IN LAW

English for Law
Course Book & audio CDs........................... 978-1-85964-417 1
• Systematic approach to 2.3 Extending skills using topic sentences • summarizing Teacher’s Book ......................................... 978-1-85964-418 8
through relevant content A Study the words in box a. They are all from the text in a principle conviction grounds
Lesson 2.
binding contract right Jud i c i al preceden t
• Focus on receptive skills 1 Give two meanings of each word.
2 Check with your dictionary.
condition notice Judicial precedent can be Co Ltd [1944] KB 718, CA, the Court of Appeal decided
(reading and listening) to B Study the words in box b. They are all from the text in
defined as the principle it is also bound by its own decisions except where:
• previous decisions in the Court of Appeal conflict.
b whereby judges are
equitable obligation
activate productive skills Lesson 2.
defendant entitle required to follow the
It must then decide which one to follow.
• a decision of its own conflicts with a Supreme
1 What is the base word in each case? What part of
(writing and speaking) in speech is the base word?
simplicity overturn
misstatement
decisions made in
previous cases which
Court decision, even if that decision has not been
expressly overruled by the Supreme Court.
2 Does the prefix/suffix change the part of speech?
subject area 3 How does it change the meaning?
have sufficient similarity. • a decision of its own was made per incuriam; in
other words, by mistake.
Cases decided by lower
The Court of Appeal (Criminal Division) generally
• Eight-page units combine C Look back at the topic sentences on page 16. Don’t look at the text on page 17.
Lord Denning courts must always
follow the precedent set by higher courts. The
has the same rules of stare decisis as the Civil Division.
What information comes after each topic sentence? Suggest possible content. However, because decisions might affect the liberty of
language and academic skills Example:
Denning adopted his famous common-sense approach in
aim of stare decisis (Latin for ‘the decision must the individual, the rules of precedent are not followed
as rigidly. This principle was laid down in R v Taylor
stand’) is to provide consistency and predictability
teaching Thornton v Shoe Lane Parking [1971] 1 All ER 686, CA.
in the decision-making process of various courts.
[1950] 2KB 368, where it was held that if questions
involving the liberty of a subject had either been
The judgment may fall into two parts: the ratio misapplied or misunderstood, the court should
The facts of the case; how Denning used common sense.
• Vocabulary and academic decidendi (the reason for the decision) and the obiter
dictum (something said by the way). The ratio decidendi
reconsider the decision.
The High Court is bound by decisions of the
D Write a summary of the text on page 17. Paraphrase the topic sentences. Add
skills bank in each unit for extra information and examples. See Skills bank
always applies to the precise facts of the case and is
binding. In other words, it sets a precedent that must
Supreme Court and the Court of Appeal. It is not
bound by previous High Court decisions. However,
reference and revision be followed. The obiter dictum is where a judge

speculates on what might have happened if the facts
these are of strong persuasive authority and are
usually followed. Decisions of High Court judges are
2.4 Extending skills using research questions • writing topic sentences • summarizing had been different. This part of the judgment is binding in the county courts. Decisions made on
• FREE audio CDs for further persuasive rather than binding and so does not have
to be followed. In the High Trees case, Lord Denning
points of law by judges in the Crown Court are not
binding. They are only of persuasive authority, so
decided that the plaintiffs were entitled to payment of other Crown Court judges need not follow them. The
self-study or homework A Can you remember all the people who have made a contribution to the
development of the law from Lesson 2? What were their main achievements?
the full rent only after the war had ended. This was decisions of the county courts and the magistrates’
the ratio decidendi. He speculated that the plaintiffs courts are not binding.
would not be entitled to the full rent from the start of
• Ideal coursework for EAP B The lecturer has asked you to research judicial precedent. the war as they had promised to cut the rent by half to
Courts can avoid following a binding precedent in a
case by using a legal device called ‘distinguishing’.
ease the defendants’ financial difficulties. However, as
teachers 1 What do you understand by the term?
2 Think of good research questions before you read the text.
this was not based on the strict facts of the case, this
part of the decision was obiter dictum.
Cases can be distinguished on either the facts or the
points of law. In a case involving a joint enterprise,
where two people take part in a robbery, and in the
3 Look quickly at the text on the opposite page. What is the best way to record The court hierarchy dictates the way in which
judicial precedent operates. Under section 3(1) of the
course of the robbery one of the people kills the
person they are stealing from, the person who does
FREE
information while you are reading?
European Communities Act, the decisions made on not actually do the killing may still be liable if he could AUDIO CDs
UnitS: C Study the text on the opposite page.
matters of European Community Law are binding on
all courts within the English legal system, including
foresee that this action was likely to follow. If someone
is armed with a gun, murder is more foreseeable than
1 Highlight the topic sentences. the Supreme Court. If matters of European if someone is armed only with a stick. In R v Powell
Community Law are not involved, the Supreme Court (Anthony) and English [1999] 1 AC 1, HL, Lord Hutton
• Law and order 2 Read each topic sentence. What will you find in the rest of the paragraph? is the highest court in the land. The Supreme Court is
bound by its own decisions unless the court decides in
made this distinction.
3 Which paragraph(s) will probably answer each research question? Read those Judicial precedent provides stability and
a particular case that this is not right. This was laid
• Landmarks in law paragraphs and make notes.
down by Lord Gardiner in the Practice Statement in
consistency within the legal system. However, there
are cases where its rigidity has led to injustices. The
4 Have you got all the information you need? If not, read other paragraphs. 1966. Supreme Court decisions are binding on all arguments are whether these injustices should be
• Crimes and civil wrongs D Use the Internet to research the judicial achievements of one of the people from
lower courts.
The Court of Appeal (Civil Division) must follow
rectified by Parliament through a change in the law, or
whether it is up to judges to use their skills to avoid a
the list in Lesson 2. Use the same research questions as in Lesson 2. the decisions of the Supreme Court even if it is precedent where it would, in the circumstances of the
• Computers in law 1 Make notes.
considered wrong to do so. In Young v Bristol Aeroplane case, be unjust to follow it.
2 Write a series of topic sentences which summarize your findings.

• Theft 1: the Theft Act 3 Report back to the other students. Read out each topic sentence then add extra details.
Judicial preceden t p age ix
• Theft 2: appropriation 18 19
• Contract law 1: consideration

• Contract law 2: misrepresentation
• Employment law
• Homicide
• International law enables students to study key elements of legal studies using
• Human rights law relevant texts while developing crucial study skills

English
for specific
Academic
Purposes
English for Management Studies NEW
TONY CORBALIS and Wayne Jennings • UPPER INTERMEDIATE TO PROFICIENCY: CEF LEVELS B2 to C2/IELTS 5.0-7.5+
Key Features 1 WHAT IS MANAGEMENT?

English for Management Studies
• Systematic approach to Course Book & audio CDs......................... 978-1-85964-440-9
1.2 Listening 1.3 Extending skills Teacher’s Book ......................................... 978-1-85964-441-6
preparing for a lecture • predicting lecture content • making notes lecture organization choosing the best form of notes
through relevant content A You are a student in the Management Faculty of Hadford A What can you …
University. The title of the first lecture is What is leadership? 1 keep? 4 fill? 7 draw on?
• Focus on receptive skills 1 Write a definition of leadership. 2 see? 5 set? 8 evaluate?
(reading and listening) to 2 What other ideas will be in this lecture? Make some notes.
See Skills bank
3 come up with? 6 make? 9 implement?
activate productive skills B How can you organize information in a lecture? Match the beginnings and endings.
B �Listen to Part 1 of the talk. What does the lecturer say
(writing and speaking) in about leadership? Tick one or more of the following. 1 question and contrast
a It is not the same as management. 2 problem and definition

subject area b It cannot be taught to people. 3 classification and disadvantages
c It is about having clear goals and expertise.
• Eight-page units combine d It is also about creativity and self-confidence.
4 advantages and effect
5 comparison and events

language and academic skills C C In Part 2 of the talk, the lecturer uses two words from 6 cause and supporting information
teaching general English with a special management English meaning.
7 sequence of process
1 What are the words?
• Vocabulary and academic skills 2 What do they mean in management English? 8 stages of a solution
2 �Listen and check your ideas. 9 theories or opinions then answer
bank in each unit for reference
D In Part 3 of the talk, the lecturer describes different styles C How can you record information during a lecture?
and revision of leadership. Match the illustrations with the words and phrases in the box.
1 How many styles can you think of?
• FREE audio CDs for further 2 What are the main characteristics of each style? tree diagram flowchart headings and notes spidergram table timeline two columns
self-study or homework 3 �Listen and check your ideas.

4 What will the lecturer talk about next? 1 2 3
• Ideal coursework for EAP E �In the final part of the talk, the lecturer explains what good
leaders do. He gives examples of styles, and a definition of a
teachers good project leader. Listen and mark each word in the box S if it 4 5 1. 6
18
th
is a style and D if it is part of the definition. 1. 1
1. 2 FREE
19 AUDIO CDs
th
Units include: get tasks done

mix selling
delegating
motivate
7
1920
telling implements actions
• What is leadership? participation
D Match each organization of information in Exercise B with a method of note-taking

• Culture and change F Write a definition of a good leader. Use words from Exercise E. from Exercise C. You can use one method for different types of organization.
G E �Listen to some lecture introductions. Choose a possible way to take notes from
• Organizations and operations Look back at your notes from Exercise A. Did you predict:
� the main ideas?
Exercise C in each case.
Example:
• Production management � most of the special vocabulary?
You hear: Today I am going to talk about the different branches of management.
� the order of information?
There are four main branches…
• Strategy and the business You choose: tree diagram
environment
8 9
• Finance for strategy

• Budgets, decisions and risk
• People as a resource
• Developing people
• Industrial relations enables students to study key elements of management studies
• Marketing management using relevant texts while developing crucial study skills
• Management information systems
English
for specific
Academic
Purposes
English for Medicine NEW
ROS WRIGHT, MARIE McCULLAGH AND PATRICK FITZGERALD • UPPER INTERMEDIATE TO PROFICIENCY: CEF LEVELS B2 to C2/IELTS 5.0-7.5+
Key Features English for Medicine

2 THE ORIGINS OF MEDICINE
Course Book & audio CDs.......................... 978-1-85964-442-3

• Systematic approach to
Teacher’s Book ........................................ 978-1-85964-443-0
developing academic skills Vocabulary bank Skills bank
through relevant content

Guessing words in context Making the most of lectures
• Focus on receptive skills Using related words Before a lecture …
(reading and listening) to Sometimes a word in general English has a special meaning in medicine..
Plan
Example:
activate productive skills patient, dress / ing, theatre
� Find out the topic of the lecture.
Research the topic.
(writing and speaking) in �
� Check the pronunciation of names and key words in English.

If you recognize a word but don’t understand it in context, think:
subject area What is the basic meaning of the word? Does that help me understand the special meaning? Prepare
• Eight-page units combine � Get to the lecture room early.

