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Secondary

2019

C ATA L O G U E
Get it right with the Cambridge English Corpus
MISTAKE MISTAKE

MISTAKE MISTAKE

MISTAKE MISTAKE

Every year, over 200,000 Spanish students take one of the Cambridge English exams. At Cambridge University Press
we analyse these exam scripts to find out common errors and problem areas. All this information is incorporated
into the Cambridge English Corpus, which we use to adapt our teaching materials to the specific needs of
Spanish speakers.
www.cambridge.es/corpus
Contents
SECONDARY & BACHILLERATO 6

Secondary Courses 6

Bachillerato Courses 22

Supplementary Materials 28

EXAMS 34

Courses
36

Supplementary Materials 64

ISBN LISTING 68

Key to symbols
English for Spanish Speakers courses

Titles include information from the Cambridge Learner Corpus

levels Common European Framework of Reference for Languages (CEFR) levels

Digital resources for teachers on The Cambridge Teacher

Titles with interactive whiteboard software

Digital components

App for mobile devices


The Cambridge
Framework
for Life
Competencies
In addition to language learning, our courses
develop the life competencies of learners.
Our latest generation of courses have integrated
the Cambridge Framework for Life Competencies
into the life skills syllabi. This is an ongoing
research initiative into how thinking and learning
skills are developed over different life stages.
Each life skill is based on a component within
the Cambridge Framework for Life Competencies
to ensure a wide range of skills are covered.
The Cambridge Framework for Life Competencies
COMPETENCIES
Creative Participating in Creating new Using new content
creative activities content – from own to solve problems
thinking
ideas and other and make decisions
resources

Critical Understanding Evaluating ideas, Synthesising ideas


and analysing links arguments and and information
thinking
between ideas options

Learning to Practical skills for Taking control of Reflecting on and


participating in own learning evaluating own
Learn
learning learning success

Communication Using appropriate Managing Participating


language/register conversations with appropriate
for context confidence and
clarity

Taking personal Listening Managing the Working towards


responsibility for own respectfully and sharing of tasks a resolution for a
Collaboration contributions to a responding task
group task constructively
to others’
contributions

Social Understanding Taking active Understanding and Understanding


Responsibilities personal roles including describing own and and discussing
responsibilities leadership others’ cultures global issues –
as part of a environmental,
group and in political, financial
society – including and social
citizenship

FOUNDATIONAL LAYERS
Emotional Development

Digital Literacy

Discipline Knowledge

cambridge.es/cflc
THE CAMBRIDGE TEACHER

Your integrated platform for digital content

Interactive
Extra resources What’s new?
Whiteboard

Access to interactive whiteboard Additional material to get the News from the education sector.
tools and other digital products most out of your course: videos,
for classroom presentation. extension activities, tests...

WWW.THECAMBRIDGETEACHER.ES
Collaborate NEW

Claire Thacker, Stuart Cochrane, 4


A1-B1+
Samantha Lewis & Daniel Vincent levels

ELEMENTARY TO INTERMEDIATE

English for Spanish Speakers English for Spanish Speakers English for Spanish Speakers
English for Spanish Speakers
English for Spanish Speakers

1
BOOK

Digital Workbook
Claire Thacker Samantha Lewis Samantha Lewis
A2 – A2+ A2+ – B1 B1 – B1+
Stuart Cochrane Daniel Vincent Daniel Vincent

STUDENT’S BOOK 2 STUDENT’S BOOK 3 STUDENT’S BOOK 4

A1+ – A2 Claire Thacker

STUDENT’S BOOK 1
1

acher’s
esource Bank
STUDENT’S BOOK

Digital Collaborate

video video video


ith ith ith
w

w
THACKER

www.cambridge.es/collaborate

It’s time to change. Time to collaborate.


vide
ith
w

ith de Collaborate is a new innovative secondary • Multiple resources to deal with


w

vi

course that will help you and your students mixed ability in the classroom, both
www.cambridge.es/collaborate

take an important step towards creating for the students who need more help
REKCAHT

a collaborative and positive environment and those who can be pushed further
KOOB S’TNEDUTS

Digital Collaborate

in the classroom. It offers solid language – fast finishers activities at the end
1
learning while providing a new way of of the unit, a graded Workbook and
esource Bank
acher’s
ST U D E N T ’ S B O O K
1

A1+ – A2 Claire Thacker

teaching and learning, innovative yet extra resources at three levels of


Digital Workbook

practical. It’s time to change and bring real difficulty.


collaboration into the classroom.
srekaepS hsinapS rof hsilgnE

BOOK
1
• 5 videos per unit include
• Collaborative learning with unit documentaries, grammar and
English for Spanish Speakers

projects and collaborative tasks which Everyday English presentations.


motivate and create a positive learning • Guided writing and speaking lessons
environment. provide a step-by-step approach
• Step-by-step projects with help and to help students with successful
training for teachers in the Project Book. production.
• Prepares students to take a meaningful • ‘Learn to learn’ sections for student
part in society through a focus on life autonomy.
competencies. • A2 Key for Schools and B1
Preliminary for Schools exam practice
included.

Collaborate is specifically designed for Spanish-speaking teenage students and includes:

• ‘Get it right!’ boxes throughout the units which highlight common mistakes in grammar and vocabulary made by Spanish-
speaking learners.
• Specific cross-curricular projects and lessons on other subjects in the Spanish curriculum.
• A coverage of all the competences students are expected to acquire with a Key competences mapping in the Teacher’s Book.
• Spanish and Catalan grammar reference available online.
6
www.cambridge.es/collaborate

For students For teachers

Student’s Book English for Spanish Speakers


Teacher’s Book
The Student’s Book provides 9 units with an The Teacher’s Book is interleaved with the pages
ample reference section with extra materials and from the Student’s Book and includes:
includes: TEACHER’S BOOK 1
A1+ – A2 Laura Peco González
• Background information
• Projects for every unit • Warmers and teaching tips
• Collaborative tasks in every lesson • Optional tasks for mixed ability at 3 levels
• 4 to 5 videos per unit – documentaries, • Tips on collaborative learning
Grammar and Everyday English voxpops • A Key competence mapping and life
• CLIL lessons competencies mapped to the Cambridge
• A Pronunciation section Framework for Life Competencies
• Fast-finishers pages in every unit • Ideas for the flipped classroom
• ‘Learn to learn’ boxes • Help with new digital methodologies and tools
• ‘Use it!’ and ‘Voice it!’ sections – personalisation,
critical thinking and practice in context
• ‘Explore it’ sections – internet research around English for Spanish Speakers
Project Book
English for Spanish Speakers
the topic FOR TEACHERS
PROJECT BOOK
1
The Project Book contains tips and notes for the
• A Vocabulary bank teacher and useful templates to exploit all of the
Teacher’s
Resource Bank

Digital Collaborate

Project Book Teacher’s Book


with downloadable
audio
Test Generator
PROJECT BOOK 1
A1+ – A2 Julieta Hernández
projects in the Student’s Book to the maximum,
making sure that students follow the guidelines to
1

FOR STUDENTS
Digital Student’s
PROJECT BOOK

Book with extra


Student’s Book Workbook activities Digital Workbook

English for Spanish Speakers


Workbook with downloadable audio make every project a success.
English for Spanish Speakers

The Workbook follows the same unit structure as


1
HERNÁNDEZ

WORKBOOK ENGLISH FOR SPANISH SPEAKERS


Collaborate helps Spanish-speaking
learners overcome the difficulties they face
English Profile when learning English. This is achieved by

the Student’s Book to help with easy navigation.


Digital Student’s
A1+ –A2 integrating our expert knowledge of Spanish www.cambridge.es/collaborate
speakers with information taken from the
Book with extra unique Cambridge Learner Corpus.
ent’s Book Digital Workbook activities
www.cambridge.org/elt/ess

Practice of all the unit language and skills is


Better Learning is our simple approach where
insights shape content that drives results.

Vicki Anderson Discover more:


A1+ – A2
Lynn Durrant cambridge.org/betterlearning

1
provided with extra sections:
WORKBOOK
1

Teacher’s
Resource Bank
WORKBOOK

• A Grammar reference and extra grammar


Digital Collaborate

k
ANDERSON

practice
Test Generator

NGLISH FOR SPANISH SPEAKERS

Digital Collaborate
ollaborate helps Spanish-speaking learners
vercome the difficulties they face when
DURRANT

arning English. This is achieved by integrating


ur expert knowledge of Spanish speakers www.cambridge.es/collaborate

• Vocabulary extra
ith information taken from the unique
ambridge Learner Corpus.
ww.cambridge.org/elt/ess

A digital package to present the Student’s Book


ith
a ud
i

• Exam tips – reading, writing, listening and


w

and Workbook in class with extra interactive


speaking skills
grammar and vocabulary presentations and
• A2 Key for Schools and B1 Preliminary for
games.
Schools exam practice (Reading and Writing
papers)
Test Generator
The Test Generator allows you create your own
tests at three levels of difficulty, to help you cater
for different student and group needs.

Teacher’s Resource Bank


The Teacher’s Resource Bank provides ready-made
and editable worksheets to help with mixed ability.

SECONDARY Courses
The class audio is also included.

Collaborate Digital
Digital resources for learners
• Fully-interactive Digital Student’s Books and Workbooks are available both online and offline. These
are both multiplatform and multi-device, working on computers, tablets and interactive whiteboards.
• Downloadable video and Workbook audio files available at cambridge.es/collaborate.
Digital resources for teachers on The Cambridge Teacher
• The Digital Collaborate presentation tool includes the digital Student’s Book and Workbook for projection
in the classroom with video, audio, special interactive activities for every unit, the digital Teacher’s Book
and the Project Book. Extras include grammar and vocabulary presentations, practice and games.
• The Test Generator allows you to create diagnostic, unit, term and end-of-year tests at three levels.
Cambridge exam practice is also supplied.
• The Teacher’s Resource Bank provides all the classroom resources a teacher needs with extra
worksheets to cover grammar and vocabulary at three levels (basic, standard and extension), video and
communication worksheets and grammar mind maps and writing templates. The class audio is also
available for download.
Available on thecambridgeteacher.es.

Full ISBN listing on page 68 7


Collaborate
Every unit starts with an
impactful opening page and

2
LEARNING OUTCOMES
I can …
• understand texts about young artists and an audition
video to stimulate students’
• describe a picture curiosity about the unit topic
WHAT IS ART? •

write a review of a performance
understand how to use the present perfect with
already, just, still and yet
• talk about visual and performing arts
• recognise noun endings for people, infer meaning
• make a profile of an artist.

2
LEARNING OUTCOMES
I can …
• understand texts about young artists and an audition
• describe a picture

WHAT IS ART? •

write a review of a performance
understand how to use the present perfect with
already, just, still and yet
• talk about visual and performing arts
• recognise noun endings for people, infer meaning
• make a profile of an artist.

WATCH VIDEO 2.1


• Be
B fo
oree you
u wattch
h, wh
which
icch difffeerreen
nt type
pes of
of art
rt can
n you
ou think
k of?
f
• Wa
W tcch an
nd cch
hec
eck.
ck. Whicch stylle
les of
les of art are
ree men
enttiion
oned
ed?
• Wh
W iicch is
is you
our fa
favo
avo
vou
uritee arrt frrom
ur m thee vid
deeo
o?

p25 p27 p28

KICK-OFF! 2.1 GRAMMAR IN ACTION 2.2 GRAMMAR IN ACTION 2.3 EVERYDAY ENGLISH 2.4

22 WHAT IS ART ? | UNIT 2

WATCH VIDEO 2.1


LEARNING OUTCOMES
The opening page includes a summary I can …
• Be
B fo
oree you
u wattchh, wh
which
icch difffeerreen
nt type
pes of
of art
rt cann you
ou think
k of?
f
of all the videos which creates • understand texts about young artists and an audition
• Wa
W tcch annd cch
hec
eck.
ck. Whicch stylle
les of
les of art are
ree men
enttiion
oned
ed?
anticipation of the unit contents • describe a picture
• Wh
W iicch is
is you
our fa
favo
avo
vou
uritee arrt frrom
ur m thee vid
deeo
o?