Example: Sit where you can see and hear clearly.
language and academic
�
Water can drip from a tap. A drip means a tiny flow of liquid. If a doctor puts a patient on a
� Bring any equipment you may need.
drip it means that they receive a tiny flow of some type of liquid, usually in the form of a
skills teaching drug, such as an antibiotic. � Write up the date, topic and name of the lecturer at the top of a sheet of paper.
• Vocabulary and academic Removing prefixes During a lecture …

A prefix = letters at the start of a word.
skills bank in each unit for A prefix changes the meaning of a word.
Predict
� Listen carefully to the introduction. Think: What kind of lecture is this?
reference and revision Example: � Write an outline. Leave space for notes.
imbalance – not balanced
Think of possible answers/solutions/effects, etc., while the lecturer is speaking.
• FREE audio CDs for further
�
misdiagnose – diagnose incorrectly
Produce
self-study or homework If you don’t recognize a word, think: � Write notes/copy from the board.
• Ideal coursework for EAP Is there a prefix? Remove it. Do you recognize the word now? What does the prefix mean? � Record sources – book/website/names.
Add it to the meaning of the word � At the end, ask the lecturer/other students for missing information.
teachers
Removing suffixes Making perfect lecture notes
A suffix = letters at the end of a word. Choose the best way to record information from a lecture. FREE
A suffix sometimes changes the part of speech of the word. advantages and disadvantages � two-column table AUDIO CDs
UnitS include: Example: cause and effect � spidergram
consult [arrow] consultation = verb [arrow] noun
classification and definition � tree diagram/spidergram
• Achievements in medicine biology [arrow] biological = noun [arrow] adjective
comparison and contrast � table
A suffix sometimes changes the meaning in a predictable way
facts and figures � table
• Basic principles in medicine Example:
path +ology – the study of disease
sequence of events � timeline
stages of a process � flowchart
• Computers in medicine path +ologist – specialist in the study of disease
question and answer � headings and notes
• Causes and effects of cardi +ology – the study of the heart Speaking from notes
cardi +ologist – heart specialist Sometimes you have to give a short talk in a seminar on research you have done.
disease � Prepare the listeners with an introduction.
• Basic medical sciences: If you don’t recognize a word, think: Is there a suffix? Remove it. Do you recognize the word
now?
� Match the introduction to the type of information/notes.
cells What does that suffix mean? Add it to the meaning of the word.
• Clinical setting: acute care

20 21
• Clinical setting: primary
care
• Evidence-based medicine
provides a comprehensive vocabulary and skills bank at the
• Current issues in medicine
end of each unit, like other titles in the series
• The future of medicine

English
for specific
Academic
Purposes
English for Tourism and Hospitality

Hans Mol • Upper Intermediate to Proficiency: CEF Levels B2 to C2/IELTS 5.0-7.5+
ESAP Tourism U6 7/11/07 13:46 Page 48 ESAP Tourism U6 7/11/07 13:47 Page 49
Key Features 6
“Tourism is extremely well covered,
THE BUSINESS OF EVENTS TOURISM
• Systematic approach to with topics including marketing,

6.2 Reading identifying subject–verb–object in long sentences • paraphrasing
developing skills through hospitality and culture. The
relevant content A Discuss these questions. experiences The event of your life? vocabulary is highly appropriate, with
• Focus on receptive skills 1 How do ‘events’ relate to tourism? What type of a vast range of academic skills”
tourism events can you think of? List and order leisure
Festivals are the most popular tourist EL Gazette, January 2009
(reading and listening) to them according to popularity.
events. They are huge, with hundreds if
2 How would you define ‘tourist’ in this context?
activate productive skills 3 What aspects do you think are most important in age not thousands of people active and
the organization of such events? value involved, complicated logistics, stressful
(writing and speaking) in management and considerable investment. English for Tourism and Hospitality
subject area B Study Figure 1.
income If you are a young adult, the chances are that
Course Book & audio CDs........................... 978-1-85964-942 8
1 What do you think the figure represents?
you belong to the large group of people who Teacher’s Book ......................................... 978-1-85964-950 3
• Eight-page units combine 2 What title would you give this figure? technology have visited a music festival at one point during
3 Where does research come into events management?
language and academic skills Figure 1 their teen years. Perhaps you are a lover of
festivals and go to many every year. Perhaps
Quite a few theories have been put forward as
to why events tourism is so popular. There is
teaching C Look at the illustrations, the title, the introduction and the first
sentence of each paragraph on the opposite page. What will the text be about?
you are one of many people who have
occasionally participated in or attended a sports
one theory (Goldblatt, 2000) which claims that
there is significantly more to celebrate as the
festival, ranging from a regional competition to Earth’s population ages, and big events provide
• Vocabulary and academic D Using your ideas from Exercises A, B and C above, write the Olympic Games. In America alone, more a forum for such celebrations. Another theory is
skills bank in each unit for some research questions. than 40,000 festivals are organized every year,
including food festivals, music festivals and
that, with the huge advances in technology of
the last few decades, people are seeking
reference and revision E Read the text. Does it answer your questions? religious festivals. Some are one-off events;
others are ongoing.
experiences that go beyond what they have
experienced before, some say to balance the
high-tech influences in their lives.
• FREE audio CDs for further F Study the highlighted sentences in the text. Find and underline the subject, verb The organization of events is big business and
and the object or complement in each sentence. has a direct relationship with tourism. In fact, So what really attracts people to events?
self-study or homework Student B
although events attract some ‘locals’, most are Researchers have found that participants feel
G Two students paraphrased parts of the text. 1 Festivals are huge events, with many organized to draw people in from outside the they add value to their personal and work lives.
• Ideal coursework for EAP 1 Which parts of the text do they paraphrase? people involved, complicated logistics, area, either internal tourists or visitors from
abroad. In the 20th century, there was a boom in
In terms of tourism, there is a trend where
management and considerable people reduce the length of holidays and opt for
teachers 2 Which paraphrase is better? Why? investment. world fairs and major sports events. shorter and more frequent breaks, during which
2 The tourism sector has seen a Millennium celebrations and live music events they often attend festivals. It seems as if four
Student A
significant increase in these unique provided a further boost to events tourism. The
tourism sector has seen a significant increase in
factors play a role. We have already mentioned FREE
1 Festivals are major events which are attended by mega ventures, creating the need for ageing and technology. Add to these increased
AUDIO CDs
UnitS include: large groups of people; they are highly complex professional events managers. the size, scope, length and visibility of these
unique ventures, known as ‘hallmark’ or ‘mega’
income and more leisure time and you have a
recipe for events tourism which increases the
from an organizational point of view, and are
3 The rule of thumb seems to be that
expensive to put on. events, creating the growing need for demand for events all around the world. This
• What is tourism? 2 The demand for professional events managers has
events can be as complicated as people
can afford. Events can be real or
professional events managers. trend is expected to continue.
increased as the number of big events has grown. virtual. Even though events organization is a
• What’s your kind of tourism? 3 There is no limit to what tourism events can look 4 Theories claim that big events provide professional skill, there do not seem to be hard
like, and they can be virtual as well as real. a forum for such celebrations as and fast rules. People participate in events as
• Hospitality research 4 One theory says that ageing contributes to the people age. individuals, but companies, too, provide
growth of events tourism. 5 Added to ageing and technology,
corporate events tourism by organizing trips,
themed weekends and festivals for their
• Careers in tourism and 5 Apart from age and technology, income and increased income and leisure time also
form a recipe for growth in events personnel and families. The rule of thumb
increased leisure time contribute to this growth as
hospitality well.
tourism. seems to be that events can be as outrageous or
complicated as money can buy. And nowadays,
Researchers have already predicted interplanetary
broadcasting events for the 2020s which, in the
events can even be virtual: millions of people light of recent developments in space flight, may
• Tourism marketing H Work in groups. Each group should write a paraphrase of a different part of the text. participate in highly organized events on the not seem such a remote idea anymore.
See Vocabulary bank Internet every day.
• The business of events
tourism
48 English for Tourism and Hospitality Studies – Copyright © 2008 Garnet Publishing Ltd. English for Tourism and Hospitality Studies – Copyright © 2008 Garnet Publishing Ltd. 49
• The business of fun
• Hospitality marketing
• Tourism and culture
enables students to study key elements of tourism and
• Managing people and money
• Information strategy and change
hospitality using relevant texts while developing crucial study skills

English for
specific
purposes
English for Global Industries: Oil and Gas NEW

A study book for industry professionals
STEPHEN OLIVER • UPPER INTERMEDIATE TO PROFICIENCY: CEF LEVELS B2 TO C2/IELTS 5.0-7.5+
Key Features
1
As the global economy evolves and expands, it presents English for Global Industries: Oil and Gas
enormous opportunities for the energy industry. We estimate
• Stimulating material and that the world’s oil and gas needs will grow forty percent by 2030. Study Book & audio CDs ........................... 978-1-85964-506-2
Rex W Tillerson Chairman and CEO ExxonMobil
meaningful activities B Do you think these statements are true or false? Use a search engine such as Google
if you would like to have more detailed information.
Unit 11
Unit
a) The world produces and consumes 75 million barrels of oil a day.
• A balance of consistency b) The USA consumes 25% of the world’s supply of oil.
c) China is the second largest consumer.
and diversity d)
e)
68% of the world’s oil reserves are in the Middle East.
The price of a barrel of oil quadrupled from $3 to $12 in the 1973 oil crisis.
FORTHCOMING TITLES
Oil & Gas:
f) The Thunder Horse platform in the Gulf of Mexico was hit by two hurricanes in 2005.
• Up-to-date technical g)
h)
The biggest oil field in the world is in Venezuela.
Oil and gas conglomerates employ 70% of their resources on upstream operations.
content i) Sakhalin 2 was the first integrated oil and gas project in Russia.
• Construction
• Professional in look and
A Global Giant
Shell E&P is engaged in the upstream activities of acquiring,
exploring, developing and producing oil and gas. • Pharmaceuticals
feel
1. Complete this table with words from these families. • Financial Services
• Clear layout, with full-colour operate operation operator
A Read this introduction to the oil and gas industry from an online encyclopaedia. Notice the pairs
photographs and diagrams of words (like “oil and gas” or “mergers and acquisitions”). How many others can you find? extract
competition
The oil and gas industry is one of the largest in the world. It is made up of a small number of
• Advice and practice in conglomerates and a very large number of smaller independent companies. Broadly speaking, the
industry is divided into two areas. Upstream operations involve exploration, extraction and production,
acquisition
consumer
appropriate learning skills

contextualization through authentic
often known as E & P, while downstream operations involve transportation, refining and sales of products produce
to consumers. explore
• User-friendly answer key sub-contract
quotations and documents

Relationships between companies can be very complex. They can be competitors with each other or they
can be suppliers and customers of one another. Large companies make joint ventures with each other supply
with suggestions for further for specific projects and there are frequent mergers and acquisitions. Since the integration of oil and gas
technology, this happens even more often.
transport
practice on the Internet Oil and gas production takes place onshore and offshore. O&G companies are engaged in a constant 2. Complete this table with words from these families.
search to discover new reserves and to obtain extraction rights in proved reserves. Construction of drilling
wells and rigs is an enormous risk and companies need to calculate supply and demand in order to be a) Demand of oil presents many security risks.
• Links to a unique English for certain that an operation will be profitable before it comes on stream.
b)
c)
The market
Consumption
of North Sea Oil can be maintained until around 2024
for oil and gas is a major part of our upstream operations.
Global Industries website Proved reserves at end 2006
Thousand million barrels
d)
e)
The supply
Transportation
for oil will continue to increase until 2015
of fossil fuels has declined slightly in recent years.
Proved reserves of oil are generally taken 742.7
f) Reserves for liquefied natural gas is growing steadily.
to be those quantities that geological and
engineering information indicates with
g)
h)
Drilling
The extraction
of oil at the Burgan field began in 1946.
for oil and gas has been going on for over 100 years. FREE
reasonable certainty can be recovered
i) Exploration of gas from deep-water reserves is our main area of expertise. AUDIO CDs
UnitS: in the future from known reservoirs
under existing economic and geological
j) Production of natural gas are being found almost daily.
conditions. www.bp.com Write the word partnerships. For example the supply of oil and gas
• The Oil and Gas Industry 3. Complete this extract from a company website, using one of the words or phrases in the box.
Two of the words are not needed.
Without oil and natural gas, quality of life
would decline and people in developing
• Working on a Rig nations would not be able to improve their
144.4
market leader
multi-national
subsidiaries joint ventures upstream
turnover headquarters contract out
standard of living. www.spe.org 103.5
117.2
• Drilling Operations 40.5

59.9
We are a ____________ company, operating in 135 countries around the world. Our work is divided into
_____________ and downstream operations, with the majority of our ____________ coming from E&P. We are the
Strong demand from oil and gas producers Asia Pacific North America S. & Cent. America Africa Europe & Eurasia Middle East
____________ in gas production, with a share of around 31%. We have seen rapid improvements in technology
• Geophysical Services has pushed rates for offshore drilling
rigs to record highs, prompting many in recent years and we now ___________ a lot of our work to specialists and often make __________ with other
companies to build new rigs to meet the companies in the same field.
• Other E & P Services strong demand. www.reuters.com

Put it to Work!
Describe your own company or a company you know.
Describe oil and gas production in your country or in another country you know.
2 3
‘put it to work’ activities in each unit encouraging learners to use the language

English for
specific
purposes
English for the Energy Industries: Oil, Gas and Petrochemicals

An English course for employees in the oil, gas and petrochemical industries
Peter Levrai • Pre-intermediate to Intermediate: CEF Levels A2 to B1/IELTS 3.0-5.0+
ideal for students who need to use technical and semi-technical vocabulary in the workplace
Key Features
“A well-designed ESP teaching and
• Essential expressions learning resource that would be an
and language used in the C Put the sentences below into a logical order to make a newspaper report
Unit 8: Describing processes and procedures about the incident.
excellent teaching tool to any EFL/
industry EAP tutor who has a limited
Accident at Britain’s largest

A Complete the conversation with the verbs in the past simple or present
• Constant recycling of perfect tense. knowledge of this cognate area.”
high-frequency technical Journal of the English for Specific Purposes
offshore gas storage facility

1 A: you (have) previous experience in the oil industry?
Special Interest Group
terms and vocabulary 2 B: Yes. I (work) onshore and offshore as an operator.
3 A: When you (work) offshore?
• Real-life listening and 4 B: From 1999 to 2002. In 2002, I (work) onshore.
1 22 essential crew members have stayed on the rig to maintain the facility.
reading texts 5 A: Why you (change) from offshore to onshore? English for the Energy Industries
6 B: A better position (become) available onshore. Course Book...............................................978-1-85964-911-4
• A communicative 7 A: And you (like) working offshore? 2 The facility has now been shut down and made operatively safe. CDs (x2).....................................................978-1-85964-913-8
approach to oral accuracy 8 B: I (like) the people, but not the rotation. I sometimes Teacher’s Book........................................... 978-1-85964-912-1
(find) it difficult to work six weeks.
and fluency 9 A: And you (make) any plans to change your
3 Thick white smoke was seen coming from a gas storage facility off the East Yorkshire
coast this morning.
• Over 140 hours of skills position again?
10 B: Not at the moment.
practice activities 4 At lunchtime, a spokesperson commented, “A small fire has been extinguished.”
B Look at the pictures and discuss what has happened.
• A glossary of over 160 key 1 2 5 Two workmen were reported to be suffering from minor burns and shock.
terms They were immediately taken to hospital.
6 60 non-essential crew members were airlifted to shore this afternoon.

UNITS:
• Giving basic information
• Calculating and measuring D What else would you like to know about the incident? Write four questions
to ask your instructor. They will try to answer them.
• Describing equipment
• Giving instructions and 3 4
warnings
• Describing systems EEI DVD double sleeve 9/1/07 09:37 Page 1
• Talking about safety
ENGLISH FOR THE ENERGY INDUSTRIES

English for the English for the
• Making comparisons ENERGY ENERGY
INDUSTRIES INDUSTRIES
• Describing processes and CD 1
Oil, Gas and Petrochemicals
procedures
Unit 1: Tracks 1–8
Unit 2: Tracks 9 – 16
212 213 Unit 4: Tracks 27 – 35

PETER LEVRAI
• Giving advice ENGLISH FOR THE ENERGY INDUSTRIES – Review Unit 8: Describing processes and procedures ENGLISH FOR THE ENERGY INDUSTRIES – Review Unit 8: Describing processes and procedures
PETER LEVRAI
WITH FIONA MCGARRY
CD 2
Unit 6: Tracks 1–9
each unit comprises 10 double-page lessons followed by revision

tests and self-assessment objectives for students to complete This recording is copyright and unauthorized copying
is strictly prohibited.
©2006 Garnet Publishing Ltd.

English for
specific
purposes
Take-Off Technical English for Engineering Revised

and u
pdated
A practical course for students studying technical English in the aviation industry
David Morgan and Nicholas Regan • Intermediate: CEF Level B1/IELTS 4.0+
SDT CB Unit 5_final 20/12/07 09:12

systematic focus on vocabulary development
Page 94 SDT CB Unit 5_final 20/12/07 09:12 Page 95
Key Features
“The twelve chapters – sometimes
• Practical skills developed with an aeronautical industry slant –
for dealing with oral and The main components of a turboprop engine are the intake, the compressor, the
combustion chamber and the turbine. Air is drawn into the intake and compressed by
are more than sufficient to form a
written instructions and 10 the compressor. Fuel is then added to the compressed air in the combustion chamber useful, comprehensive and certainly
and is ignited by a spark. The hot combustion gases expand through the turbine, to
documentation provide power to the turbine by exerting pressure on the blades, causing the central interesting all-round course, or just
• Task-based approach Vocabulary and speaking shaft to rotate. Some of this rotary power drives the compressor, and the propeller is to dip into as needed.”
driven by the remaining power via a reduction gearbox. In some turboprop designs,
ensures achievable lesson 1 Complete the words for parts of an engine by filling in the missing letters. 15 the exhaust gases are expelled directly from the rear and can provide additional thrust. Richard Tily, Sprachkom, Germany
outcomes a p p ll r c exh st e sh t g t r ne i in ke
2 Underline an expression in the text which has a similar meaning to each of the
b g rb x d c b s i n f ch m r h c pr ss r expressions in Exercise 3.
• Variety of texts and Language Box
Take-Off
2 This is a cutaway diagram of a gas turbine engine. Work with a partner to put the Course Book & audio CDs...........................978-1-85964-974-9
tasks on a wide range of words from Exercise 1 in the right places. Language by
Workbook ................................................. 978-1-85964-976-3
aeronautical topics 1 Complete each of the following phrases with a
In passive sentences, the person or thing
Teacher's Book ........................................ 978-1-85964-975-6
which does the action is sometimes
preposition.
• Two review sections to mentioned. If so, the preposition by is
used.
a draw something
consolidate skills and b add something
For example:
the propeller is driven by the remaining
vocabulary knowledge c provide power something power
similar to the ones that are used by
focused grammar support

d exert pressure something
• Glossary and electrical e expel something somewhere
piston engines
symbol appendix 3 Look at the path of the arrows through the engine. Discuss with your partner what it
shows. Use these expressions. 2 Look at the Language Box. How many examples of by can you find in the text? Are
• Free audio CDs for further air goes into push the turbine blades
they all passive sentences?
self-study and homework the compressor acts on the air the propeller uses the power
Speaking
the air is mixed with fuel the exhaust gases go out
the hot gases drive the turbine 1 Look at the diagram below of the Pratt & Whitney PT6 engine. Look carefully at the labels:
UnitS: propeller shaft, reduction gearbox, etc. Discuss the following questions with a partner.
Reading FREE
a Where is the air intake?
AUDIO CDs
• Design and innovation 1 Read the text and see if your ideas in Exercise 3 above were right.
b What is the path of the air through the engine?
TAKE-OFF Technical English for Engineering

c Are there any other differences between this engine and the description in theTake-Off
text?has been designed for non-native speakers of English who
• Manufacturing techniques The turboprop engine
are studying Engineering (NVQ Level 2 and above). The aeronautical
context is particularly aimed at technicians and engineers who are going
propeller power compressor on to multistage
work in the aeronautics industry.
2 Work with your partner to test him
• Frameworks
shaft turbines turbine compressor
The next stage in the design of aircraft engines was the development of the turboprop Take-Off is an ESP course for intermediate-level students. Unlike
engine. This engine is a type of gas turbine which has a propeller very similar to the on his knowledge of this engine. many ESP courses, it teaches genuine transferable skills and is ideal
for students who need to further their technical training in English. The
Ask and answer questions like: focus is on skills development, using relevant contexts, with grammar
• Control systems ones that are used by piston engines, but which is driven by the combustion of gas in
a single combustion chamber instead of several cylinders. Turboprop engines are
taking a strong supporting role.
5 What does the … do? Reading and listening development is dealt with in the context of
TAKE-OFF
understanding instructions and information in technical manuals.
• Engine and fuel systems usually fitted to small or medium-sized aircraft where speed is not the primary
requirement.
What happens after … ? Students develop the speaking skills of asking for and giving factual
information, and the writing skills necessary to complete workplace
TAKE-OFF
documentation, such as accident reports and safety assessments.
Where is the … ?
• Review I
TAKE-OFF
reduction exhaust Take-Off uses a air
combustion communicative methodology, with graded tasks that
gearbox duct are carefully scaffolded
chamber intake to involve and motivate the students, providing
�Workbook pages 76/77 them with a clear sense of achievement. The wide variety of texts and
task types will appeal to a broad range of ages and nationalities.
Course Book
• Safety and emergency 94 Take-off Unit 5 Lesson 7: A new idea
Unit topics
Take-off Units5Design
Lessonand 7: A new idea
innovation 95
Technical English
s Manufacturing techniques
s Frameworks
• Air and gas s Control systems
for Engineering
s Engine and fuel systems
s Safety and emergency
David Morgan and Nicholas Regan

s Air and gas
• Electrical systems s Electrical systems
s Communication
s Maintenance
Course Book
• Communication There are also comprehensive word lists and a glossary of terms for
student reference. A bank of tests are provided online.
scaffolded activities support student engagement

Lower-intermediate upwards: CEF Levels A2 to B2.
• Maintenance Course componens:

Course Book (including free audio CD) ISBN 978 1 85964 974 9 David Morgan
Workbook
Teacher’s Book
ISBN 978 1 85964 976 3
ISBN 978 1 85964 975 6
and Nicholas Regan
• Review II
S S
GARNET
DT DT

English for
specific
purposes
Take-Off Interactive Course Book NEW
A classroom management tool to support the teaching of Take-Off
DAVID MORGAN AND NICHOLAS REGAN • INTERMEDIATE: CEF Level B1/IELTS 4.0+
Key Features additional interactive activities Take-Off

Interactive Course Book.............................978-1-85964-476-8
• Digital Course Book with
embedded audio for
display using data show
projector
• Easy-to-use tools enable
teachers to use Course
Book pages to suit drag zoom to target specific
individual lessons
• Additional interactive
sections of page
activities
highlighter
and draw tools
audio play,
sticky notes create moveable including tapescript
text box for writing on page
stopwatch for timed activities
notebook for teacher’s personal

notes on individual lessons

Testing,
Examinations
& Resources
i-Test Online student placement NEW
An interactive placement test of competence and performance in reading, listening and usage of English
TERRY PHILLIPS AND ANNA PHILLIPS • PRE-INTERMEDIATE TO UPPER INTERMEDIATE: CEF Levels A2 TO B2/IELTS 3.0-5.0+
Key Features
• Randomized item banking enables mass
testing in one location
• Easy, fast and reliable
• Tests reading and writing skills from
CEF A2
• Universally applicable – not bound to Welcome
specific courses Welcome to the Skills in English Online Test.
Please select whether you are a student or a supervisor.
Reading:
I am a Student I am a Supervisor
• Very short, simple SVC sentences with
be Test will open in a new window.
• Short simple SVO/C/A sentences with a

range of verbs Login >> Login >>
• Long SVO/C/A sentences with

coordination, introductory structures
and prepositional phrases
• Long, complex sentences with passives,
subordination, non-finite clauses,
elliptical structures and pseudo-cleft
sentences
• As above, with embedding: past perfect
structures and stance adverbials
Disclaimer | Copyright Garnet Education 2008 ©

Testing,
Examinations
& Resources
Listening i-Test
CD-ROM . ................................................. 978-1-85964-507-9
• Recognizing words in isolation Welcome to Skills in English.
• Recognizing vowel sounds

• Recognizing words in context Listening > Section C Time: 00:07
• Recognizing questions and appropriate Listen. Choose the word in the sentence.
response
• Predicting and recognizing the next
word
• Following a talk
Usage
• Producing numbers in isolation from
visual prompts
Usage > Section H Time: 04:56
• Producing words in isolation from visual
prompts Write the sentences in the boxes below.
• Producing sentences from visual

prompts
• Recognizing the correct form to
complete a sentence
• Dictation

Testing,
Examinations
& Resources
IELTS Target 4.5 NEW
A preparation course for the General Training IELTS examination
CHRIS GOUGH • PRE–INTERMEDIATE TO INTERMEDIATE • CEF LEVELS A2 TO B1/IELTS 3.5-4.5
IELTS Target 4.5 addresses the needs of students who are Each unit comprises five two-hour
entering IELTS study between Band 3 (extremely limited user) and lessons, as follows:
e
tic
Band 4 (limited user). The General Training Module of IELTS has
c
Pra
Reading:
am
been chosen as it is most suitable for students at this level. Such Lesson 1: Vocabulary / Speaking
3
Ex
A Read the passage and answer the questions.
students might need to raise their IELTS score to: spelling
For questions/1–8,
collocation / easily
write the letter of the confused words / listening to model
text in the space.
• satisfy criteria set by the institution in which they study speaking tasks
In which text does / say
the writer listening
that ... to speaking tasks and filling in key words, etc.
1. it was very hot? ___
• work towards a score of 4.5 – required for many non-academic 2. it was sometimes very cold? ___
3. he or she worked with somebody he or she didn’t like? ___
training courses Lesson 2: Listening
4. he or she started work very early ___
5. he or she did not get much money for doing the job? ___
• lay the foundation for further study of the Academic Module Listening:
Part 1: recycling key vocabulary in context / prediction tasks /
6. he or she left the job suddenly? ___
with a view to university entrance A You will hear three people talking about working from home. Before 7. time went very slowly?
listening tasks with guidance / focus on figures, dates, spelling,
8. some parts of the job were worse than others?
___
___
you listen, talk to a partner. What are some of the good things and
bad things about working from home?
recognizing real the
For questions 9–12, complete nouns,
notes with etc.
words from the passage. Write no more than two words
Exam tip: In the IELTS listening module, you will not have a picture or a number for each answer.
IELTS Target 4.5 acknowledges the very special requirements of such and you will not be able to talk about the situation before you listen.
But you will have time to look at the questions and should predict as
Part 2: mini-test / analysis of correct answers / guidance on how to
Question type tip: In the IELTS reading and listening modules you will sometimes need to com-
students and focuses on guidance, scaffolding and analysis of typical much as you can.
improve score
plete notes with words from the text. The instructions will tell you how many words you can use.
error. Model answers will be used frequently to provide guidance, and B Look through the questions carefully. Then listen and answer the
questions. For question 1 and 2, choose the correct answer A, B or C.
9 In text A, the writer bought a bicycle with the money that he or she ______________.
10 In text B, the writer spent all day looking forward to going ____________.
tasks have been devised to focus attention on the content of good and 1. Simon started working from home because 11 In text C, the writer says that the restaurant ____________ as the evening went on.
poor model answers.