WHAT IS ART? •

write a review of a performance
understand how to use the present perfect with
already, just, still and yet
• talk about visual and performing arts
p25
• p27
recognise noun endings p28 for people, infer meaning
KICK-OFF! 2.1 GRAMMAR IN ACTION 2.2 • make
GRAMMAR IN ACTION 2.3 a EVERYDAY
profile of ENGLISH
an artist.2.4

22 WHAT IS ART ? | UNIT 2


The Learning Outcomes box clearly maps out the unit
content and aims

8
www.cambridge.es/collaborate
THE MATHS
‘Around the World‘ cultural reading
PROJECT
AROUND
lessons based on real world topics THE WORLD
A class survey Globetrotters
about an aspect of life in a broad range READING
Watch video 7.5
Helpers with hooves

of countries around the world An article


1 Choose the correct answer.
1 Look at the photo. Where do you think the girl is
• Where can you find camels?
• How much water can camels drink in ten
7.12
A survey is a …
from? Why is she special? Read and listen to the
article to check your answers.
minutes?
• What’s the hottest temperature camels can
survive in?
2 Read thea
articletest tomark
again and check your
the sentences knowledge
T (true) or F (false). Correct the false sentences.
3 Find adjectives in the text that mean:
b list of questions to find
1 Eagle hunting started in 1990.
F Eagle hunting started thousands of years
out
1 very information.
big huge 3 very cold
2 very old 4 very good
ago.

32 
Look at the results of a4 class
2 In the past, only boys learnt to hunt with eagles.
Aisholpan didn’t want to be an eagle hunter
survey.
Voice it! Discuss the questions.
1 Is there a similar competition in your country?
2.12 when she was young.
Use the bar chart
4 It was difficult to find a baby eagle to train.
to complete it with the
Talk about it with your partner.
2 Aisholpan was determined to succeed. How

correct
5 Aisholpan’s
the eagle.
father taughtnumbers. Then
her how to hunt with listen and check.
does she show determination?
3 Is it important to be determined? Why?
6 There were other girls in the competition in 4 Can you give an example of when you

3 Read the survey results again. Answer the


2016. showed determination?

questions.
The Girl and the Golden Eagle
1 How many people are in the class? 30

C 2 What do the students wantto train.to know?


an you imagine riding a horse in
the high Altai Mountains with her father to find

The carefully staged projects are the


temperatures of –50°C with a huge eagle
a baby eagle It wasn’t easy. The climb to
on your arm? the eagle nest was difficult and dangerous. But
3 Why do they wantAisholpan
this information?
The ancient tradition of eagle hunting started did it. She found her baby eagle!

ideal way to put collaborative learning thousands of years ago in Mongolia. Traditionally,
it was only for boys in Mongolia and this tradition Aisholpan’s father became her trainer. But was
4 How do the students present the results?
Aisholpan strong enough to hunt with the huge

into practice in an easy and practical


continues today. Boys learn to hunt when they
bird in freezing temperatures? Yes, because she
are only 13. They use eagles because they can fly
was determined to succeed.
5 What is the class’sIn 2016,
favourite
up to 320 km per hour and can see animals from
leisure activity?
way without overloading the teacher
more than four kilometres away. There are about Aisholpan competed in the Golden Eagle
400 male eagle hunters today. But no 13-year-old Festival. She was the first Mongolian girl to enter
girls … until now.

4 Complete the survey results with the words in


the competition. There were 70 competitors.

and taking up too much class time The 2016 film, The Eagle Huntress, tells the story of
2.13
Aisholpan. When she was young, Aisholpan took
She was the youngest and the only girl. And
guess what? Her eagle won. What an amazing
the box. Then listen and check.
care of her father’s eagle but she really wanted to
be an eagle hunter like her father. So she went to
achievement!

THE MATHS girls leisure most of opinion


PROJECT response students surprising
94 A M A ZIN G A NIM A L S | U NIT 7

A class survey
OUR CL ASS
SURVEY
1 Choose the correct answer.
A survey is a …
2.13
5 Read the How to box and listen again.
a test to check your knowledge
b list of questions to find out information.
SURVEY OF CLASS 7B:
STUDENTS’ LEISURE TIME
Answer the questions.
2.12
2 Look at the results of a class survey. What do you do on Saturday 1 Do the students complete each stage
Use the bar chart to complete it with the mornings?
from the How to … box?
The ‘How to’ sections also provide training
correct numbers. Then listen and check.
Total number of students: 30
3 Read the survey results again. Answer the
2 What is the students’ conclusion after
These cover areas such
1 hang out with friends …
in lifethe
competencies.
questions.
2 play video games …
1 How many people are in the class? 30
3 go shopping … survey?
3asDohow
you to design a leaflet, a poster, give a
2 What do the students want to know?
3 Why do they want this information? 4 watch TV …
4 How do the students present the results? 5 listen to music … think it is a good summary?
5 What is the class’s favourite leisure activity? 6 stay in bed late
7 tidy your bedroom


presentation,
Why / Why not? speak to a large group, etc.
2.13
4 Complete the survey results with the words in
the box. Then listen and check.

girls leisure most of opinion


response students surprising
How to present survey results
2.13
5 Read the How to box and listen again. a Explain what the survey is about.
Answer the questions.
1 Do the students complete each stage b Explain the purpose of the survey.
from the How to … box?
2 What is the students’ conclusion after
the survey?
c Say the total number of people in the survey.
3 Do you think it is a good summary?
d Give important information, for example,

SECONDARY Courses
Why / Why not?

How to present survey results age and gender.


a Explain what the survey is about.
b Explain the purpose of the survey. e Present the results.
c Say the total number of people in the survey.
d Give important information, for example, f Give your opinion on the results.
age and gender.
e Present the results. g Comment on any surprising results.
f Give your opinion on the results.
g Comment on any surprising results.
h Summarise the survey results.
h Summarise the survey results.

30 THAT ’ S LIFE! | U NIT 2

30 THAT ’ S LIFE! | U NIT 2

Documentary videos bring the outside


world into the classroom in an exciting
and visual way
9
Citizen Z
Herbert Puchta, Jeff Stranks and Peter Lewis-Jones 6 A1-C1
BEGINNER TO ADVANCED levels

English for Spanish Speakers English for Spanish Speakers English for Spanish Speakers English for Spanish Speakers English for Spanish Speakers
English for Spanish Speakers

ENT’ S B ENT’ S B ENT’ S B ENT’ S B ENT’ S B


U D A 1 O OK U D A 2 O OK U D B 1 O OK UD B1+ OOK UD C1 OOK
ST ST ST ST ST

ENT’ S B
U D B 2 O OK
ST

es
es

es

es

es
ff ff ff ff ff

Je
Je

Je

Je

Je
He , n He , n He , n He , n He , n
St rb hta -Jo St rb hta -Jo St rb hta -Jo St rb hta -Jo St rb hta -Jo
ra n e r t P u c s ra n e r t P u c s ra n e r t P u c s ra n e r t P u c s ra n e r t P u c s
k s , Pe t e r L e w i k s , Pe t e r L e w i k s , Pe t e r L e w i k s , Pe t e r L e w i k s , Pe t e r L e w i
es

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ra n e r t P u c s
k s , Pe t e r L e w i

Prepare today’s teenagers to take their place in the world


- 80-90 teaching hours, extendable to 180

Citizen Z is aimed at the current • Culture lessons encourage students


generation of teenagers, with their to think and talk about life in other
own needs, interests and aspirations. countries and how it compares with
k s , Pe t e r L e w i
ra n s
St rbert Puchta, -Jon
ff He
eJ

se

Young people are living in a world which their own.


ST
requires new skills and preparation so • Literature lessons expose students to
UDE B2 OK
NT’ S BO
that in the future they can take their authentic language and encourage an
places as citizens in the world. appreciation of literature.
Whether inside or outside the • Life skills lessons develop non-
classroom, the course goes beyond
English for Spanish Speakers

language skills to help students in all


building strong language skills to aspects of their lives.
developing the whole learner – with an
• ‘Cambridge Exams’ pages and
emphasis on critical thinking, values,
assessment-style activities prepare
self-esteem and life skills – ensuring
students for success at Cambridge
academic and lifelong success.
English: Key, Preliminary, First and
• Engaging and thought-provoking topics Advanced.
challenge and inspire teenage learners. • Extra photocopiable worksheets,
• Guided writing and speaking sections graded workbook activities and extra
support students step by step through ideas in the Teacher’s Book provide
the process to build fluent, confident plenty of support for fast-finishers and
written and spoken English. mixed-ability classes.

Citizen Z is specifically designed for Spanish-speaking teenage students and includes:

• ‘Get it right!’ pages in the Student’s Book plus ‘Get it right!’ boxes throughout the units that
highlight common mistakes made by Spanish-speaking learners.
• A specific pronunciation section which focuses on common pronunciation errors.
• ‘Say it right!’ exercises that deal with areas which are more problematic for Spanish speakers.
• A coverage of all the competences students are expected to acquire with a Key competences
mapping in the Teacher’s Book.

10
www.cambridge.es/citizenz

For students For teachers

English for Spanish Speakers

Student’s Book Teacher’s Book


The Student’s Book offers 12 units which The Teacher’s Book includes: :
ENT’ S B
UD B2 OOK
build strong language skills combined with a • An introduction to the philosophy and
ST
development of the whole learner – with critical methodology of the course
thinking, values and self-esteem sections • CEF and Key Competences tables
throughout. It also provides: • Comprehensive teaching notes
es

ff
Je

He , n
St rb hta -Jo
ra n e r t P u c s
k s , Pe t e r L e w i

• ‘Get it right!’ sections informed by the • Optional extension and fast finisher activities
Cambridge Learner Corpus to highlight common • Tips to cater for mixed-ability classes
mistakes made by Spanish-speaking learners • Answer keys and audio/video transcripts
• Cambridge exams practice • Cultural background information
• Life skills lessons • Workbook answer key
• Literature lessons
• ‘Test yourself’ pages Audio CDs
• An integrated photostory with video All the recordings from the Student’s Book and
Workbook.
Workbook with downloadable audio
The Workbook provides comprehensive practice
of the language taught in the Student’s Book: Video DVD
• Specific grammar and vocabulary pages The DVD contains the videos which are integrated
• Extra Reading practice into the Student’s Book.
• Developing writing sections
• Listening and fluency practice
• Cambridge exams practice
• A comprehensive Grammar Reference

Digital Citizen Z
Online Practice A complete teacher’s digital package covering
These interactive online activities can be used all classroom needs – Student’s Book and
in Self-study mode or Class mode. Class mode Workbook for classroom projection, interactive
allows the teacher to time and track students’ activities, answer keys and the course videos.
progress.
The Online Practice includes:
• The course videos
• Extra vocabulary practice Test Generator
• Extra grammar practice This Test Generator is the ideal assessment tool.
• Reading You decide what you want to test and the generator
• Projects does the rest for you. You can quickly create a test,
then edit and save the test for later use.