A he wanted to Lesson 3: Reading
12 In text D, the writer says that if he or she ____________, his or her boss complained.
B his company wanted him to
The Worst Job I Ever Had
C his family wanted him to
2. Why are Simon’s company happy for him to work from home?
Part
Text A:
1: recycling key vocabulary in context / prediction tasks / reading
A They can pay less money tasks
I think thewith
worst jobguidance / exam
I ever had was when I was aboutfocus
14. I had to–deliver
topic sentence
newspapers / toreference, etc.
before I went
Grammar is dealt with when it is integral to the exam skill, for example, B Now they can move to a smaller office school. I had to be at the shop by about 6.30 am and then when the round was finished, I went home for
the use of the passive as part of a writing task. Vocabulary has been
C The main office is too small
Part 2: mini-test / analysis of correct answers / guidance on how to
breakfast. I remember icy winter mornings when all I wanted to do was stay in bed. At the beginning of
the round, when the bag was full of newspapers, it was really heavy. I did it for about two years and I
carefully selected to focus on items that are core to IELTS and essential
Question type tip: Sometimes you need to choose a number of answers from
a larger number of options.
improve score
saved enough money to buy a bicycle.
Text B:
for use at the level. For questions 3-8, choose six answers from A–J. Authentic/complete versions
When I was at school taking my A-levels, I worked all day of some
Saturday textsatare
on the check-out provided in the
the local
Which of these points do the speakers mention when they talk about working from home? supermarket. It was really boring and really repetitive and when I think about it now, not very well-paid at
Appendix foratcomparison
all. I remember looking the clock on the wall andwith
thinkingadapted version
that the hands weren’t moving. The
A People in the office sometimes stop you working. customers were mostly friendly but all I wanted was to finish and go home.
B You always do more work when you are at home.
IELTS Target 4.5 consists of three sections, each containing five C At home you sometimes start work later than you planned.
Text C:
When I was a student, I washed up in the kitchen of a big restaurant. The heat in the kitchen was terrible
core units plus a review unit. Each core unit includes consolidation D It’s easy to waste time watching TV. Lesson 4:soWriting
and it was always noisy. It was definitely the most horrible job I have ever done. At the beginning of the
E Your family don’t always let you do your work. evening, it wasn’t too bad but as the restaurant became busier, the work started to pile up. Washing
and mini exam practice activities. Further complete mock exams F Most people wear a suit when they work from home.
Part 1: features of written language – spelling / punctuation / register /
plates and dishes was quite easy but cleaning the pots and pans that were used to cook in was
G You don’t need to look smart when you work from home. impossible.
are included as supplementary material. Each section comprises 60 H There are more technical problems with computers. linking / referring forward and back in text / using near synonyms, etc.
Text D:
hours of teaching, a total of 180 hours. I Not seeing other people all day can be difficult.
J You get a lot of phone calls when you work from home.
Part
bad but2: mini-test
my boss – short
was really unfriendly piece
and he seemed of making
to enjoy writing forforcomparison
I was really unhappy when I worked as a secretary for a company in Liverpool. The job itself wasn’t so
life difficult me. He complained with
if I was two or three minutes late but always gave me something to do just before it was time to go home.
model answer
One day I decided / had
that I had analysis
enough and I of model
just walked answer
out of the office and never/ advice
went back. on core writing
5 ___ 6 ___ 7 ___ 8 ___ 9 ___ 10 ___
techniques
graded practice exam material 18 IELTS Target 4.5

Lesson 5: Review IELTS Target 4.5 19
at the end of every unit Part 1: recycling vocabulary and fixed expressions
Part 2: one-hour test, simplified to students’ level

Testing,
Examinations
& Resources
Key Features IELTS Target 4.5
y
Course Book.............................................. 978-1-85964-512-3
lar
• Comprehensive 180-hour E Check the highlighted words and mark each sentence (P) positive
bu
Watch out! – Workbook ................................................. 978-1-85964-515-4
oca
or (N) negative. typical error
course
dV
Teacher’s Book ......................................... 978-1-85964-516-1
3 1. I think my job is very interesting. P
__ I’m engineer �
an
2. It’s a very boring job. It’s too easy and I don’t meet anyone. __
• General Training IELTS
I have a good work �
Interactive Course Book ............................ 978-1-85964-517-8
g Work
3. It’s very rewarding. I can go home knowing I’ve really helped somebody. __ Work is uncountable –
kin
job is countable.
ideal for students on lower

ea 4. My job is challenging. I have to think quickly sometimes. Not anyone __
Sp
could do it.
band scores 5. My job is a bit repetitive. Everyday is the same as the day before. __
6. It’s too stressful. My doctor told me to find another job soon. __
• Provides foundation for
F Cover Ex E and write the six adjectives in your notebook.
further General Training or Check your spelling.
Speaking 1: talking about work
Academic study Speaking 2: talking about jobs
A Look at the four photos and think about the kind of work that the people are doing.
• Three sections provide Think for one minute about what you want to say about each photo. A Answer these questions with a partner.
flexibility of use 1. What jobs do the people in your family do?
2. Do any of your friends or family have a job you would really like?
• Clear, scaffolded activities 3. Is there a job you would like to do more than any other?
common errors highlighted

Grammar check Watch out! –
• Simplified and authentic We use would and could when a situation is not real. typical error
Do you like to work in another
exam work What job would you most like? (the person will not really have this job)
for easy reference

country �
Do you think you could do his job? (the person will not really try to do the job) Do you think you can be the
B Work in pairs. Take turns to choose a photo and talk about it. Try to talk for
• Focus on real student
president of your country
about one minute about each. Use phrases from the box. one day? �
Pronunciation check
needs This picture shows people ....ing. �Listen and notice the pronunciation of would you /w υ � u�/ and could you /k υ
� u�/. Practise saying the sentences.
These people work in / on / for...
Exam tip: In the second part of the speaking module, you have to talk about a topic for about two minutes.
This is a good job because ... The examiner will give you a card with the topic and some points to think about.You have a minute to
Units include: This job is easy / difficult / interesting / boring because ...
prepare and write notes.You can ask the examiner about anything that you don’t understand.
B Here are two typical cards for part 2 of the speaking module. Work with a part-
• Life I would / wouldn’t like to do this job because ... ner – one of you is A, the other is B. Think about the topic of a minute and
make notes.
• Learning Vocabulary: jobs and saying what you do A

Describe a job you think is
B
What is the best job in
• Work A �Listen and write the job names. Be careful with your spelling. really difficult. the world?
Say: Say:
accountant
1. __________ 2. __________ 3. __________ 4. __________
what the job is what the job is
g
• Achievement
nin
5. __________ 6. __________ 7. __________ 8. __________ why it is difficult why it is such a good job
rai
lT
why some people do it what type of person does it
�Listen again and mark the main stress on each word.
ra
B
• Thoughts why you wouldn’t like do it if you think you could do it
ne
Ge
4 rge S
TS
C Circle the correct preposition in each sentence.
IEL
• Place
ta LT
1. I work for / as an architect / a lawyer. C Take turns to speak about what’s on your card for about two minutes.
for
t
n
2. I work for / as an oil company / a firm of accountants.
tio
• Movement
ra
3. I work at / in IT / the fashion industry.
pa
Pre
4. I work in / on an office / a factory.
• Time
.5
5. I work with / by computers / cars.
IE
ok
Bo
• Money D Talk about your job or the job you want to do using the structures in Ex C.
s
nt’
de
Exam tip: The examiner will probably ask you about work. Practise saying in different ways what you do or
Stu
• Feelings would like to do. Use a dictionary to find specialist words, but check with somebody that you are using the
words properly.
• Health
gh
4 IELTS Target 4.5 IELTS Target 4.5 5
u
Go
• Nature
ris
Ch
• Construction
• Technology
extensive practice of IELTS activity types

Testing,
Examinations
& Resources
Get Ahead in FCE NEW

Preparation for the Cambridge First Certificate in English
ANDREW BETSIS • UPPER INTERMEDIATE: CEF LEVEL B2/IELTS 5.0+
Key Features
Adverbs of manner Exam Practice Get Ahead in FCE
Course Book & audio CDs......................... 978-1-85964-508-6
• Ideal exam preparation for Complete the sentences with the adverb Paper 3 - Use of English
Workbook ................................................. 978-1-85964-510-9
Most adverbs of manner are formed by adding -ly to of the word in capitals.
the Cambridge FCE (2008 the corresponding adjective. But adjectives ending in: 1 You should try to behave __________________. Teacher’s Book ......................................... 978-1-85964-511-6
PART 1 Example: 0 A B C D
format) -y, change -y to -i before taking -ly,
pretty - prettily RESPONSIBLE
For questions 1 - 9, read the text below and decide which answer A, B, C or D best fits each space.
-able or -ible, change to -ably or -ibly to form adverbs,
• Learner training component Peter is studying ________________ for his exam.
2
probable - probably, terrible - terribly EURO-TRAIN COMPETITION
HARD
for development of study -ly have no corresponding adverb forms (with the
exception of early and kindly which are the same in Every year thousands of students explore the great cities of Europe with a Euro-Train
3 She was sitting __________________ in the D for the best (1) .... by offering unlimited
techniques both forms). Some of these adjectives are lovely, broth-
erly, fatherly, friendly. armchair watching her favourite TV programme.
pass. The Euro-Train offers the greatest (0) ....
train travel through 26 European countries for a month or 15 days. The pass is available
To express manner with these adjectives, use adverb COMFORTABLE to (2) .... under the age of 26.
• Extensive coverage of phrases with way or manner. Euro-Train is offering students a chance to win rail tickets this summer. The first prize is
in a lovely way, in a friendly manner 4 George was playing __________________ in the a month's unrestricted travel across 26 countries for two people (3) .... £500 and the sec-
vocabulary, set phrases, Remember the exceptions: good - well, hard - hard, garden. HAPPY ond prize is a pair of 15-day one-zone passes worth £350. Please note that the prizes do
fast - fast.
idioms and phrasal verbs 5 She dances very __________________ for her
not provide free rail travel (4) .... the UK. You can enter this competition (5) .... writing to
Euro-Train and (6) .... us where you would most like (7) .... in Europe and why. Entries
age. GOOD
should be written in English and must not exceed 100 words. The (8) .... date is 1 May.
• Reading and listening The Gerund
0 A charge B fee C worth D value
texts in a variety of genres, The gerund always ends in -ing and is a noun formed Put the words in the right order to make 1 A worth B price C value D priceless
topics and styles from a verb which expresses an action or state. It can be
used in the same way as any other noun.
sentences. 2
3
A
A
any one
price
B
B
every one
worth
C
C
no one
value
D
D
anyone
valueless
1 Jane / stick / to / walking / a / use / has.
subject Smoking is bad for your health. 4 A on B at C in D over
• Pronunciation development object I hope you don't mind my smoking.
complement The worst thing for your stomach is
__________________________________________
5 A for B to C in D by
eating before you go to bed. 2 a / potatoes / gadget / bought / I / special / peeling / 6 A saying B telling C explaining D announcing
• Mapped to the Common adjective An eating apple is far sweeter than a
cooking apple.
for / have. 7 A going B have gone C goes D to go
8 A shutting B locking C closing D stopping
European Framework after a
preposition
Why don't you have a rest after
exercising?
__________________________________________
3 the / many / in / eyes / for / front / of / so / spending /
• Full teaching notes Certain verbs and expressions are followed by the gerund TV / your / is / hours / bad. PART 2 Example: 0 into
__________________________________________ For questions 9 - 17, read the text below and think of the word which fits each space. Use only one word
• Audio CD LEARNING TIPS
Remember that when the gerund is the subject of the sentence,
4 most / washing up / is / hate / what / I. in each space.
the verb is singular. __________________________________________ MOBILE MANIA
like, love, hate, prefer Initially, mobile phones were used almost exclusively by business executives who needed to
be contacted for important messages or critical business meetings. Today, with lower sub-
FREE
UnitS: Match 1-5 with A-E to complete the sentences. into
scription costs, cellular communication has turned (0) ............................. a mobile mania. AUDIO CDs
The verbs like, love, hate, prefer are followed by: You'll see teenagers chatting happily with their friends (9) ............................. school, in clubs
1 I'd really love 2 Would you like
• Getting Away From It All i. the gerund when they express general likes, dislikes 3 John hates 4 I prefer
or (10) ............................. buses. Parents and their children (11) ............................. them so
that the former can keep track of the latter and the elderly use them because it gives them a
or preferences. (12) ............................. of security. Cellular phones have become (13) .............................
5 I hate
• The Power of the Mind I hate working on my own. popular that a German magazine has actually written an entire article on the proper way to
She has never liked exercising. A to think that my holidays are over. use a mobile phone. Some of these rules include: (14) ........................... your mobile off at
• The Animal Kingdom ii. the to - infinitive when they are used after would or
B visiting friends to staying at home. the opera because the people who are there have spent money to listen to voices other
(15) ............................. yours, not using it on the bus because people are sure to think that
when they refer to a particular case. C going to parties. He finds them boring. you're trying to impress them, and most importantly, not lending your mobile to the wrong
• Education for Everyone I would prefer to go in my own car.
D to go for a walk. person. For instance, a problem (16) ............................ arise if a husband lends his phone to
We would love to help you out.
his wife and then his boss tries to reach him. (17) ............................. general, try not to be
• The Artistic Temperament E me to repeat the question? showy about it, because after all, everyone else has probably got one too.
6 7
• Our Fragile Earth
• Ordinary People –
Remarkable Lives
• Have You Heard the News?
• A Place to Call Home G et A he ad
in
• Into the Future
Author Names and whatever