Teacher’s Resource Bank


All the extra classroom resources teachers need,

SECONDARY Courses
with editable and ready-made worksheets and
other extra resources.

Citizen Z Digital
Digital resources for learners
• Online Practice can be done either as self-study or in class with extra grammar and vocabulary
practice, extra reading, the course videos and projects.
• Fully-interactive Digital Student’s Books and Workbooks are available both online and offline. These
are both multiplatform and multi-device, working on computers, tablets and interactive whiteboards.
Digital resources for teachers on The Cambridge Teacher
• The Digital Citizen Z pack includes the digital Student’s Book and Workbook for projection in the
classroom with special interactive activities for every unit, the digital Teacher’s Book and the course videos.
• The Test Generator offers editable unit, term and end-of-year tests at two levels of difficulty, plus ready-
made Cambridge exam-type tests at the course levels corresponding to Cambridge exams.
• The Teacher’s Resource Bank provides extra worksheets in PDF and Word format, with grammar and
vocabulary practice at three levels of difficulty, literature worksheets, communication activities and other
useful resources.
Available on thecambridgeteacher.es.

Full ISBN listing on page 68 11


land is theirs. The Arctic Circle is a huge land area that
successful their hunt is.
belongs to a number of northern countries: Russia, the
Akycha is one of these men. He’s been out hunting for USA, Canada, Greenland, Norway, Sweden, Finland and
more than a week now. While he’s away from home, Iceland. The northern environment is an exceptional

Citizen Z
he stays overnight in a little igloo that he’s made habitat. Temperatures are low during most of the year
himself from ice and snow. The igloo protects him and summers are short, which means that plants can
from the freezing wind. Inside, there’s a little stove for only grow for a few weeks every year. If the reindeer eat
cooking, and a small stone lamp which provides light. the moss that grows in a certain area, it can take up to
Together, they help to create a temperature of around 30 years for the plants to grow back. This is why Inuits
12° Celsius. who make a living from keeping and breeding reindeer

Cultu re
UNIT 2 have to be constantly on the move with their herds.
Right now, Akycha is several kilometres away from his
igloo. He’s riding his snowmobile along the coast, far
Challenge and inspire your
For most of us, life is less hard than it is for the Inuit people.
out on the frozen sea. Suddenly, he can see something students
But maybe wewithcanCulture
learn something from them. Their
in the distance. He stops his snowmobile and checks sectionsway
traditional thatofpromote
life is a model of living in partnership
critical thinking andexploiting
global and destroying it.
1 Look at the photos and answer the questions.
through
1 In what part of the world werehisthesebinoculars.
photos taken? It’s a seal. Holding a screen with nature, rather than
awareness
2 Why might life be difficult there? How many reasons

GET IT right!
can you of white canvas in front of him in one hand, and his
think of?

2
gun in the other, he moves forward, cautiously hiding
1.17 Read and listen to the article.
Check your predictions.

behind the screen all the time so that the seal won’t Which is the correct preposition?
Where life is really hard
notice
It’s the end of the winter. Mosthim.
people have If been
he’s lucky Akycha and hisarehunt
and his people part of thegoes well, the
Inuit community. It depends of / on you.
inside for weeks. They haven’t seen the sun for a long Most of them still live a very traditional life, a life that
time. But somemeat heIt’sbrings
men are outside. homemakes
bitterly cold, with should
them dependent last his
on hunting family
seals and whales. for
temperatures of around -45° Celsius, and the freezing
wind makes theseveral weeks.
situation difficult for them to bear .
Some of them also live off the reindeer they keep.
The Inuit are indigenous people of the Arctic Circle, which
3 Read the article again. Answer the questions.
These men are hunters, and the survival of the people
1 What are winters like inside the Arctic Circle?
means they’ve lived here for so long that they feel the
they’ve left behind in the villages depends on how
land is theirs. The Arctic Circle is a huge land area that
successful their hunt is.
belongs to a number of northern countries: Russia, the
Akycha is one of these men. He’s been out hunting for
more than a week now. While he’s away from home,
USA, Canada, Greenland, Norway, Sweden, Finland and
Iceland. The northern environment is an exceptional
2 How does Akycha survive when he’s out hunting?
Students aredoes
encouraged
he hunt andto think
doesand
he dotalk
he stays overnight in a little igloo that he’s made habitat. Temperatures are low during most of the year
himself from ice and snow. The igloo protects him and summers are short, which means that plants can 3 What how this?
from the freezing wind. Inside, there’s a little stove for only grow for a few weeks every year. If the reindeer eat
cooking, and a small stone lamp which provides light.
Together, they help to create a temperature of around
the moss that grows in a certain area, it can take up to
30 years for the plants to grow back. This is why Inuits about the topic with personalisation activities
4 Why can’t the Inuit who keep reindeer stay in one
place for a long time?
12° Celsius. who make a living from keeping and breeding reindeer
have to be constantly on the move with their herds.
Right now, Akycha is several kilometres away from his
igloo. He’s riding his snowmobile along the coast, far For most of us, life is less hard than it is for the Inuit people.

4
out on the frozen sea. Suddenly, he can see something But maybe we can learn something from them. Their
in the distance. He stops his snowmobile and checks traditional way of life is a model of living in partnership Work in pairs. Discuss these questions.
through his binoculars. It’s a seal. Holding a screen with nature, rather than exploiting and destroying it.

1 In what other areas of the world do people live


of white canvas in front of him in one hand, and his
gun in the other, he moves forward, cautiously hiding
GET IT right!
behind the screen all the time so that the seal won’t
under extreme conditions?
Which is the correct preposition?
notice him. If he’s lucky and his hunt goes well, the It depends of / on you.
meat he brings home should last his family for
3
2 What is the coldest or hottest place you’ve ever
several weeks. Read the article again. Answer the questions.
1 What are winters like inside the Arctic Circle?
2 How does Akycha survive when he’s out hunting?
3 What does he hunt and how does he do this?
been in? What was the experience like for you?
3 Would you find it easier to live in an area where it’s
4 Why can’t the Inuit who keep reindeer stay in one
place for a long time?

4 Work in pairs. Discuss these questions. very cold or very hot?


1 In what other areas of the world do people live
under extreme conditions?
2 What is the coldest or hottest place you’ve ever
28 been in? What was the experience like for you?
3 Would you find it easier to live in an area where it’s
very cold or very hot?

28

|_iterature
UNIT

THE ROAD NOT TAKEN


BY ROBERT FROST

American poet, Robert Frost, was inspired to write The Road Not Taken by the walks in the
woods that he took with his close friend, the British writer, Edward Thomas. On their walks
they talked about their lives and decisions they had to make. First published in 1916, the
poem is still very popular today and often taught in American schools.

1 Read the poem. Do you think the writer knows where he is going?

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

5 To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

10 Had worn them really about the same,

And both that morning equally lay I shall be telling this with a sigh

In leaves no step had trodden black. Somewhere ages and ages hence:

Oh, I kept the first for another day! Two roads diverged in a wood, and I—

Yet knowing how way leads on to way, I took the one less traveled by,

Literature lessons expose


15 I doubted if I should ever come back. 20 And that has made all the difference.

GLOSSARY

your students to authentic diverge – when one road divides into two
fair – attractive
wanted wear – not used

language and encourage an 2 To what extent are the two roads similar or
different?
trodden – walked on
sigh – a sound we make when we are sad
(about the past or a situation)

appreciation of literature 3 The writer keeps the other road for ‘another day’,
what does this tell us about how he makes his
5 Read the last verse. How sure does the writer feel
about the choice he made?
choice?
6 The writer is alone when he makes his choice.
4 What do you think the writer means by ‘way leads Is it easier to make choices alone or with the help of
on to way’? other people?

52

12
www.cambridge.es/citizenz

Topics are carefully chosen to be engaging and thought-provoking for


the students

UNIT 9 WHAT HAPPENED?

The truth is out there


There are many unexplained mysteries in the world. How was the Great Pyramid at Giza built? How are crop circles
made? Are there yetis in the Himalayas? Have we been visited by extraterrestrials? And is there a sea monster in
the depths of Loch Ness? But other, less well known phenomena are equally mysterious. Here are our favourites.

1 The Nampa Doll 3 The Suicide Dog Bridge


In July 1889, in Nampa, Idaho, USA, a man named M.A. The Overtoun Bridge near Milton in Scotland is famous for
Kurtz was drilling a well in the ground when he noticed the a sad reason. Over the last 50 years, 50 dogs have died, all
drill had brought up a strange small brown object from under jumping from a similar point on the bridge. But what is the
A B the earth. When he looked more closely, he found it was a reason for this puzzling phenomenon? Most animal experts
figure made from clay. Amazingly, it had come from almost agree that the dogs can’t be committing suicide because they
100 metres below the surface, suggesting that it was more don’t have such complex feelings, although some people think
than 300,000 years old. In other words, it appeared to be from the dogs might sense their owners’ unhappiness and jump
a time before humans walked on the Earth. So how did it get for them. Others think the bridge is haunted. Perhaps the
there? Some people say it could be evidence of an ancient best explanation is that the dogs can smell the nests of minks
lost civilisation. Others are sure it must be extraterrestrial. below and, in trying to catch these small animals, are jumping
Whatever the truth, it makes you wonder how much we really without thinking.
know about our past.
4 The Lolladoff Plate
2 Teotihuacan The 12,000-year-old Lolladoff plate was found in Nepal.
Over 2,000 years ago, Teotihuacan in central Mexico was one The story goes that just after the Second World War, a Polish
of the largest cities in the world. It is especially famous for its professor was travelling through Northern India and bought
C D
incredible Mesoamerican pyramids, although these days not the plate at a local market. He was told it was from a secret
much of it remains. However, scientists exploring the ruins race of people called the Dzopa, who used it for religious
A were amazed to find large amounts of the mineral mica in the B ceremonies. The plate is marked with spiral lines, odd symbols

train to
city walls. The nearest place where mica is found is thousands and a grey figure – according to UFO fans, an alien being.
READING of kilometres away, in Brazil. Nowadays, mica is important in In fact, the plate looks just like a flying saucer. Some
the production of energy. Did the inhabitants of Teotihuacan people claim that it is proof that aliens have already
1 Look at the photos and match them with the
know this secret? And is that why they went to so much walked on the Earth. Others say the plate can’t be
mysteries. Fact or opinion? trouble to bring it all the way from South America? genuine and is a fake.
the yeti | the Loch Ness monster A fact is something that can be proven to be true. An opinion is a
crop circles | UFOs personal belief. It’s important to be able to see the difference.

2 Work in pairs. Compare your answers. 5 Read about the Nampa Doll again. Which of the
What do you know about these mysteries? sentences are T (true), F (false) or O (opinion)?
1 The doll was found in Nampa.
3 Read the article quickly. Why isn’t the author
writing about any of the mysteries in Exercise 2 It was 100m below the earth.
1? 3 It’s from an ancient civilisation.
4 It’s from another planet.
4 3.02 Read the article again and listen.
Answer the questions. 6 Copy and complete the table with two facts and two
Which mystery… opinions for each mystery according to the article.
1 involves the possible ancient use of modern Fact Opinion
technology?
Teotihuacan
2 involves an object found in Asia?
3 involves the oldest object? The Suicide Dog Bridge

4 hasn’t been connected with alien activity? The Lolladoff Plate


5 was discovered in a really old city?
GET IT right! SPEAKING
6 started half a century ago?
7 came from under the earth? In British English we write travelling and travelled with Work in pairs. Discuss these questions.
8 involves a round object with strange double l.
1 Which of these mysteries do you think is the most PRONUNCIATION 
patterns on it? He went travelling round South-America last year. interesting? Why? Moving word stress
He traveled by bus.
2 What other mysteries do you know of? Go to page 151.