FCE Course Book

Testing,
Examinations
& Resources
FCE Practice Tests NEW

10 Complete Practice Tests for the Revised Cambridge FCE
Andrew Betsis • Upper intermediate: CEF Level B2/Ielts 5.0+
Key Features FCE Practice Test 1 Paper 3 Use of English FCE Practice Tests
FCE Practice Test 1 Paper 3 Use of English
Practice Book & audio CDs........................ 978-1-85964-509-3
• Reflects the actual level
of difficulty of the revised Paper 3 Use of English PART 1 Paper 3 Use of English PART 2
format of the FCE For questions 1 - 12, read the text below and decide which word A, B, C or D best fits each space.
There is an example at the beginning (0).
For questions 13-24, read the text below and think of the word which best fits each space. Use only one word in
each space. There is an example at the beginning (0)
• Includes all five papers
Practice Test 1
0 wanted
Practice Test 1
Example:
Example
of the FCE Test: Reading, 0. A. movement B. trip C. break D. travel
Writing, Use of English, 0 A B C D I always (0) wanted to go to Porchester for my holidays. It is a quiet little town, full of old and interesting
buildings. Very (13) visitors ever go there, so there are (14) crowds. I enjoyed
Listening and Speaking its sleepy atmosphere. I work (15) a big city, so a holiday in Porchester (16) a
Next on our (0).................... around the beauties of Greece we take a (1).................... at Thrace
• The tests have been trialled and Samothrace. Thrace (Thraki) is (2).................... on the northeastern corner of Greece. It is a spe-
complete change from my usual routine. Besides, I was studying the history of the place. I wanted to learn
about (17) past life, the story of its people and its buildings.
under real exam conditions cial place with a very rich history and has been (3).................... untouched by the tourist explosion.
I kept notes about all these things (18) my holidays and I soon knew more about the history
The lakes and wetlands of Thrace are (4).................... the most important in Europe with perhaps
with FCE candidates more than three hundred (5).................... species of birds. More than 200,000 wild water-birds of Porchester (19) most of the people who lived there.
(6).................... their winters here. I am not a wealthy man and I (20) afford to stay in hotels. When Jack Thompson (21)
• A wide range of (7).................... Thrace from Kavala, the visitor finds scenic Xanthi, the capital of the district of the that I wanted to spend my holidays in Porchester he invited (22) to stay
thematically-based units (8).................... name. It is built on the site of ancient Xantheia and is proud of the many old houses with him. (23) and I were in the Army together during the war (24) we
and mansions which are prime examples of (9).................... architecture.
help students build the (10).................... to the northeast, is scenic Komotini, capital of the district of Rodopi. The parts of
were good friends.
vocabulary required the area, which (11).................... from pre-Christian times to the Byzantine era, are of special
(12).................... . Finds from all of the archaeological sites in Thrace are displayed in the Komotini
• Audio recordings are Museum. Paper 3 Use of English PART 3
presented in the same For questions 25-34, read the text below. Use the word given in capitals at the end of each line to form a word
that fits in the space in the same line. There is an example at the beginning (0).
format as the Listening 1. A. look B. study C. view D. watch Example: 0 information
exam 2. A. populated B. placed C. situated D. occupied
3. A. very B. much C. little D. almost
• Contains two additional 4. A. among B. being C. through D. some
This leaflet will provide you with (0)information about INFORM FREE
revision progress tests 5. A. covered B. protected C. safe D. cared
the many (25).............................. in London that you can visit. ATTRACT AUDIO CDs
6. A. use B. take C. make D. spend
There are places of both (26).................................. , for all the ENTERTAIN
7. A. Arriving B. Entrance C. Coming D. Entering
family and also of (27).............................. . The science museum EDUCATE
8. A. constant B. same C. like D. equal
UNITS 9. A. local B. close C. nearby D. neighbourhood
has a large (28)............................... of scientific objects and COLLECT
a (29)............................. of instruments, machinery and equipment COMBINE
10. A. Additional B. Besides C. Extra D. Further
ranging from medicine, technology, space (30)............................ EXPLORE
• Travel & Holidays 11. A. date B. age C. time D. begin
and transport. If you are (31)............................ enough you could ENERGY
12. A. attention B. knowledge C. interest D. concentration
• Jobs
walk to the (32)............................ Museum of the Moving Image. IMPRESS
Groups are offered a reduction in (33)........................................ ADMIT
• Art & Culture prices and there are special talks and lectures by prior
(34)............................... with the museum. ARRANGE
• Health 11
10
• Sport
• Entertainment & Leisure
• Food
• The Environment in
G et A he ad
FCE
• Education
• Homes & Houses Practice Test
Author Names and whatever

RESOURCES
Talking Trinity: Initial and Elementary Stages Complete

exam
preparation
materials
Test preparation material for the international Trinity ESOL spoken examinations, which are taken in over 60 countries around the world
Jeremy Walenn • Beginner to Intermediate: CEF Levels A1 to B1/ielts 2.0-4.0+
The first choice for test-

Talking Trinity: Initial Stage
preparation material for Student’s Book Grade 1..............................978-1-85964-731-8
Grades 1, 2 and 3 (Initial Student’s Book Grade 2..............................978-1-85964-732-5
Stage) and Grades 4, 5 Student’s Book Grade 3..............................978-1-85964-733-2
and 6 (Elementary Stage) Student’s Book (Combined Grades 1–3).....978-1-85964-709-7
Teacher’s Book (Combined Grades 1–3).....978-1-85964-710-3
of the Trinity ESOL CD (Combined Grades 1–3)........................ 978-1-85964-712-7
Spoken English exams. Talking Trinity: Elementary Stage
Student’s Book Grade 4..............................978-1-85964-734-9
Student’s Book Grade 5..............................978-1-85964-735-6
Key Features Student’s Book Grade 6..............................978-1-85964-736-3
Student’s Book (Combined Grades 4–6).....978-1-85964-739-4
• Comprehensive listening Teacher’s Book (Combined Grades 4–6).....978-1-85964-716-5
and speaking exam CD (Combined Grades 4–6)........................978-1-85964-718-9
practice with full grammar Not for sale in Italy or Canton Ticino, Switzerland
and vocabulary support
• Eight lessons for each
grade, available in separate
books or a combined
edition
• Each lesson focuses on
one of the conversational
subjects in the revised
Trinity syllabus
• Colourful pictures and
illustrations to help young
students to talk about
subjects that motivate and
interest them
• Expert examination advice
for achieving success
Page from Initial Stage Page from Elementary Stage

RESOURCES
Trinity ExpertISE Level 1 Achieving Mastery in the ISE

Test preparation material for the international Trinity ESOL integrated examination
TERRY PHILLIPS AND BARRY CUSACK • Pre-intermediate to intermediate: CEF LEVELS A2 TO B1/IELTS 3.0-4.0+
Key Features Trinity ExpertISE Level 1

Course Book.............................................. 978-1-85964-713-4
• Background building on
Teacher’s Book ......................................... 978-1-85964-714-1
examination topics Audio CD................................................... 978-1-85964-738-7
• Guidance on the
vocabulary, grammar and
skills needed to complete
the tasks effectively
• Vocabulary revision and
extension
• Listening and Speaking
practice for the Interview
• Reading and Writing
practice for the Controlled
Written exam
• Thinking and Writing
practice for the Portfolio
tasks
• Full teaching notes
Units:
• Family and friends
• Possessions
• Home and everyday life
• Health, body and clothes
• Free time
• Travel and transport
• The world about us
• Education and work
• Shopping
• Celebration!
• Sport
• Entertainment clear, graded tasks exam tips provide clear signposting

Testing,
Examinations
& Resources
ESOL Practice Grammar: Entry Levels 1–2 NEW

Essential grammar support for ESOL students
DAVID KING • ELEMENTARY TO PRE-INTERMEDIATE: CEF LEVELS A1 TO A2/ielts 2.0-3.0+/ESOL ENTRY LEVELS 1–2
all grammar points embedded within familiar conversational topics

Key Features
“Such is the book’s attractiveness, as
• 30 units matching ESOL '+ j^_i%j^Wj%j^[i[%jêi[ well as its pedagogic thoroughness
curriculum Z[cedijhWj_l[i
FhWYj_Y[ and efficiency, that it has a lot to
offer for anyone studying English
• Graded practice activities 1:WjWXWi['(
1 Circle the correct option. grammar.”
• Focus on language patterns @Wic[[dW Jasmeena is showing Ling some family Please give me that / those plate. Anna Cowper, Freelance Consultant Editor
photographs. Look at the green words.
• Contextualized language a Can you move this / these chair for me, please?
B_d]0 Mê½ij^_i5 b Whose are that / those glasses?
• Communicative interaction @Wic[[dW0 J^_i_icocej^[hWdZ
c Do you like this / these jeans?
j^[i[Wh[cojme
and genuine language i_ij[hi$ d What’s the name of this / these vegetable? ESOL Practice Grammar
B_d]0 7dZm^WjWXekjj^Wj
development ebZfêjeel[hj^[h[5 e This / These is my friend Ibrahim. Entry Levels 1–2.........................................978-1-85964-472-0
Mê½ij^Wj5
f A: Hello, who’s that / those?
• Database of essential @Wic[[dW0 E^"jêi[jmef[efb[
Wh[co]hWdZfWh[dji"
B: This / These is Petra here. May I speak to Jan?
topic-based vocabulary WdZj^Wjoekd]]_hb_i g I’d like one of that / those cakes, please.
cocej^[h
h This / These fish isn’t fresh.
• For class study, self-study i I like this / that car over there on the other side of the road.
or home reference
2 Surinder works with old people in a care home. Write the correct word: this / that / these / those.
• Includes full answer key
Ki[_dYedj[nj
UNITS INCLUDE:
• am / is / are
Can you help me with j^_i coat? a Are ____________ your glasses?
• there is / there are
±j^[i[Wh[cojmei_ij[hi$
• Present continuous
• Present simple M^[dZem[ki[j^_i%j^Wj%j^[i[%jêi[5
fW][/.
• Imperatives
A Complete the sentences using this, that, these or those.
• Question words 1 For things and people near to us, we use j^_i for one thing or person and _______________
for two or more things or people.
• Modal verbs 2 For things and people not very near to us, we use _______ for one thing or person b Can you get me ____________ stick? c Would you like some of ____________ soup?
and __________ for two or more things or people.
• have got
• some or any +( Kd_j'+0j^_i%j^Wj%j^[i[%jêi[ Kd_j'+0j^_i%j^Wj%j^[i[%jêi[ +)
ESOL L1-2 layout 08 V6.indd 52 13/10/08 15:05:33 ESOL L1-2 layout 08 V6.indd 53 13/10/08 15:05:34
• how much / how many

• Making plurals
• Articles
• Adverbs
• Pronouns
lively illustrations provide contextual support

Testing,
Examinations
& Resources
ESOL Practice Grammar: Entry Level 3

Essential grammar support for ESOL students
David King • Pre-Intermediate to Intermediate: CEF Levels A2 to B1/ielts 3.0-4.0+/esol entry level 3
Key Features
“Incredibly useful – hands-on,
7
• Grammar student handbook
for ESOL Entry Level 3 Present perfect 3: 2 Complete these sentences with a verb from the box, using present perfect or past simple.
quick to pick up and
work through.”
present perfect or past simple? see visit have do go begin lose prepare miss wash up start
• 26 units on the key grammar Gloucestershire College
of Arts & Technology
structures Oh dear! I’ve just missed my train!
Use in context 1 1 A: you ever Shanghai?
• Two-page units covering B: Yes, I there last year. “The example contexts
Look at the words in bold in this conversation. When do we use past simple or present
each grammar point, with perfect? 2 A: When you doing karate?
apply nicely to my ESOL
Gurinder: Have you ever been to
explanation and discovery- Gurinder
Scotland? � Look at the conversations and write B: I having lessons a year ago.
learners’ experiences.”
“past simple” or “present perfect” next 3 A: What’s the matter with Ling?
learning activities for the Rafiq: Yes, I have. to these points. Lorraine Collett,
B: She her contact lens.
form and usage, followed Gurinder: When did you go? • at some time in your life (ever) 4 Ismail already the meal but he n’t yet. Community English School, Oxford
Rafiq: I was there last summer. I went to
by practice exercises Edinburgh. That was after I left London.
present perfect
5 A: you that programme about Somalia on the TV last night?
• questions with When B: No, I n’t.
• Comprehensive key with Gurinder: How long did you live in
London?
Rafiq 6 Vera her present cat for five years.
explanatory notes Rafiq: For about eighteen months before I • finished, past times (last summer) 7 A: you your homework?
ESOL Practice Grammar
moved to Crawley. Entry Level 3....................................978-1-85964-897-1
B: Yes, I it before I to work this morning.
Gurinder: And how long have you been • finished situations (before I moved to
a taxi driver?
UnitS INCLUDE: Crawley) 3 Circle the best choice to complete this story about Hamid.
Rafiq: For about six months now.
• continuing situations (For about six Hamid has just come / just came back from Pakistan. He has been / went there for a three-week
• Linking words months now)
holiday. When he has been / was in Pakistan he has visited / visited all his relatives and he had /
has had a really great time.
• Defining relative clauses • situations where you can see a present
He has been / went home to Pakistan three times since / for he first has come / came to live in
change England two years since / ago.
• Word order He has only arrived / only arrived back in England last weekend but he has already phoned /
• Gerunds and infinitives Practice already phoned Rafiq to tell him about his holiday. However, he hasn’t unpacked / didn’t unpack
and he hasn’t done / didn’t do all his washing yet / ago.
1 We often use six of these words and phrases with the past simple and six with the present
• Simple reported statements perfect. Write them in the best column.
4 Work with a classmate. Ask and answer questions about Hamid. Choose present perfect or
When? this week last Tuesday yet just What time? since past simple.
• Making questions Where / he / be?
yesterday ago already ever last week
• Noun phrases Where has he been?
Where’s he been?
Past simple Present perfect He’s been to Pakistan.
• Determiners yet a How long / he / stay / Pakistan ?
• Articles, definite and indefinite b What / he / do / Pakistan?

c How many times / he / be / Pakistan?
• Tenses d When / he / come / live / England?
e When / he / arrive back?
• Zero and first conditionals f What / he / do / since / he / come back?
• Modal verbs g What / he not / do / yet?
• Adjectives, comparatives
and superlatives 19 Unit 7 – Present perfect 3: present perfect or past simple? Unit 7 – Present perfect 3: present perfect or past simple? 20
• Common phrasal verbs

• Prepositions and prepositional
phrases
• Discourse markers
discovery-learning activities make grammar
learning more memorable and worthwhile

Testing,
Examinations
& Resources
English Practice Grammar

A popular format with teachers for classroom or self-study use
Michael Macfarlane • Pre-Intermediate to Intermediate: CEF Levels A2 to B1/ielts 3.0-4.0+
Key Features
“… learner-friendly,
• Easy-to-use and comprehensive and affordable.”
straightforward layout
enables students to find
15 Future with will
People will live in space.
Exercises Sandie Warren, Concorde International
information quickly FORMS

1 Write the verbs in positive or negative forms. 4 Dad’s very late.
Examples: The film ___________
will start at 8.00. (start) Don’t worry. ____________ home soon. English Practice Grammar
• Grammatical points Statements Yes/No questions
It ______________
won’ t finish until 11.00. (not/ finish) 5 We need some wood for the fire. International Edition (with answers)..............978-1-85964-131-6
I will start. Will I start?
illustrated by authentic One day soon You you 1 I’ve hidden the presents, so the children OK. ____________ some pieces now. International Edition (without answers).........978-1-85964-703-5
people will live He will not he
examples from in space. She she
__________________ them. (not/ find) 4 Write questions and short answers. French Edition (with answers)......................978-1-85964-110-1
2 The bridge __________________ the river here. (cross)
everyday life It
We
it
we
Example: (Joe/win/the competition) (No)
3 The road __________________ until next year. (not/open) Will Joe win the competition?
_________________________________
They they
• Perfect for self-study Wh questions Full answers
4 Ask the boys. They ____________ the job for you. (do) No, he won’ t.
_______________
and classroom use When will they build the They will start soon.
5 Paul _______________ 20 until next year. (not / be) 1 (Ann/be/ten next week) (Yes)
example answers to help students

space station? _______________________________________________
2 Complete the offers and promises with
• Available with and without Where will the station be? It will be between the
positive or negative forms of these verbs.
_______________________________________________
Earth and the Moon. 2 (the boys/like/their new school) (No)
answer key Short forms: I/you/he/she/it/we/they will = I’ll,
be, buy, close, forget, look after, lose, make, wash
_______________________________________________
Example: Please look after my jewellery.
you’ll, he’ll, she’ll, it’ll, we’ll, they’ll will not= won’t
• Appendix includes Don’t worry. I _______________
’ ll look after it. OR
_______________________________________________
Don’t worry. I ____________

won ’t lose it. 3 (Mr Hall/arrive/tonight) (Yes)
irregular verbs, Use will to express future facts. TECHPRO Electronics 1 We haven’t got any milk.
_______________________________________________
pronunciation and Sam will be 20 next month. The new road will be eight lanes wide. 17-19 March 1998 NEC Birming
ham, UK All right. I ____________ some at the shop.
_______________________________________________
spelling tips
Use will to predict something in the future – something that you know or
believe will happen.
Network in comfort 2 Be sure to get there on time.
4 (next term/start/on 15th April) (No)
You will find that we’ve put in place
_______________________________________________
One day soon people will live in space. all the facilities you need Don’t worry. I _______________ late.
to make TECHPR O both pleasant
and productiv e. Visitor
_______________________________________________
Don’t worry! I’m sure you’ll pass your exams. lounges and catering facilities
throughout the show will give 3 The car is very dirty.
illustrated
Use will to say what you decide to do at the time of speaking. you the chance to catch your breath
and plan the next stage of
OK. I _______________ it. 5 Write the verbs in the correct forms.
your visit.
I’ve left the window open. I’ll go back and close it. Luke and his friends are planning a class river trip.
The all-new TECHPRO TV will
be constantly delivering 4 Look, the windows are open.
grammar
Use will to offer, promise or threaten to do something. fast-breaking news from all around
as well as providing reports on
the show and its features,
All right. I _______________ them. Luke: Here’s my idea. We _________
’ ll take some boats and go
That looks heavy. I’ll help you. I promise I won’t be late. local traffic and weather
conditions via a giant video wall
in Hall 2. up the river. (take)
Use will to ask somebody to do something and to agree or refuse to do it. 5 Try to get everything right this time.
situations
Andy: OK, but how much ______________
will it cost? (it/cost)
Will you post this card for me? Yes, I’ll post it on my way home. No problem. I __________________ any mistakes.
21st
Luke: I don’t know. I 1_______________ the boat
We use will to predict the future, so we often use it with words such as 6 Remember to take this letter and post it. company and ask. (phone) But I’m sure it
sure, certain, probably, definitely and certainly. Note that the ly words
ionships Don’t worry. I _____________________ it.
New Relat
2_______________ too expensive. (not/be)
change position in will and won’t sentences.
ookes CENTURY Andy: 3____________________________________ to go?
explanations
He’ll definitely love Rome. He probably won’t want to come home. Dr Arthu
r Br
TECHNOLOGY 3 Complete the answers with these verbs.
Use the correct pronouns. (everybody/want)
Do not use will to express plans and arrangements. The new century will
bring many changes Luke: Yes, I’m sure they 4_________
and authentic
I can’t see you tomorrow as I’m visiting /going to visit my parents. be, carry, cut, get, give, phone
to the way people
(not will visit) work. The growing
Tony: What 5________________________ to take?
Example: Please give your parents a call.
use of information (we/need)
will often goes with verbs like expect, think and know.
examples
technology will mean Yes, ____________
I’ ll phone them now.
I expect I’ll be late home tonight. that more and more Luke: We 6__________________ take a picnic. (have to)
I don’t think he’ll agree to the idea. people can work from 1 Is Simon at work now? Andy: 7_____________________ raincoats? (we/need)
ly home. This in turn will
We sometimes use shall/shall not (shan’t) instead of will/will not, but only with will definite change the pattern of No, not yet. _______________ to the office at 9.00. Luke: No, we 8____________ Don’t worry. The TV
This book
ur life transportation. The
I or we. We usually use it for suggestions, offers and asking for instructions or change yo morning rush hour 2 I’m thirsty. weatherman says we 9_______________ a lovely day
suggestions. will soon be a thing of tomorrow, and he promises it 10_________________
Ask Sue. __________________ you a Pepsi.
You look terrible! Shall we call a doctor? the past.
3 This case is very heavy. (have) (not/rain)
I’ve finished this job. What shall I do next?
Give it to me. _______________ it for you.
38 39
everyday examples in context enable

students to see grammar at work

Testing,
Examinations
& Resources
Fast Track to Reading: Literacy for ESOL Students NEW
An accelerated reading programme for adult learners of English unfamiliar with the Roman alphabet
PETER VINEY • ELEMENTARY TO PRE-INTERMEDIATE: CEF Levels A1 TO A2/IELTS 2.0-3.0
activities link sound and script
Key Features Fast Track to Reading

Course Book & audio CDs......................... 978-1-85964-489-8
• Designed to facilitate
decoding of Roman script 33 O R O R E A W O R O R E A W 33 Teacher’s Book ......................................... 978-1-85964-513-0
• For students who are

g 1
learning to read in English Repeat 1 o oo oa2 3 4 or 5 ore law your door born
9g
Match the same
oor aw prawn saw born sport words

and for students who 6 7
lawn four poor short
cannot cope with reading saw law more door
at speed g 2
Repeat
1 or for more door
2 3 4 four prawn sport more
5 saw your four