100 101

C D

train to
d match them with the
Fact or opinion?
ess monster A fact is something that can be proven to be true. An opinion is a

SECONDARY Courses
personal belief. It’s important to be able to see the difference.

ompare your answers. 5 Read about the Nampa Doll again. Which of the
out these mysteries? sentences are T (true), F (false) or O (opinion)?
1 The doll was found in Nampa.
ly. Why isn’t the author
he mysteries in Exercise 2 It was 100m below the earth.
3 It’s from an ancient civilisation.
4 It’s from another planet.
ticle again and listen.
. 6 Copy and complete the table with two facts and two
opinions for each mystery according to the article.
e ancient use of modern Fact Opinion
Teotihuacan
ound in Asia?
The Suicide Dog Bridge
Critical thinking, values,
object? self-esteem and life skills
ted with alien activity? The Lolladoff Plate develop the whole learner
really old city?
ry ago? GET IT right!
he earth? In British English we write travelling and travelled with 13
ject with strange double l.
He went travelling round South-America last year.
Smart Planet
Ben Goldstein and Ceri Jones 4
A1-B1
ELEMENTARY TO PRE-INTERMEDIATE levels

2 3 4
1
Student’s Student’s Student’s
Book Book Book
Student’s
Book

Ben Goldstein Ben Goldstein Ben Goldstein


& Ceri Jones English for Spanish Speakers & Ceri Jones English for Spanish Speakers & Ceri Jones English for Spanish Speakers

Curiosity creates interest. Interest creates a motivated learner.


Ben Goldstein
& Ceri Jones English for Spanish Speakers
Be curious!
& Ceri Jones English for Spanish Speakers
Ben Goldstein

Smart Planet is a secondary course Dealing with mixed ability


specifically written for Spain which Smart Planet takes into account the
appeals to students’ curiosity about reality of today’s secondary classroom
the world around them. Stimulating with students working at different
materials complemented by fascinating levels.
1 videos from Discovery EducationTM
• The activities in the Student’s Book
Book
help bring classes to life and are the
are carefully graded moving from
Student’s

ideal starting point for successful


language learning. more controlled to more open
practice, which allows for students to
Key features: answer at their personal level.
• Exciting, internationally-themed • The Workbook includes exercises on
reading and listening topics. three levels which are clearly marked
• Thorough vocabulary and grammar with one, two or three stars.
treatment. • The Teacher’s Resource Bank
• Graded activities to cater for the includes grammar and vocabulary
mixed-ability classroom. worksheets at two levels – standard
• A guided, step-by-step approach to and extra. Likewise the tests are
writing and speaking. provided at two levels.
• Culture and CLIL pages complemented • The Teacher’s Book also provides
by spectacular Discovery EducationTM optional activities to help deal with
videos. mixed ability.

Smart Planet is specifically designed for Spanish-speaking secondary students and includes:

• ‘Get it right!’ pages in the Student’s Book and Workbook, plus ‘Get it right!’ boxes throughout the
Student’s Book, highlight and practise common mistakes made by Spanish-speaking learners.
• ‘Say it right!’ and ‘Spell it right!’ sections focus on aspects of English pronunciation and spelling
which are difficult for Spanish speakers.
• Specific CLIL lessons on other subjects of the Spanish curriculum.
• English, Catalan and Spanish editions of the Workbook.
• English and Spanish editions of the Teacher’s Book for levels 1 and 2.
14
www.cambridge.es/smartplanet

For students For teachers

Student’s Book with DVD-ROM Teacher’s Book


The Student’s Book comes with a DVD-ROM with The Teacher’s Book is interleaved with the pages
all the videos from Discovery Education™ and from the Student’s Book and includes:
includes: • Clear teaching notes and video lesson plans.
• 9 clearly structured units making navigation • Language notes for grammar lessons.
easy for both students and teachers • Background information sections.
• Extra optional CLIL lessons • Basic competences and CEF mapping.
• A suggested Project for each term • Warm-up and optional activities.
• A complete Pronunciation section • Teaching tips and a Games Bank.
• Videos integrated into the lessons • Optional activities to help deal with mixed ability.
Spanish editions are available for levels 1 and 2.

Workbook Class Audio CDs


The Workbook is available in three different The Class Audio CDs contain four discs with
editions (English, Spanish and Catalan). It offers all the recordings from the Student’s Book and
complete practice of all the vocabulary and Workbook.
grammar from the Student’s Book, with:
• graded activities to cater for mixed abilities
• extra listening tasks for self-study practice, with
online MP3 audio files Digital Planet
• a complete Grammar Reference with extra A digital package that covers all your classroom
practice presentation needs: Student’s Book and Workbook
• A wordlist and a ‘Vocabulary Extra’ section for for classroom projection with interactive activities,
extension answers, videos and audios.
• Dictation and translation exercises

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

Teacher’s Resource Bank


The Teacher’s Resource Bank offers ready-made
and editable worksheets to deal with mixed-ability,
grammar, vocabulary and all the skills. Listening
tests audio and Discovery Education™ videos are
also included.

SECONDARY Courses
Smart Planet Digital
Digital resources for learners
• Fully-interactive digital Student’s Books and Workbooks, online and offline. These digital books are
both multiplatform and multi-device.
• The free DVD-ROM packaged with the Student’s Book contains all the Discovery Education™
videos from the course. It also contains self-correcting exercises which students can complete while
watching the videos.
Digital resources for teachers on The Cambridge Teacher
• The Digital Planet pack includes the digital Student’s Book and Workbook for classroom projection,
special interactive activities for every unit, the Digital Teacher’s Book and the Discovery Education™
videos.
• The Test Generator allows you to create editable or ready-made unit, term and final tests at two levels of
difficulty.
• The Teacher’s Resource Bank provides all the classroom resources teachers need with extra worksheets
in Word and PDF format to cover testing, mixed ability, skills work, drama and even games and puzzles.
All the course videos are also included, as well as the audio recordings of the listening tests.
Available on thecambridgeteacher.es.

Full ISBN listing on page 69 15


Smart Planet
Fears 6
6
Watch Topics that appeal to

FF
teenagers’ interests and

eaersar
6s
stimulate their curiosity
about the world around
them

6.1
p61 Watch
Creepy Creatures
Watch
6.1
p61
Creepy Creatures

6.2
p65 6.2 6.1
Calendars of
p65
the
Calendars of the p61
Ancient Maya
Ancient Maya Creepy Creatures

6.3
p66
Fears
6.2
6.3 p65
Calendars of the
p66 6.4
Ancient Maya
Fears p111
City or Country?
Language Speak & write
Fears Express surprise and disbelief
Adjectives ending -ed and -ing
be going to
Write an email about plans and
problems
Fascinating Discovery
Present continuous and present
simple for future
Culture EducationTM videos
offer your students a wider
Superstition in Britain
Quantity: a few, a little, a lot of/
lots of, How many, How much Across the curriculum BE CURIOUS 6.3
Quantity: too much, too many,
enough, not enough
Geography
Look at the photos and
perspective of the topic
pictures in Unit 6. Find … p66
Read & listen 6.4
Read some advice about fears • a scary fairground ride. Fears
Listen to some conversations at
a theme park
• a famous footballer.
p111
Unit 6 59
City or Country?
k & write
ss surprise and disbelief
an email about plans and
blems 6.4

ure p111
stition in Britain City or Country?
Language Speak & write
Fears Express surprise and disbelief
ss the curriculum
Adjectives ending -ed and -ing Write an email about plans and BE CURIOUS
raphy
be going to problems
Present continuous and present
Culture Look at the photos and
simple for future
pictures
in Unit 6. Find …
Superstition in Britain
Quantity: a few, a little, a lot of/
lots of, How many, How much
Geography
• a scary fairground ride. BE CURIOUS
Across the curriculum
Quantity: too much, too many,
enough, not enough • a famous footballer. Look at the photos and
Read & listen Unit pictures
6 59 in Unit 6. Find …
Read some advice about fears • a scary fairground ride.
The ’Be curious’ section will engage
Listen to some conversations at
a theme park
your students and help them get•an a famous footballer.
overview of the unit before starting Unit 6 59

16
4 7 5
8

8
www.cambridge.es/smartplanet

10
9 1

Vocabulary
2
Art
1 Match the words in the box with the people,
places and things in the pictures (1–10).

2 2.02 Listen, check and busker


juggler
living statue concert hall
sculpture mural exhibition
9
repeat. gallery graffiti portrait painter 3

‘Your Turn’ activities 1 sculpture

3 Group the words in Exercise 1give students the 2


4 5

2.02 Listen, check and


into the following categories. opportunity to
6
7
repeat.
8

a works of art personalise what


b places to see art or music they have learnt Reading
3 Group the words in Exercise 1
c a performer or an artist into the following categories. 10

5 Work
a works of art
with a partner. Look at the photos and
9

Your Turn
2 discuss
repeat. b

3 Group1
these questions.
Listen, check and
2.02
places to see art or music
What is1graffiti?
R
into thec a performer
the words in Exercise
or an artist
5
following categories.

4 Work with a partner. Answer the questions. 2 Are all the photos examples of graffiti? If not,
a works of art
b places to see art or music Reading
what are they?
c a performer or an artist
5 Work with a partner. Look at the photos and
1 Which of the people, places and things in YourYour
Turn Turn discuss these questions.
1 What is graffiti?
Exercise 1 can you find near where you live? 4 1
Work with a partner. Answer the questions. 2
2 Are all the photos examples of graffiti? If not,
what are they?

4
1 Which of the people, places and things in
2 Do you like watching street performers like Work with a partner. Answer the questions.
Exercise 1 can you find near where you live?

1
1 2
2 Do you like watching street performers like
jugglers and human statues? Why? / Why not? 1
jugglers and human statues? Why? / Why not?
There’s1 Which
a gallery of near
of modern art quite the
my people, places and things in

Reading: Culture
house, but I don’t go there very often!
1 There’s a gallery of modern art quite near my Exercise 1 can you find near where you live?
Get it right! 1
house, but I don’t go there very often!
3 4
2 Do you like watching street performers like
When the object of go is there, we don’t use
the preposition to.

jugglers and human statues? Why? / Why not?


✓ We go there three times a week.
✗ We go to there three times a week.

Get it right!
Todd, what
40

3 is Tornado Alley? And


4 do you
1 There’s a gallery of modern
Unit 4
art quite near my
When the object of go is there, we don’t use house,
It’s a large area in but I don’t
the middle do that?
of go there very often!
the preposition to. the United States. It goes from Yes! I guess
✓ We go there three times a week. Iowa in the north to Get Louisiana
it right! we do it
Tornadoes bring heavy rain and terrible in the south. Most of the world’s because it’s 3
✗ We go
winds – theto there three times
strongest tornadoes a week.travel When the object of go is there, we don’t use
tornadoes happen in Tornado exciting, but
at 250 miles per hour and are 50 miles Alley. Every year the therepreposition
are a to. storm chasing
40 Unit wide.
4 They are very destructive. Most thousand or more We go there three times
✓ tornadoes a week.
isn’t just a
people avoid them, but storm chasers do here. It’s the best✗place
We gototosee there threehobby,
times a it’s my job too. People
week.
the opposite. They follow the tornadoes one of the most amazing natural pay to go on storm-chasing
and try to get as close as possible. events on our planet! trips. And it’s not just tourists.
Today’s
Reading: Cultureinterview is with Todd 1 40 Unit 4 ‘Get it right!’We workhighlight
boxes with filmcommon
crews, too,
Robson, a storm chaser in But isn’t it dangerous? and help collect information
Tornado Alley. Todd, what is Tornado Alley? And do you
It’s a large area in the middle of do that? Well, yes, it is. The ‘bear’s cage’ errors that Spanish-speaking
for scientists and university
Tornadoes bring heavy rain and terrible
the United States. It goes from
Iowa in the north to Louisiana
in the south. Most of the world’s
Yes! I guess
we do it is particularly dangerous. The teenagers
researchersmakewhoatare
this level
studying
because it’s
winds – the strongest tornadoes travel
at 250 miles per hour and are 50 miles
tornadoes happen in Tornado
Alley. Every year there are a
exciting, but
storm chasing ‘bear’ is a wall of cloud and the tornadoes. At the moment,
wide. They are very destructive. Most thousand or more tornadoes isn’t just a
‘cage’ is the very heavy rain we’re working with a crew

SECONDARY Courses
people avoid them, but storm chasers do here. It’s the best place to see hobby, it’s my job too. People
the opposite. They follow the tornadoes
and try to get as close as possible.
Today’s interview is with Todd
one of the most amazing natural
events on our planet!
pay to go on storm-chasing
trips. And it’s not just tourists.
We work with film crews, too,
that Cultural
surrounds pages
it on all sides. To from a TV channel. They’re
Robson, a storm chaser in
Tornado Alley.
But isn’t it dangerous?
Well, yes, it is. The ‘bear’s cage’
and help collect information
for scientists and university offer
see the information
inside of the tornado, on making a documentary
is particularly dangerous. The researchers who are studying
you need to pass through the about tornadoes – and
‘bear’ is a wall of cloud and the tornadoes. At the moment,
English-speaking
storm chasers!
‘cage’ is the very heavy rain we’re working with a crew
from a TV channel. They’re bear’s cage.
countries all over the
that surrounds it on all sides. To
see the inside of the tornado, making a documentary
you need to pass through the about tornadoes – and

world
bear’s cage. storm chasers!

FACT

Your Turn

4 Work with a partner. Answer the questions.


1 Work with a partner. Look at the photo and
answer the questions.
1 Why do you think people want to watch storms?
2 Do you know anyone who’s afraid of storms?
FACT
1 What kind of extreme weather can you see in the photo? How do they react to storms?
2 What do you think the people in the truck are doing? 3 How do you feel in a storm?

2 1.12 Read and listen to the interview in a


Useful Language
magazine. Choose the best title.
a A day in Tornado Alley Maybe / I think …
My sister / cousin / best friend is afraid of storms.
b Introducing a storm chaser
I feel fine / a bit scared / really frightened in a storm!
c A scary experience

3 Read the interview again. Complete the summary.


Your TurnShort ‘Fact’ boxes include
unusual information based on
Todd Robson is a 1… . He follows tornadoes in 2… . There
are more than 3… tornadoes in Tornado Alley each year.
They bring strong winds and 4… and can travel at 5… . The
most dangerous part of the tornado is 6… . Some people
pay to go on storm-chasing 7… . Storm chasers also work
1.2 Storm Chasers:
Dixie Alley 4 Work with a partner.
the topic of the
Answer unit
the questions.
1 with 8… and they collect important 9… about tornadoes for
Work with a partner. Look
scientists. atpeople
Find out about thewhophoto and
work with tornadoes. Unit 1 13 1 Why do you think people want to watch storms?
answer the questions. 2 Do you know anyone who’s afraid of storms?
1 What kind of extreme weather can you see in the photo? How do they react to storms? 17
2 What do you think the people in the truck are doing? 3 How do you feel in a storm?
English in Mind for Spanish Speakers
Herbert Puchta, Jeff Stranks and Peter Lewis-Jones
Level 3 with Richard Carter 6 A1-C1
BEGINNER TO ADVANCED levels

- 80–90 teaching hours, extendable to 180

English in Mind inspires teachers and • Structured speaking practice and


students the world over. Designed development throughout each level.
especially for teenagers, this course has • An extra ‘Vocabulary bank’ shows
proved to be perfectly matched to their new words in context and offers
interests, age and abilities. acompanying practice exercises.
• Flexible Testmaker CD-ROM,
expanded Teacher’s Book and web
support.

For students For teachers


Student’s Book with DVD-ROM Teacher’s Resource Book with Audio
The Student’s Book offers engaging content and a This provides extra photocopiable grammar and
strong focus on grammar and vocabulary, together communication activities, and a page of teaching
with imaginative reading and listening topics. tips and ideas per unit.
‘Culture in Mind’ give students an insight into The audio for each level can be downloaded from
the world around them, and ‘Everyday English’ cambridge.es/englishinmind.
helps keep them in touch with how teenagers use
English.

DVD*
The DVD contains videostories which tie to the
Workbook with Audio CD photostories in the Student’s Book, plus EiMTV, a
The Workbook provides extra language and skills lively mix of facts, real-life interviews and drama
practice for use both in the classroom or at home. based in Britain.
The audio content is included in the Workbook
Audio CD.

All levels include content specifically designed for Spanish speakers:

• ‘Get it right!’ pages and boxes provide tips and practice to avoid common grammar and vocabulary errors.
• ‘Say it right!’ and ‘Spell it right!’ sections focus on aspects of English pronunciation and spelling which are
difficult for Spanish speakers.
• Pages dedicated to cross-curricular topics help students develop a wider knowledge of the world.
• ‘Exams in mind’ pages in the Workbook offer practice in Cambridge English exam-type exercises.

18
www.cambridge.es/englishinmind

5 Reality TV
Fascinating topics engage make / let / be allowed to

teenage students and


Get it right!
Modal verbs of obligation, prohibition and permission
Vocabulary: television; extreme adjectives and modifiers; making new friends
Common errors
stimulate their minds a
Speak and read
What do you watch on TV, and
Ever fancied bein on TV?
what do you watch on a PC? The good news is that there’s ‘dangerous’ (rolling over in a car,
probably a show for you. You bungee jumping). The pairs are
b What are the most popular could sing and dance to get allowed to decide how to get to
reality TV shows in your a part in a musical. You could their destinations – by car, train,

Crimes 3 I hope … I wish … country? What kind of things


do people do on these shows?
become an apprentice footballer
at a top club, or an apprentice
business executive. If you can
boat, plane or bus – but they
are not allowed to ask for help
or use mobile phones.
c Read the text quickly. Are any cook, you might win your own This kind of show is not exactly
of your ideas mentioned? restaurant, or you could invent
Don’t get these words confused: Use I hope, not I wish, dwithCD2to + infinitive or the
T2 Read the text
something amazing and get rich.
new, so what makes us keep
watching? Well, what is different
If you don’t actually know how about The Amazing Race is that
✓ She was sentenced (✗ condemned) to two simple present to talk about
questions.
what you want to
again and listen. Answer the to do anything, you could just let the participants know each other.
viewers watch you live in a big There are married couples,
years in prison. happen in the future: 1 Which of these are not
mentioned as prizes?
house, and hope you are voted
the most popular resident.
dating couples, ex-couples, best
friends and family members.

✓ People have condemned the new law. ✓ I hope to pass / I pass myab money
exams in the summer.
a big house
There are more exciting
shows, though. How about
Just like in real life, people
who are close argue and get
c a theatre role a race around the world for frustrated with each other when
(= They have strongly criticised it.) ✗ I wish to pass / I pass mydexamsa job in the summer. $1 million? In the US show The
Amazing Race, eleven pairs of
they are stressed. This is what
makes the show successful. The
e a restaurant
contestants race around the contestants (and sometimes the
✓ I’ve been robbed (✗ stolen) − they’ve just Use I wish with the simple pasttoto
2 According talk
the text, whichabout
of
these activities do participants
world and have to complete producers) don’t know exactly
different tasks on the way. what’s going to happen next.
stolen my wallet (✗ stolen me the wallet)! what you would like to happen inRace
in The Amazing
a take flights
annotimaginary
do? These include the ‘ordinary’ Some pairs really come together
(playing volleyball, gathering in these situations, while others
✓ The murderer (✗ murder) killed three people. situation: b do puzzles
c control animals
sheep), the ‘personal’ (getting
tattooed, shaving your head),
completely fall apart. Which is
all a little more real than most

He was convicted of first-degree murder. ✓ I wish people were more dehonest,


work in teams
dance but they aren’t. the ‘disgusting’ (eating two kilos
of meat, drinking blood), and the
‘reality’ shows.

3 Which of these is not a reason


contestant = someone who takes part in a
for the popularity of The competition

Find two more mistakes in the text. Write a Complete Helen’s diary entry
the text? with hope or wish.
Amazing Race, according to shave = cut hair off your face, head or body
fall apart = start having problems

the correct words in your notebook. 1 wish


a
b
There are a lot of surprises.
Some teams have bad
arguments.
stole people the money stole people’s money Dear diary, c The team members don’t
know each other well.

This week has been stressful. My parents keep Discussion


d The contestants’ reactions
box
to problems are realistic.
1 What is good and bad about reality shows? Why
e The teams face stressful
telling me what to do. I 1 … they didn’t complain2 so do you think reality shows have been so popular?

E
situations.
Would you like to be a contestant on a reality TV
ast London at the much. And I’ve just found out we have six examsshow? Why / Why not?
end of the 19th
in May! I 2 … we didn’t 44 have
UNIT 5 so many. Well, at least
century was a
very poor place. Thieves I’ve worked hard this year, so I 3 … to get good
stole people the money marks. I also 4 … the maths test isn’t too difficult.
because they needed Anyway, the weekend is here. Tomorrow night is
to survive and people
condemned the terrible living i conditions
di i h
there. ‘Say it shy
right’ sections focus
the school disco – I 5 … Leo is there! Oh, but I’m too
to talk to him. I 6 … I knew how to talk to boys!
Get it right! Common errors Then, in 1888, the murder Jack the Ripper appeared
on the scene and killed at least five women. But on helping Spanish-speaking
b Complete the text with your ideas. Then
Crimes
Don’t get these words confused:
3 I hope … I Jack wish was
towith
Use I hope, not I wish,
… never convicted of murder or condemned
prison, asor the
to + infinitive the police never caught him. Perhaps students withit with
compare problematic
a partner.
aspects of toEnglish
travel to ... pronunciation
simple present to talk about what you want to
✓ She was sentenced (✗ condemned) to two
that’s why he has become a legend today.
years in prison.
✓ People have condemned the new law.
happen in the future:
✓ I hope to pass / I pass my exams in the summer. I hope , study ... and have ... in the
(= They have strongly criticised it.)
✓ I’ve been robbed (✗ stolen) − they’ve just
✗ I wish to pass / I pass my exams in the summer.
Use I wish with the simple past to talk about
future. I wish I lived in ... , spoke ... and knew ... .
stolen my wallet (✗ stolen me the wallet)! what you would like to happen in an imaginary
situation:

2 could or would?
✓ The murderer (✗ murder) killed three people.

Say it right!
He was convicted of first-degree murder. ✓ I wish people were more honest, but they aren’t.