6 7 your lawn short poor
• Accelerates learning in a
programmed manner g 3 1 born 2 fork 3 morning 4 short 5 sort
Repeat
• Can be used in parallel 6 sport 7 storm 8 torch 9 core 10 chore

with a simple starter level
11 score
floor
12 store
four
13 swore
your
14 poor
law
15 moor
jaw 4 14 15 16 17 19 10 g variety of text type
for real-world reading
16 17 18 19 20
English course 21 saw 22 draw 23 dawn 24 prawn 25 lawn four fourteen fifteen sixteen seventeen nineteen
Repeat
• Contains global reading

to enhance relevance and g 4 four 2 fork score jaw chore 1 store your A four door Ford car 11 g
Number N F L O O R J H Find words
poor born sport spot short sort shot
motivation from 1 to 7
M O R N I N G X from Unit 33
B U J Q M O R E
• Free audio CD for further g 5 1 more 2 moor 3 morning 4 saw 5 swore 6 storm 7 law
Repeat D R A W L R S Y
self-study or homework 8 lawn 9 born 10 drawn 11 prawn 12 jaw 13 your 14 for
15 four 16 floor 17 torch 18 chore Z P W X A T A O
• Comprehensive teaching B O R N W H W U
notes 6 for born more morning saw _______ _______ M O S C O R E R
Trace, write
P R A W N P A W FREE
7 AUDIO CD
Topics include: Label
a car ... a Ford car ... four doors ... a four door car ... a four door Ford car 12 g
Repeat
• Numbers your car ... your four door car ... a sports car ... a four door sports car
born ... born at dawn ... born in the morning ... I was born in May
� � � �
• One-sound, one-letter 1 2 3 4 5
combinations
g 8
sweetcorn ... eat sweetcorn ... prawns ... sweetcorn and prawns
a storm ... rain and storm ... law ... court ... a law court ... in a law court
� � � � �
to Reading
sport sort shore short
• More common regular and Tick �
pot port short shot
irregular representations law lawn prawn poor

1 13 g
fork four core chore write ��
of sounds and groups of your jaw draw door 2
sounds, including vowels stop sport saw store

��
floor for or er
and diphthongs
• Work on vowels alternating 32 33
with work on consonants

Testing,
Examinations
& Resources
Better Writing
An introductory workbook for building students’ writing skills at secondary or tertiary level
Richard Harrison • Pre-Intermediate to Intermediate: CEF Levels A2 to B1/IELTS 3.0-4.5
Key Features
“Clearly organized units with
Each unit is divided into U N I T F I V E : C O M PA R I N G P U N C T U A T I O N / B E T T E R P‘A’
ARAHGERAADPI N
HGS
logical progression throughout
two sections. Some of these sentences need commas and some do not. Add commas Organization the book and useful
The first section includes: where necessary. 20 Put these sentences in the correct order to make two paragraphs. Write the paragraphs supplementary work to focus on
a. Canberra which is the capital of Australia is not the biggest city in the country.
• looking at different texts
in your notebook. sentence/paragraph level.”
b. The shop had sold out of Jasmine Mystery which is my favourite perfume.
York St John University College
• picking out language points c. The man who robbed the bank was arrested yesterday.
d. The main course was sardines which are popular in Portugal.
• exercises for practising what “Better Writing is ideal for those
e. Last week I wrote a letter to the college that I want to study in.
you have learnt students who need to master the
f. Yu Lin said she wanted to speak to the woman who was in charge of the shop.
The second section covers: g. The programme that I wanted to watch was cancelled at the last minute. nuts and bolts of writing.”
Philip Horspool, University of Leicester
• sentence building h. Peter who is a well-known journalist writes for a Cape Town newspaper.
i. All appointments have been cancelled by the president who has a slight stomach upset.
• ways of joining short sentences
together (conjuctions and
– for and against Better Writing...............................978-1-85964-702-8
punctuation) Better paragraphs 1 Is nuclear power a good alternative to other sources of power
such as oil, gas and hydroelectric power?
• putting sentences together to Connecting words a. On the other hand, oil and gas can cause a great
deal of damage to the environment.
Complete this passage with the words and phrases in the list.
make paragraphs 19
b. For example, nuclear power is relatively cheap.
c. Although the cost of building a power plant is
• punctuation, spelling, although when whereas however on the one hand
high, the running costs are very low.
who which but less more
capitalization d. Nuclear power is also very clean.
e. There are many points in its favour.
Is life better now, or was life more rewarding in the past? (a)_______________ we
• checking what you have written f. Not only does the process of producing power
have more material things nowadays, such as cars, televisions, videos and so on. cause very little pollution, but also there is very little damage
• vocabulary building to the environment through mining and transporting plutonium.
(b)___________ on the other hand, some people think that we were happier in the
nuclear power.
2 However, there are many strong arguments against using
past, (c)____________ we had fewer possessions and life was (d)_________ complicated.
a. There is also the problem of nuclear waste.
UNITS: My grandfather, for example, was a fisherman. He lived in a small village on the coast b. Nuclear power has a poor safety record and
there have been many accidents around the world.
and had a very simple life. There was no electricity and the family had to bring water
• Describing things c. For these reasons nuclear power is likely to
from a nearby well, (e)_________ they shared with the whole village. (f)___________, decline in popularity.
• Describing how something d. For example, the explosion at a reactor in Chernobyl
I have never seen a man as happy as my grandfather. in the Ukraine caused hundreds, perhaps thousands, of deaths.
works
Life is certainly (g)________ comfortable nowadays. People (h)_________ live in cities e. The most powerful argument is safety.
• Describing how something is have air-conditioning, hot and cold water and heating in the winter, (i)_________ in the
f. Nobody knows how we can get rid of it safely.
made old days these things were unheard of. One thing surprises me. (j)____________ we
• Reporting what someone said have all of these comforts at home, many people like to take a tent at the weekends
• Comparing and go camping in the countryside. Perhaps they are looking for a simpler way of life.
70 71
• Describing changes
a step-by-step approach to writing accurate, cohesive and appropriate English

Testing,
Examinations
& Resources
Versatile Vocabulary • Get Going with Grammar

Photocopiable resources for teachers
Jennifer Meldrum and Barbara Reimer • Pre-Int. to Upper Int.: CEF Levels A2 to B2/ielts 3.0-4.0+ Pre-Intermediate to Upper Intermediate: CEF Levels A2 to B2/ielts 3.0-4.0+
GGWG_G01-03_006-023 6/21/04 12:12 PM Page 7
Photocopiable
Varied activities RESOURCES
including: suffix staircases, “A great book to have in any staff
room and a useful resource to
preposition pyramids, Quantifier Quest 1.1
lexical ladders, verbal liven up grammar lessons.”

Ryan Horsnail, International House,
baseballs – aim high and
Barcelona, Spain
motivate your students with
____________ pass the everyone. on holiday?
holiday. __. work. tes have some for
cinema r if they wa t. when you were
on
with me books She goes to to finish you _______ nt to I think we will photographs
utes
grammar and vocabulary

_________take the ______ min studying for dinner? – Yes, _______________
Mary likes films They ne
take ed to do
I want to . It will only _________ rice
“Excellent – especially for

Did you take
Do you have
games!
summer school courses. Both
_________
lunch tod
ay?
not the
need to
_
food for
he ate very _____

books were extensively used again
Peter was sick so

_________
e.
__
make a cak
Did you eat
I have ___
sugar, but
amount I
Key Features
this week.
this year.”
enough
few
Versatile Vocabulary
_.
pool ________
goes to the
because he
Harrow School, UK
.
____________
swimmer
John doesn’t
• 21 photocopiable games
much
like driving.
Tom is a good
use his car
like it very much.

I eat very ______
He doesn’t
meat. I don’t
featuring the words _________ hom
Games to Go
too many
lazy, they do ework.
most frequently used by

Some students
Versatile Vocabulary........................ 978-1-85964-802-5
are
some
I’ve got __________
English speakers Get Going with Grammar................. 978-1-85964-748-6
but I need to buy

clothes with me,
___________
traffic today.
terday?
I will be late
party yes r
for work.
came to you people
• Teacher’s notes for each
There is
more.
How ______
game, with suggested
We asked _________
I have at leas ___ tea.
WINNER
to
There wasn’t _____ .

a bed
I have _________
__
room
_____ time to go
I don’t have very
I am very thirsty.
water but I need

They are very poor.
_________ money
questions before
to drink more.
variations to the game
cups a day t ten

coming to the
How _______
They don’t have
t
to the shop.
Do you wan
I
There was only
?
furniture in the
___
people are
coffee now
Yes, I think
________.
the exam.
and a desk.
will have
I drink ___
.
buy food.
party?
• Templates for teachers
and students to create
_.
He has ________
I don’t like him

very ________
He is not kind
their own versions
books because
there are _______

he doesn’t like
to others.
biscuits in the
reading.
Do you think
box? No, it is
a lot (of)
empty.
a little
It costs ____
____
money to
travel
Key Features
to Europe
every
I think he drinks
year.
coffee. It’s not

____________
good for him.

Get Going with Grammar
_____________
several
time to go to
I will have to
before work.
I don’t have
She is a very
the bank
go later.
quiet girl. She
• 25 photocopiable games
doesn’t say
__________.
too few
many
Here are ________
to motivate and inspire
give them to the
books. Please
The flowers
are dying.
has _______
students to improve
lonely. He
There has
He is very
friends.
class.
been _______
rain this year.
specific grammar points

I don’t have Do you have It will be a There was Have you
__________ big party. ___________
• Teacher’s notes for each
__________ got ________
ht? food in the
plans for tonig We bought money for
apples to give
one to each Yes, I am going
to ___________ fridge. It the bus START
the cinema. food. was nearly today?
game, with suggested
person.
empty.
variations to the game

Photocopiable 7
• Templates for teachers

and students to create Page from Versatile Vocabulary Page from Get Going with Grammar
their own versions

Reference
Journals and Academic Papers

AUTHOR NAME • LEVEL INFO
Garnet Education is becoming increasingly involved with the English for Academic, Specific and Occupational Purposes in
publication of a variety of academic resources. This is in line with Developing, Emerging and Least Developed Countries
our policy of putting educational development at the forefront Collected papers from presentations at the Harrogate (2006) Conferences
of our work; our involvement will enable us to better understand of the IATEFL ESP SIG
current issues of ELT delivery and inform our development of
Edited: Mark Krzanowski ISBN: 978-1-85964-481-2
course material.
CONTENTS INCLUDE
Current Developments in English for Academic, Specific and • ELT and ESP as a unique challenge in Albanian education
Occupational Purposes
• The ups and downs of an experiment in teaching technical English in Angola
Collected papers from presentations at the Cardiff (2005) and
• ESP: From theory to practice in a Brazilian setting
Harrogate (2006) Conferences of the IATEFL ESP SIG
• An overview of ELT, EAP and ESP in Nepal: Whose interest is served?
Edited: Mark Krzanowski ISBN: 978-1-85964-439-3
• Instructional challenges of English for Specific Purposes (ESP) in Nigeria
CONTENTS INCLUDE • Teaching English for general and specific purposes in Palestine
• Ten steps to better academic writing • English for students caring for the elderly in Japan
• Objectives, realities and outcomes: Communication skills in English • The status of English for specific purposes in the Republic of Yemen
in Kenyan Universities Evaluating the ESP and EAP situation in a Yemeni EFL context
• ‘Sexing up’ ESP through ‘global’ simulations • Burying the ghost of English in Zambia
• Socio-cultural attitudes towards EFL and EAP in Pakistan

• Can Can-Dos do anything to improve tertiary level ESP curricula?
• Not a teacher but a Consciousness Raiser? EAP in a Globalising World: English as an Academic Lingua Franca
• Using vocabulary journals to facilitate academic vocabulary learning Proceedings of the 2007 BALEAP Conference
Edited: Melinda Whong ISBN: 978-1-85964-514-7
CONTENTS INCLUDE
The Journal of Professional and Academic English
• Spoken Lingua Franca English in Tertiary Education at a Swedish Technical
ISSN: 1062 - 4032
University: An Investigation of Communicative and Pedagogical Effectiveness
The journal is published on a quarterly basis and covers a
• Reading in English as an Academic Lingua Franca
wide range of issues of interest to ESP and EAP practitioners.
The journal can be obtained by joining the IATEFL ESP SIG, • Harmonious ELF or a Cacophonic Clash of English Varieties?
information on which can be obtained on http://espsig.iatefl.org/ • A Memory like a Camel: Global EAP in a Foundation Certificate
• Advantages of Content-Based Instruction (CBI) Over English for Specific
Purposes (ESP) in Further Education Settings in China
• How Global is EAP? A Case Study of the Impact of Different Approaches to
EAP in LSBU and some of its Partner Institutions for Staff and Students