Find two more mistakes in the text. Write a Complete Helen’s diary entry with hope or wish.
the correct words in your notebook.
(though) and (despite)
1 wish
stole people the money stole people’s money Dear diary,
Use could, not would, to express possibility in
This week has been stressful. My parents keep
telling me what to do. I 1 … they didn’t complain so
the present:
E ast London at the
end of the 19th
century was a
very poor place. Thieves
stole people the money
much. And I’ve just found out we have six exams
in May! I 2 … we didn’t have so many. Well, at least
✓ I think Fiona could (✗ would) be in the library.
I’ve worked hard this year, so I 3 … to get good
marks. I also 4 … the maths test isn’t too difficult.
a
words.
CD3 T9 Listen and repeat the sounds and
because they needed Anyway, the weekend is here. Tomorrow night is
to survive and people
i conditions
condemned the terrible living di i h
there.
Use would (often in conditional sentences) to
the school disco – I 5 … Leo is there! Oh, but I’m too
 R though  R despite
shy to talk to him. I 6 … I knew how to talk to boys!
Then, in 1888, the murder Jack the Ripper appeared
on the scene and killed at least five women. But
b
express a possibility in an imaginary situation:
Complete the text with your ideas. Then
Jack was never convicted of murder or condemned
to prison, as the police never caught him. Perhaps
that’s why he has become a legend today. ✓ Fiona would be in the library if she had to
compare it with a partner. b CD3 T10 Put the words in the correct
I hope to travel to ... , study ... and have ... in the
study.
future. I wish I lived in ... , spoke ... and knew ... . column. Then listen, check and repeat.
2 could or would? Say it right!
Use could, not would, to express possibility in Choose the correct word.
(though) and (despite)
deny another discuss further
the present:
a CD3 T9 Listen and repeat the sounds and
✓ I think Fiona could (✗ would) be in the library. words. 1 I’m not sure, but that could / would be a star. together disappear
Use would (often in conditional sentences) to  R though  R despite
express a possibility in an imaginary situation:
✓ Fiona would be in the library if she had to b 2 If my brother read my emails, I could /
CD3 T10 Put the words in the correct
column. Then listen, check and repeat.
/ð/ (though) /d/ (despite)

SECONDARY Courses
study.
would be mad at him.
Choose the correct word. deny another discuss further
1 I’m not sure, but that could / would be a star. together disappear
3 Could / Would you call the police if you deny
2 If my brother read my emails, I could /
would be mad at him. /ð/ (though) saw someone robbing a bank?
/d/ (despite)
3 Could / Would you call the police if you deny
c Work with a partner. Say the sentences.
saw someone robbing a bank?
4 We think Martha could / would win the
c 4 We think Martha could / would win the
Work with a partner. Say the sentences.
race. 1
2
race.
They’re discussing another project together.
There will be further delays today.
1 They’re discussing another project together.
5 If my friends forgot my birthday, I couldn’t /
wouldn’t be very happy. 3 Don’t deny that Dan has disappeared.
5 If my friends forgot my birthday, I couldn’t / 2 There will be further delays today.
UNIT 9 be83very happy.
wouldn’t 3 Don’t deny that Dan has disappeared.

UNIT 9 83

English in Mind for Spanish Speakers Digital


Digital resources for learners Digital resources for teachers
• Fully-interactive digital Student’s Books and • Flexible Testmaker Audio CD/CD-ROM allows you
Workbooks, online and offline. These digital to quickly create, edit and save tests that are suited
books are both multiplatform and multi-device to the special needs of your students.
and are available for levels Starter to 4. • Interactive Whiteboard software for classroom
• Student’s DVD-ROM with games, video and presentation.
practice activities. • A variety of extra online resources including a
placement test, grammar and vocabulary practice
worksheets, portfolio builders and more.

Full ISBN listing on page 69 19


Interactive for Spanish Speakers
Helen Hadkins, Samantha Lewis and Joanna Budden 4
A2-B2
FALSE BEGINNER TO INTERMEDIATE levels

English for Spanish Speakers English for Spanish Speakers English for Spanish Speakers English for Spanish Speakers
Getting Interactive online Getting Interactive online Getting Interactive online
Go Interactive online! Go Interactive online! Interactive Web Zone

English for Spanish Speakers


English for Spanish Speakers

English for Spanish Speakers


is as easy as 1-2-3! Student’s Book 1 is as easy as 1-2-3!
Interactive Web Zone Student’s Book 2 is as easy as 1-2-3! Check out the website especially for you! Student’s Book 3 Check out the website especially for you! Check out the Student Zone. It’s especially for you!
English for Spanish Speakers

Helen Hadkins Helen Hadkins and Samantha Lewis Helen Hadkins, Samantha Lewis
1 Go to http://interactive.cambridge.org and Samantha Lewis 1 Go to http://interactive.cambridge.org
Play games and practise your English and Joanna Budden Play games and practise your English
1
Check out the Student Zone. It’s especially
Go to http://interactive.cambridge.org
for
with Joanna you!
Budden Play games and practise your English

Interactive is an exciting course for Interactive is an exciting course for Interactive is an exciting course for
teenagers packed with up-to-the-minute, teenagers packed with up-to-the-minute, teenagers packed with up-to-the-minute,
stimulating content. It will get your
students talking and keeps them talking,
Play games and practise your English
stimulating content. It will get your
students talking and keeps them talking,
Student’s Book 1 stimulating content. It will get your
students talking and keeps them talking,
Student’s Book 2 Student’s Book 3
using real, contemporary English. using real, contemporary English. using real, contemporary English.

2 Type in your access code.


Student’s Book 4
Interactive gets students communicating from
day one, by providing them with the framework Interactive provides up-to-date,2 Type in your access code.
Interactive gets students communicating from
day one, by providing them with the framework
2 Type in your access code.
Interactive provides up-to-date,
Interactive gets students communicating from
day one, by providing them with the framework Interactive provides up-to-date,
and tools they need: real-life English every step of the way: and tools they need: real-life English every step of the way: and
Write and print your own graphic tools they need:
novels real-life English every step of the way: Write and print your own graphic novels
Write and print your own graphic novels
3 Have fun and practise your English • Interaction sections give students the confidence • Skills4Real sections, Culture UK 3 noticeboards
Have fun andand practise your English • Interaction sections give students the confidence • Skills4Real sections, Culture3UK Have fun and
noticeboards andpractise your English • Interaction sections give students the confidence • Skills4Real sections, Culture UK noticeboards and
with games, DVD clips, activities to use English in real-life situations, such as ordering Culture World magazines practise skills using
with authentic
games, DVD clips, activities to use English in real-life situations such as ordering Culture World magazines practise skills withusing authentic
games, DVD clips, activities to use English in real-life situations such as ordering Culture World magazines practise skills using authentic
food and drink and expressing preferences and reading material and unscripted listenings, followed up by food and drink, and expressing preferences and reading material and unscripted listenings, followed up by food and drink, and expressing preferences and reading material and unscripted listenings, followed up by
and lots more! andinto
activities and projects to put this language lots more!
practice.
and lots more! activities and projects to put this language into practice.
opinions. opinions. activities and projects to put this language into practice. opinions.
• A regular Pronunciation focus – including aspects • Cross-curricular (CLIL) pages linked to subjects on the • A regular Pronunciation focus – including aspects • Cross-curricular (CLIL) pages linked to subjects on the • A regular Pronunciation focus – including aspects • Cross-curricular (CLIL) pages linked to subjects on the
of English pronunciation that are challenging for Spanish national curriculum help students develop a broader of English pronunciation that are challenging for Spanish national curriculum help students develop a broader of English pronunciation that are challenging for Spanish national curriculum help students develop a broader
A2

B1
Spanish speakers – and reference material makes knowledge of the world and enable them to use English for a Spanish speakers – and reference material makes knowledge of the world and enable them to use English for a Spanish speakers – and reference material makes knowledge of the world and enable them to use English for a
real purpose. real purpose. real purpose.
Student’s Book 1

Student’s Book 3
Student’s Book 2
this often-neglected skill fun and easy to teach. this often-neglected skill fun and easy to teach. this often-neglected skill fun and easy to teach.
• A fold-out Classroom Language Reference on • Get it right! pages and Get it right! boxes draw from • A fold-out Classroom Language Reference on • Get it right! pages and the Get it right! boxes draw from • A fold-out Classroom Language Reference on • Get it right! pages and the Get it right! boxes draw from
the cover provides students with the phrases they research from the Cambridge Learner Corpus and raise the cover provides students with the phrases they research from the Cambridge Learner Corpus and raise the cover provides students with the phrases they research from the Cambridge Learner Corpus and raise
need for speaking activities. students’ awareness of the most common mistakes made by need for speaking activities. students’ awareness of the most common mistakes made by need for speaking activities. students’ awareness of the most common mistakes made by
Spanish-speaking learners of English. Spanish-speaking learners of English. Spanish-speaking learners of English.
• A dynamic and realistic Graphic Novel runs through each • A dynamic and realistic Graphic Novel runs through each • A dynamic and realistic Graphic Novel runs through each
des up-to-date, level which students can read ‘just for fun’. There are optional level which students can read ‘just for fun’. There are optional level which students can read ‘just for fun’. There are optional
every step of the way: activities available in the Teacher’s Resource Book and online.
Write and print your own graphic novels
activities available in the Teacher’s Resource Book and online. activities available in the Teacher’s Resource Book and online.

tions, Culture UK noticeboards and


gazines practise skills using authentic Watch DVD clips from the course Watch DVD clips from the course Watch DVD clips from the course
nd unscripted listenings, followed up by The DVD provides models of all Pronunciation and Interaction The DVD provides models of all Pronunciation and The DVD provides models of all Pronunciation and
Interaction sections. A Talking Heads section shows real
cts to put this language into practice. sections. A Talking Heads section shows real language and Interaction sections. A Talking Heads section shows real

Hadkins and Lewis with Budden


Hadkins and Lewis

Hadkins, Lewis and Budden


unscripted responses, along with a series of language and unscripted responses, along with a series of teen- language and unscripted responses, along with a series of teen-
ar (CLIL) pages linked to subjects on the teen-presented Interviews. presented Interviews. presented Interviews.

urriculum help students develop a broader For schools that wish to take their teaching into the digital age, For schools that wish to take their teaching into the digital age, For schools that wish to take their teaching into the digital age,
world and enable them to use English for a The course includes:
the Student’s Book and Workbook are also available as
The course includes:
the Student’s Book and Workbook are also available as
fully-interactive online textbooks. The course includes:
the Student’s Book and Workbook are also available as
fully-interactive online textbooks. fully-interactive online textbooks.
Student’s Book 4

Student’s Book Student’s Book Student’s Book


A Quick Start section revises the language students should
ges and the Get it right! boxes draw from Workbook with Audio CD
know at the beginning of Level 1. There is also an optional
Workbook with Audio CD Workbook with Audio CD
Teacher’s Resource Book with Class Audio CDs Teacher’s Resource Book with Class Audio CDs
Cambridge Learner Corpus and raise 12-page Start Up available online.
DVD (PAL)
Teacher’s Resource Book with Class Audio CDs
DVD (PAL) DVD (PAL)
ss of the most common mistakes made by Testmaker Audio CD/CD-ROM Testmaker Audio CD/CD-ROM Testmaker Audio CD/CD-ROM
earners of English.
ealistic Graphic Novel runs through each
Web support: http://interactive.cambridge.org Web content: http://interactive.cambridge.org
PLUS all the listening practice from
Helen
Web content: http://interactive.cambridge.org
PLUS all the listening practice from Helen
s can read ‘just for fun’. There are optional the Workbook and more… Hadkins the Workbook and more… Hadkins,
PLUS all the listening practice from
the Workbook and more…
and
Visit http://interactive.cambridge.org Visit http://interactive.cambridge.orgSamantha Visit http://interactive.cambridge.org
in the Teacher’s Resource Book and online. Samantha
Helen Lewis
Hadkins Lewis and
and with Joanna
Samantha Joanna Budden
Watch DVD clips from the course
Lewis A2 Budden B1 B1– B2
all Pronunciation and
ng Heads section shows real
Hadkins, Lewis and Budden

ponses, along with a series of teen-

their teaching into the digital age,


book are also available as

- 80–90 teaching hours, extendable to 180


tbooks.

Helen PLUS all the listening practice from


Hadkins, the Workbook and more…
Samantha Visit http://interactive.cambridge.org

This exciting course for teenagers offers • Inspire them with interesting
Lewis
and
Joanna
Budden
B2
Budden
B2 students maximum support to get culture content from throughout the
them speaking and interacting in real, English-speaking world with ‘Culture
Joanna
and
Lewis
Samantha Visit http://interactive.cambridge.org

contemporary English from day one. UK’ noticeboards, ‘Culture World’


Hadkins, the Workbook and more…

Helen PLUS all the listening practice from

magazine articles, and ‘Culture Vulture’


nedduB dna siweL ,snikdaH

tbooks.
book are also available as
• Help your students communicate
boxes.
their teaching into the digital age,

confidently in English with regular


ponses, along with a series of teen-
ng Heads section shows real
all Pronunciation and

Watch DVD clips from the course

in the Teacher’s Resource Book and online.

‘Interaction’ speaking activities, lots


4 kooB s’tnedutS

s can read ‘just for fun’. There are optional


ealistic Graphic Novel runs through each
earners of English.
ss of the most common mistakes made by

of extra pronunciation support and a


Cambridge Learner Corpus and raise
ges and the Get it right! boxes draw from

world and enable them to use English for a


urriculum help students develop a broader
ar (CLIL) pages linked to subjects on the

unique classroom language reference


cts to put this language into practice.
nd unscripted listenings, followed up by
gazines practise skills using authentic
tions, Culture UK noticeboards and
every step of the way: Write and print your own graphic novels
des up-to-date,

so they can interact in English in class.


Student’s Book 4
srekaepS hsinapS rof hsilgnE

Play games and practise your English

Check out the Student Zone. It’s especially for you!

For students For teachers


Interactive Web Zone

English for Spanish Speakers

English for Spanish Speakers


Student’s Book
Interactive Web Zone
English for Spanish Speakers

Teacher’s Resource Book with Audio CDs


English for Spanish Speakers

k4 Check out the Student Zone. It’s especially for you!

The Student’s Book will get your students talking, The Teacher’s Resource Book offers teacher’s
tha Lewis
Play games and practise your English

urse for
-the-minute,
Teacher’s Resource Book 4
With Class Audio CDs
et your Student’s Book 4
using real, contemporary English. ‘Interaction’ notes, answer keys, photocopiable extra resources
hem talking,
glish.

e
Interactive provides up-to-date,
real-life English every step of the way:
• Skills4Real sections, Culture UK noticeboards and
Culture World magazines practise skills using authentic
reading material and unscripted listenings, followed up by
sections give learners the confidence to use
Write and print your own graphic novels
and all the Student’s Book audios.
English in real-life situations, while ‘Skills4Real’
activities and projects to put this language into practice.
s • Cross-curricular (CLIL) pages linked to subjects on the
Spanish national curriculum help students develop a broader
knowledge of the world and enable them to use English for a
real purpose.
Student’s Book 4

• Get it right! pages and the Get it right! boxes draw from
research from the Cambridge Learner Corpus and raise

‘Culture UK’ and ‘Culture World’ practise skills


students’ awareness of the most common mistakes made by
Spanish-speaking learners of English.
• A dynamic and realistic Graphic Novel runs through each
level which students can read ‘just for fun’. There are optional
activities available in the Teacher’s Resource Book and online.

using authentic material.


Watch DVD clips from the course

The DVD provides models of all Pronunciation and


Interaction sections. A Talking Heads section shows real
Hadkins, Lewis and Budden

language and unscripted responses, along with a series of teen-


presented Interviews.

For schools that wish to take their teaching into the digital age, Garan Holcombe
the Student’s Book and Workbook are also available as
fully-interactive online textbooks. and Nicholas Murgatroyd
with Helen Hadkins,
Samantha Lewis
and Joanna Budden B2
Helen PLUS all the listening practice from
Hadkins, the Workbook and more…
Samantha Visit http://interactive.cambridge.org
Lewis

DVD*
and
Joanna
Budden
B2

The DVD provides visual dramatisations of all


‘Pronunciation’ and ‘Interaction’ sections. A
English for Spanish Speakers
Workbook with Audio CD
‘Talking Heads’ section shows young people using
The Workbook provides additional practice in the
English for Spanish Speakers

k4

natural language in real situations. Teen-presented


rse for
-the-minute,

language introduced in the Student’s Book. It also


t your
em talking,
Workbook 4
With Audio CD

Interviews focus on aspects of UK culture.


glish.

addresses the needs of teenage Spanish learners


mmunicating from day one, by providing them
they need. The Workbook provides additional
oduced in the Student’s Book.

* Designed for the international edition


ernative writing activity and there is one core listening text plus
each unit.

with dedicated sections dealing with typical


unit is extended further and Help yourself boxes highlight key
onal language practice.
xtra practice of the common errors made by Spanish-speaking
s Book.
fer practice in typical KET and PET exam-type exercises.
expand on the content of the CLIL pages in the Student’s Book.
Workbook 4

unit enables students to review what they have learnt and

Spanish learner errors and CLIL pages, and offers


n at the back of the Workbook offers a Grammar Reference
to every unit of the Student’s Book.
es students a chance to record and extend
nt’s Book.

The audio to accompany the

extra exam practice.


Workbook is available from the
course website:
http://interactive.cambridge.org
Levy

Meredith
Levy B2

Interactive includes content specifically designed for Spanish-speaking teenagers.

• ‘Get it right!’ pages and boxes highlight and practise common grammar and vocabulary mistakes.
• ‘Say it right!’ exercises focus on common pronunciation errors made by Spanish speakers.
• Pages dedicated to cross-curricular topics deal with subjects from the Spanish curriculum.
• Extra exam practice in the Workbook.
20
fashion

c 1.8 Listen, check your answers and repeat.

d Follow the /ʃ/ sound to find a way through the puzzle. You can
move up or down and left or right . Work with a partner and
say the words.

D washing injury
inju
j ry kitchen virtual adventure butcher
www.cambridge.es/interactive
machine demonstra delicious mushrooms research picture

manage
g question damage
g fashionable imagination
imagin
g ation digital
digi
g tal

watchingg passenge
p
passenge
g nature nationalityy patience
p
patience passion
p
passion

D
e 1.9 Listen and check your answers.

8
Interaction 1
DVD

DVD Meeting face-to-face /ʃ/, /d�/ and /tʃ/


a 1.6 Listen to the /ʃ/, /d�/ and /tʃ/ sounds in these words.
Culture Vulture
a 1.10 Listen to Becky and Marta as they b 1.10 Listen again. Who says each phrase, /ʃ/ social /d�/ danger /tʃ/ future
Mark Zuckerberg
meet face-to-face for the first time. How do B (Becky) or M (Marta)? b 1.7 Copy the table. Listen and write the words in the correct
co-created the Facebook
column.
they know each other? 1 It’s great to finally meet you. site when he was studying at
Harvard University. Nowadays it has
fashion kitchen enjoy virtual nation Russia digital ocean
2 You look different to how I’d imagined. question nature object teacher
over 1 billion users worldwide
and is valued at over $100 billion.
3 I feel like I know you already. Is Facebook popular in your country?
/ʃ/ /d�/ /tʃ/ Are there other social network sites
4 Are you still in touch with Sarah? that are more popular?
fashion
5 We’ve got so much in common.
6 What else are you into? c 1.8 Listen, check your answers and repeat.
7 Do you know Joe? He’s a good friend of Sarah’s. d Follow the /ʃ/ sound to find a way through the puzzle. You can
move up or down and left or right . Work with a partner and
c Turn to page 124. Listen to the
1.11 say the words.

sentences and repeat them. Practise sounding D washing injury


inju
j ry kitchen virtual adventure butcher

enthusiastic by using a higher pitch, stressing machine demonstra delicious mushrooms research picture

key words and making your intonation rise at manage


g question damage
g fashionable imagination
imagin
g ation digital
digi
g tal

the end of the sentence. watchingg passenge


p
pa ssenge
g nature nationalityy patience
p
pa tience passion
p
pa ssion

D
e
d Listen and check your answers.
1.9
Work with a partner.
Student A: Turn to page 126.
Student B: Turn to page 128. Interaction 1 DVD Meeting face-to-face
a 1.10 Listen to Becky and Marta as they b 1.10 Listen again. Who says each phrase,
meet face-to-face for the first time. How do B (Becky) or M (Marta)?
they know each other? 1 It’s great to finally meet you.
8 Unit 1 2 You look different to how I’d imagined.
3 I feel like I know you already.
4 Are you still in touch with Sarah?

‘Interaction’ sections give students


5 We’ve got so much in common.
6 What else are you into?
7 Do you know Joe? He’s a good friend of Sarah’s.

the confidence to use English c 1.11 Turn to page 124. Listen to the
sentences and repeat them. Practise sounding
enthusiastic by using a higher pitch, stressing

in real-life situations key words and making your intonation rise at


the end of the sentence.

d Work with a partner.


Student A: Turn to page 126.
Student B: Turn to page 128.

8 Unit 1

Get it right! 7 and 8 Common errors

1 its or it’s? 3 Expressions with most


Don’t confuse it’s and its. Don’t confuse expressions for talking about
Use it’s as a contraction of it is or it has. the majority of something.
✓ It’s my much-loved biker jacket. Use the most + adjective to make the
✗ Its my much-loved biker jacket. superlative:
Use its to talk about something that belongs ✓ Sally bought the most expensive T-shirt.
to something. ✗ Sally bought most expensive T-shirt.
✓ The dog is playing with its ball. Use most + plural noun to talk about the
✗ The dog is playing with it’s ball. majority of a group:
✓ Most people like going shopping.
✗ Most of people like going shopping.
a Complete the text with it’s or its. Use most of + the / possessive adjective +
noun to talk about almost all of something:
1
My favourite possession is my suitcase. … old ✓ Most of the money was spent on clothes.
and dirty, but I love ✗ The most of the money was spent on
2 … colour and the
clothes.
fact that 3 … always ✗ Most of money was spent on clothes.
been with me on my
travels. 4 … not very
fashionable and 5 …
a Read the text and correct the five mistakes.
handle is nearly
Most of people like
broken, but I love it.
going shopping,
but not me! Most
b For each time it is used, decide whether it’s is time, I would prefer
short for it has or it is. to stay at home.
But sometimes
I enjoy going
2 W
Why
hy d
did
id y
you
ou do it? shopping for books.
I love reading,
Use the correct expressions to explain your so that’s most
reason for doing something. interesting kind of
Use to / in order to / so as to + infinitive shopping for me. Most my friends prefer shopping
✓ I am writing to apply for the job you for clothes, but I spend most of the my money on
advertised. books.
✗ I am writing for applying for the job you
advertised. b 3.25 Now listen and check your answers.
Use so that + subject + verb
✓ We keep animals in zoos so that we can
protect them.
4 Say it right! ‘Get it right’ pages provide tips and
practice to avoid common mistakes made
✗ We keep animals in zoos for protecting them. Word stress

SECONDARY Courses
a 3.26 Correct word stress is important for
Choose the correct answers. comprehension. Listen to the words and repeat.
1 We went to the countryside for relaxing / to relax.
2 I am writing to thank / so that thank you for your
hospitality. b
restaurant comfortable variety

3.27 Copy the words in your notebook and


by Spanish speakers
3 I had to work hard for passing / to pass my exams. mark the word stress. Then listen, check and
4 I am saving all my money so to buy / to buy a new repeat.
computer.
alternative business chocolate creative
5 You should go to England for improve / so that
innovative vegetables
you can improve your English.