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lalibreria@megalibri.it sks6295@yahoo.co.kr Deleg. Iztacalco Fax: +507 294 1001 Romania Fax: +27 86 680 0373 Tel: 886-2-87925001 ext.580
www.megalibri.it Mexico D.F. ventas@distexsa.com Tel/Fax: +40 (21) 311 05 56 info@bagofbooks.co.za joseph@cavesbooks.com.tw
KUWAIT Mexico oxford@bx.logicnet.ro www.cavesbooks.com.tw
JAPAN Tel: (01-55) 5803 6415 PERU www.oxford.ro SPAIN
Gulf Union EST  THAILAND
ABAX Ltd PO Box 2911-Safat genaroperez7@hotmail.com Nuevas Técnicas Stanley Publishing
Shinkawaya Center Bldg 3F 13030 Kuwait Educativas SAC-NUTESA RUSSIA C/Mendelu 15 D.K. Today Co., Ltd
4-24-5 Kuji Tel: +965 22440889/22426440 MOLDOVA Av República de Panamá 2197 CenterCom Ltd 20280 Hondarribia 15/234 Soi Sua Yai Uthit
Takatsu-ku Fax: +965 22411688 Educational Centre Of 2B Office Centre KHRUSTALNYI Guipúzcoa Ratchada Phisek Road
Kawasaki-shi info@gulfunion-kuwait.com 64 M Eminescu Street Sta Catalina 36/4 Bolshaya Spain Chankasem, Chatuchak
Kanagawa-ken 213 0032 Chisinau La Victoria Novodmitrovskaya Ulitsa Tel: +34 943 640412 Bangkok 10900
Japan LEBANON Moldova Lima, Peru Moscow 127015 Fax: +34 943 643863 Thailand
Tel: +81 (0)44 813 2909 Tel: +373 222 78486 Tel: +51 1 472 1712 Russia editorial@stanleyformacion. Tel: +66 0 2541 7375/0 2930
Fax: +81 (0)44 813 2916 All Prints Publishers and 6215
Distributors  oxford@educationalcentre.md Fax: +51 1 472 9247 Tel: +7(495)660-96-16 com
sales@abax.co.jp www.educationalcentre.md info@nutesa.com.pe Fax: +7(495)660-96-17 www.stanleyformacion.com Fax: +66 0 2541 7377/0 2930
www.abax.co.jp PO Box 8375 7733
Al Wihad Building www.nutesa.com.pe office@centercom.ru
MONTENEGRO www.centercom.ru SWITZERLAND dktoday@inet.co.th
Nellie's Group, Ltd Jeanne D’Arc Street www.dktoday.net
Beirut Educational Centre POLAND OLF S.A.
Trade Sales Department SERBIA
Sunbridge, Bldg. 1F Lebanon Njegoseva 45 Hurtownia Ksiazek i Z.I.3, Corminbeouf TURKEY
1-26-6 Yanagibashi Tel: +961 1 350 722 Shopping Center “Petrovic” Ksiegarnia ‘POWER’ Ltd Educational Centre P.O. Box 1152 ^
Fax: +961 1 752 547 Podgorica ul. Marszalka Focha 10 Kneza Milosa 19/l CH-1701 Fribourg Dilyay Egitim Yayınları
Taito-ku, Tokyo Ticaret A.Ş.
Japan 111-0052 bachir@garneteducation.com Tel: +38 28 166 4430 85-070 Bydgoszcz 11000 Belgrade Switzerland
edcentre@montsky.net Poland Serbia Tel: +41 26 467 51 11 Zümrütevler Mah. Hanımeli
Tel: +081 (0)3 5825-3490 Cad. Aktunç İşmerkezi
Fax: +081 (0)3 3865-7533 www.educational-montenegro. Tel: +48 52 321 3171 Tel: +38111 3236281/3241922 Fax: +41 26 467 54 66
com Fax: +48 52 321 0347 Fax: +38111 3236281 information@olf.ch No:5/5 P.K.34852 Maltepe
ipi@nellies.jp İstanbul Turkei
www.nellies.jp info@ksiegarniapower.pl engleski@eunet.rs
www.ksiegarniapower.pl www.educational.co.rs Staeheli’s Bookshops Ltd Tel: +90 216 457 45 50
Bederstrasse 77 Fax: +90 216 457 45 51
SINGAPORE 8021 Zurich 2 info@dilyay.com
Tel: +41 44 209 91 11 www.dilyay.com
PM Associates Pte Ltd
130 Killiney Road Fax: +41 44 209 91 12
Singapore 239561 info@staehelibooks.ch
Tel: +65 67329522 www.staehelibooks.ch
Fax: +65 67336076
sales@pma.com.sg

Contacts
UNITED KINGDOM ELT Bookshop   LCL International If you are unable to order from any of the bookshops or stockists listed, please contact:
Avantibooks Ltd St Giles College   Booksellers Ltd   VENEZUELA Catherine Kennedy
Unit 9, The io Centre 154 Southampton Row   104-106 Judd Street   Ven-Hill Interamericana de Sales & Marketing
Whittle Way Bloomsbury   London   Venezuela S.A. Garnet Education
Arlington Business Park London  WC1B 5JX   WC1H 9PU   2da. Transv. de Bello Monte 8 Southern Court
Stevenage Tel: +44 (0)20 7833 2773 Tel: +44 (0)20 7837 0486   entre Av. Abraham Lincoln y South Street
SG1 2BD eltlibrary@stgiles.co.uk    Fax: +44 (0)20 7833 9452 Av. Casanova Reading
Tel: +44 (0)1438 747000 sales.lcl@btinternet.com  Local G-2 RG1 4QS
Fax: +44 (0)1438 741131 The English Language www.lclib.com    Sabana Grande UK
orders@avantibooks.com Bookshop   Caracas Tel: +44 (0)118 9597847
www.avantibooks.com 31 George Street   Waterstone’s Booksellers   Venezuela Z.P 1050 Fax: +44 (0)118 9590508
Brighton   Contact any branch Tel: +58 212 761 6201 catherinekennedy@garneteducation.com
Bertrams East Sussex  BN2 1RH   nationwide or visit:   Fax: +58 212 762 3720
1 Broadland Business Park Tel: +44 (0)1273 604864   www.waterstones.co.uk servicioalcliente@gmail.com For further information on product content, please contact:
Norwich Fax: +44 (0)1273 687280  
sales@elb-brighton.com UNITED STATES Olly Twist
Norfolk LIBRARY SUPPLIERS Academic Representative
NR7 0WF www.elb-brighton.com    Delta Publishing Company Coutts UK Garnet Education
Tel: +44 (0)871 803 6600 1400 Miller Parkway Avon House 8 Southern Court
Fax: +44 (0)871 803 6709 Foyles   McHenry
113-119 Charing Cross Road   Headlands Business Park   South Street
orders@bertrams.com IL 60050-7030 Ringwood   Reading
http://www.bertrams.com London  WC2H 0EB   USA
Tel: +44 (0)20 7437 5660 Hampshire   RG1 4QS
Tel: +815 363 7891 ext 20 BH24 3PB   UK
Blackwell's Bookshops   Fax: +44 (0)20 7434 1574 Fax: +815 363 2948
customerservices@foyles. Tel: + 44 (0)1425 471160   Tel: +44 (0)118 9597847
Contact any branch custsvc@deltapublishing.com Fax: +44 (0)1425 471525   Fax: +44 (0)118 9590508
nationwide or visit: co.uk  www.deltapublishing.com
www.foyles.co.uk   salesuk@couttsinfo.com   ollytwist@garneteducation.com
http://bookshop.blackwell. www.couttsinfo.com   
co.uk English Central Our distributor is:
Gardners Books   46 St. Clair Avenue East
1 Whittle Drive   Dawson Books   NBN International
BEBC – Bournemouth Toronto, Ontario Foxhills House  
English Book Centre Eastbourne   M4T 1M9 Canada 10 Estover Road
East Sussex  BN23 6QH   Brindley Close   Plymouth
Albion Close Tel: +1 416 850 0833 Rushden  
Parkstone Tel: +44 (0)1323 521777   Fax: +1 416 850 0834 Devon 
Fax: +44 (0)1323 521666   Northamptonshire   PL6 7PY 
Poole info@englishcentral.net NN10 6DB  
Dorset custcare@gardners.com  www.englishcentral.net UK
www.gardners.com    Tel: +44 (0)1933 417500   Tel: +44 (0)1752 202301
BH12 3LL  Fax: +44 (0)1933 417501
Tel: +44 (0)1202 715555 URUGUAY Fax: +44 (0)1752 202333
Grant and Cutler   bkcustserv@dawsonbooks. orders@nbninternational.com
Fax: +44 (0)1202 712913 Bookshop S.A. co.uk  
piccadilly@bebc.co.uk 55-57 Great Marlborough
Street   José Enrique Rodó 1671 www.dawsonbooks.co.uk    If you would like to submit a manuscript, please contact:
www.bebc.co.uk 11200 Montevideo
London  W1F 7AY  
Tel: +44 (0)20 7734 2012 Uruguay The Holt Jackson Book Rod Webb
Cambridge International Tel: +598 2 401 10 10 Company Limited   Education and Research Manager
Book Centre   Fax: +44 (0)20 7734 9272
contactus@grantandcutler. Fax: +598 2 408 89 50 Preston Road   Garnet Education
42 Hills Road   info@bookshop.com.uy Lytham   8 Southern Court
Cambridge   com 
www.grantandcutler.com   www.bookshop.com.uy Lancashire   South Street
CB2 1LA   FY8 5AX   Reading
Tel: +44 (0)1223 365400   Tel: +44 (0)1253 737464   RG1 4QS
Fax: +44 (0)1223 312607   KELTIC International  
Unit B Fax: +44 (0)1253 733361   UK
cibc@eflbooks.co.uk info@holtjackson.co.uk Tel: +44 (0)118 9597847
www.eflbooks.co.uk    Charbridge Way
Bicester www.holtjackson.co.uk Fax: +44 (0)118 9590508
Oxfordshire rodwebb@garneteducation.com
OX26 4ST
Tel: +44 (0)1869 363589
Fax: +44 (0)1869 363590  

Garnet Education
8 Southern Court
South Street
Reading
RG1 4QS
UK
Tel: +44 (0)118 959 7847
Fax: +44 (0)118 959 0508
Email: enquiries@garneteducation.com
www.garneteducation.com

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English Language Teaching

Catalogue 2009MH_V5.indd 59 6/1/09 12:05:39

NEW NEW NEW NEW

TAKE-OFF Technical English for Engineering

Take-Off is an ESP course for intermediate-level students. Unlike

Reading and listening development is dealt with in the context of

David Morgan and Nicholas Regan

Lower-intermediate upwards: CEF Levels A2 to B2.

Welcome to Skills in English.

NEW NEW NEW NEW � � � � NEW

lease select whether you are a student or a supervisor.

Test will open in a new window.

Login >> Login >>

Catalogue 2009MH_V5.indd 1 6/1/09 11:55:24

English for Starting Skills

Skills in English Level 2

Skills in English Level 3

EAS Extended Writing & Research Skills

Transferable Academic Skills Kit (TASK)

Passport to Academic Presentations

English for English for Banking

English for Language and Linguistics

English for Law

English for Management Studies

English for Medicine

English for Tourism and Hospitality

Catalogue 2009MH_V5.indd 2 6/1/09 11:55:25

English for English for Global Industries: Oil and Gas

Take-Off Interactive Course Book

Testing & i-Test

Get Ahead in FCE

Talking Trinity: Elementary

Trinity ExpertISE Level 1

Resources ESOL Practice Grammar Entry Levels 1/2

ESOL Practice Grammar Entry Level 3

English Practice Grammar

Fast Track to Reading

Get Going with Grammar

Catalogue 2009MH_V5.indd 3 6/1/09 11:55:25

The Skills in English Series

Skills in English is a university Dedicated website provides

A flexible course for individual or integrated skills teaching

Catalogue 2009MH_V5.indd 4 6/1/09 11:55:36

AUTHOR NAME • LEVEL INFO

Key Features Individual skills editions

Writing — short essay

Catalogue 2009MH_V5.indd 5 6/1/09 11:55:39

Starting Skills in English

Start Skills LS 26-27.pdf 18/12/07 23:33:32

Part A Reading and Writing

notes and transcript of

• Allows beginners connection between them?

2 the highest death rate? Course Book...............................................978-1-85964-815-5

3 the fastest growth rate?

a Listen. Say Yes, No, or give information.

Arabic, Chinese and 2 Study the intonation pattern of each type of

1 Which continents have a rising population?

in the UK. 2 Which ones have a falling population? ______________

skills checks allow students academic topics presented

Catalogue 2009MH_V5.indd 6 6/1/09 11:55:48

Skills in English Level 1

colourful and vibrant texts have been deliberately

be weaker at certain language