74 Get it right! 7 and 8

Interactive for Spanish Speakers Digital


Digital resources for learners Digital resources for teachers
• Digital Student’s Books and Workbooks, • Interactive Whiteboard software for classroom
online and offline. These digital books are both presentation.
multiplatform and multi-device, working on • Flexible Testmaker Audio CD/CD-ROM allows
computers, tablets and interactive whiteboards you to choose from unit tests, which can be
for classroom presentation. combined in pairs, and end-of-year tests, while
testing at ‘standard’ or ‘more challenging’ levels.
The Testmaker can produce two versions of each
test to prevent students from sharing answers.

Full ISBN listing on page 70 21


Shape the Future NEW

Philip Wood, Vicky Anderson and Will Varney 2 B1+-B2


INTERMEDIATE – UPPER INTERMEDIATE levels

English for Spanish Speakers

English for Spanish Speakers


English for Spanish Speakers
English for Spanish Speakers

Shape the Future is a forward-thinking


course which provides solid language
and exam practice as well as a focus on life
uture is a forward-thinking skills - preparing students to shape their
own futures in real life.
provides solid language
tice as well as a focus on life
students to shape their STUDENT’S BOOK 02
al life.
SHAPE THE FUTURE/

STUDENT’S BOOK

TUDENT’S BOOK 01 Reading pages


with critical
Additional vocabulary
building section
thinking focus
Life skills pages
A comprehensive with collaborative
writing guide section project work
SHAPE THE FUTURE/

Corpus-based Get it right Voxpop and documentary


feature highlighting video sections
frequent errors
STUDENT’S BOOK

Additional vocabulary WORKBOOK

building section Audioscripts

Life skills pages


Exam practice
Phrasal verbs Online MP3 audio files
STUDENT’S BOOK 02
with collaborative Listening and speaking Vocabulary builders
practice and grammar maps
project work
BACHILLERATO AUTHORS PHILIP WOOD
Voxpop and documentary BATXILLERAT WILL VARNEY
video sections BATXILERGOA
02

BACHARELATO
DIGITAL
STUDENT’S BOOK

Fully interactive digital Available online


WOOD - VARNEY

Student’s Book (with and offline, multi-platform


integrated video material) and multi-device
and Workbook
Audioscripts
Online MP3 audio files
STUDENT’S BOOK 01
Vocabulary builders ENGLISH FOR SPANISH SPEAKERS

and grammar maps Shape the future helps Spanish-speaking


learners overcome the difficulties they face
English Profile when learning English. This is achieved by
Portada Shape the future PB lvl_2_2

integrating our expert knowledge of Spanish www.cambridge.es/shapethefuture


BACHILLERATO AUTHORS PHILIP WOOD speakers with information taken from the
unique Cambridge Learner Corpus.
BATXILLERAT VICKI ANDERSON
www.cambridge.org/elt/ess

BATXILERGOA
01

BACHARELATO Better Learning is our simple approach where


insights shape content that drives results.

Discover more:
Available online
CMYK

cambridge.org/betterlearning
WOOD - ANDERSON

and offline, multi-platform


and multi-device

Preparing students to shape their own futures in real life.


www.cambridge.es/shapethefuture

Level 1: 100 teaching hours – Level 2: 65 teaching hours

www.cambridge.es/shapethefuture Shape the Future is a forward-thinking • A complete writing guide section.


course which provides solid language
NOSREDNA - DOOW

• Strong emphasis on vocabulary


and exam practice as well as a focus on
and multi-device
and offline, multi-platform

acquisition supported by ‘Vocabulary


Available online

BACHARELATO
BATXILERGOA
10

life skills – preparing students to shape


BATXILLERAT VICKI ANDERSON

Extra’ pages.
BACHILLERATO AUTHORS PHILIP WOOD
KOOB S’TNEDUTS

and grammar maps


Vocabulary builders
Online MP3 audio files
STUDENT’S BOOK 01

their own futures in real life. Critical


Audioscripts

• Extra work on phrasal verbs and false


/ERUTUF EHT EPAHS

video sections
Voxpop and documentary

thinking is a key element - the reading


project work
with collaborative
Life skills pages

friends.
building section
Additional vocabulary

TUDENT’S BOOK 01
and listening texts have been carefully
chosen to be challenging, controversial, • Grammar is exhaustively covered
srekaepS hsinapS rof hsilgnE

al life.
students to shape their
tice as well as a focus on life
provides solid language
uture is a forward-thinking

English for Spanish Speakers

real-world and most importantly, with extra practice and Grammar


thought-provoking. Collaborative Maps in Level 2 provide a concise
projects and life skills lessons focus on summary of all the grammar covered
areas such as managing feelings, critical over both levels – a perfect cheat
thinking and problem solving, based sheet for revision.
on the Cambridge Framework for Life • A two-page guide shows how to put
Competencies. collaborative learning into practice.
• Comprehensive coverage of University It also includes a section of tips and
Entrance Exams with extra practice useful phrases for the classroom.
and exam tips sections. • Vox pop and documentary video
• Step-by-step speaking and writing sections.
lessons guaranteeing successful
communication.

Shape the Future is specifically designed for Spanish-speaking teenage students and includes:

• ‘Get it right!’ boxes throughout the units highlighting common mistakes in grammar and
vocabulary made by Spanish-speaking learners.
• Extensive practice of the Spanish University Entrance Exams.
• Full coverage of the official Bachillerato curriculum.
• Coverage of all the competences students are expected to acquire with a Key competences
mapping in the Teacher’s Book.

22
www.cambridge.es/shapethefuture

English for Spanish Speakers


Student’s Book English for Spanish Speakers
Teacher’s Book
English for Spanish Speakers

Shape the Future is a forward-thinking


course which provides solid language

The Student’s Book provides 9 units in Level 1 and The Teacher’s Book is interleaved with the pages
and exam practice as well as a focus on life
skills - preparing students to shape their
own futures in real life.

STUDENT’S BOOK 01

6 in Level 2 with ample reference sections which from the Student’s Book and includes:
SHAPE THE FUTURE/

Additional vocabulary
building section

include: • an introduction to the course with key features


Life skills pages
with collaborative
project work
Voxpop and documentary
video sections

• Language reference and Grammar Maps and a description of the components


STUDENT’S BOOK

Audioscripts
Online MP3 audio files
STUDENT’S BOOK 01 TEACHER’S BOOK 01
Vocabulary builders

• Vocabulary extra • unit and lesson objectives


and grammar maps

BACHILLERATO AUTHORS PHILIP WOOD


BACHILLERATO AUTHOR HILARY PLASS
BATXILLERAT VICKI ANDERSON
BATXILLERAT
BATXILERGOA
01

BATXILERGOA
BACHARELATO
BACHARELATO

• Writing guide • background information on reading and listening


Available online
WOOD - ANDERSON

and offline, multi-platform


and multi-device

ISH FOR SPANISH SPEAKERS


the future helps Spanish-speaking
overcome the difficulties they face
earning English. This is achieved by
ing our expert knowledge of Spanish www.cambridge.es/shapethefuture
• Pairwork (speaking) texts
• Collaborative learning guidelines • optional activities to cater for mixed-ability
s with information taken from the
Cambridge Learner Corpus.
ambridge.org/elt/ess

re

• Exam tips (Level 2) • key competences mapping


• Exam practice: Reading and Listening (Level 2) • a detailed guide for the Life Skills and Project
pages
• audioscripts
English for Spanish Speakers
Workbook with downloadable audio • Workbook answer key
The Workbook provides practice of all the unit
language and skills and also provides:
• Exam practice, including listening and speaking Digital Future
WORKBOOK 01 practice A digital package to present the Student’s Book
BACHILLERATO
BATXILLERAT
BATXILERGOA
BACHARELATO
AUTHOR INGRID WISNIEWSKA

• Vocabulary builder and phrasal verbs and Workbook in class, with integrated video and
• ‘Beyond the Classroom’ guides for real-life work audio material and interactive activities.
skills (Level 2)
• Downloadable audio files and audioscripts
Test Generator
The Test Generator, common to Levels 1 and 2,
allows teachers to produce customised tests and
includes:
• a diagnostic test
• unit, term and end-of-year tests at two levels
• university entrance exam practice
• listening and speaking tests

Teacher’s Resource Bank


This provides all the extra resource worksheets
and exam practice teachers need, with:
• grammar and vocabulary practice worksheets at
two levels
• listening, speaking and writing practice
worksheets
• literature reading worksheets
• video worksheets
• translation worksheets

BACHILLERATO Courses
• class audio

Shape the Future Digital


Digital resources for learners
• Fully-interactive Digital Student’s Books and Workbooks are available both online and offline. These
are both multiplatform and multi-device, working on computers, tablets and interactive whiteboards.
• Downloadable Workbook audio files available at cambridge.es/shapethefuture.
Digital resources for teachers on The Cambridge Teacher
• The Digital Future presentation tool includes the digital Student’s Book and Workbook for projection in
the classroom with special interactive activities for every unit, the digital Teacher’s Book and the course
videos and audios.
• The Teacher’s Resource Bank provides all the classroom resources a teacher needs with extra worksheets
to cover grammar and vocabulary at two levels. It also includes listening, speaking, writing, literature and
translation worksheets. The class audio is also available for download.
• The Test Generator allows you to create a diagnostic test, unit, term and end-of-year tests at two levels.
Listening and speaking tests and University Entrance Exams are also included. It is common for levels 1
and 2.

Full ISBN listing on page 70 23


4
UNIT 4 STORIES AND LITERATURE
UNIT
Shape the Future
Every unit starts with an

4
impactful opening page

UNIT 4 STORIES AND LITERATURE


to stimulate students’
UNIT curiosity about the unit
topic

Hashtag: social media integrated


into the classroom so students
can share work and collaborate
with each other

Learning Outcomes
Reading: Listening: Writing:
understand and discuss an listen to a discussion about a write a retelling of a narrative
article about alternative stories literary extract
Language: Speaking: Life Skill & Project:
reported speech; questions; practise telling an anecdote develop creative thinking
learn words related to stories and design a creative group
and literature, and time presentation
adverbs and expressions

47

Learning Outcomes
Reading: Listening: Writing:
understand and discuss an listen to a discussion about a write a retelling of a narrative
article about alternative stories literary extract
Language: Speaking: Life Skill & Project:
reported speech; questions; practise telling an anecdote develop creative thinking
learn words related to stories and design a creative group
and literature, and time presentation
adverbs and expressions

47

Learning Outcomes are presented so the students are aware of what


they will be learning and can see meaningful objectives
24
www.cambridge.es/shapethefuture

Life skills lessons followed up by LIFE SKILLS


collaborative projects
DEVELOPING
CREATIVE THINKING
A. Warm-up 1 Look at the photos and answer the questions.
C
1 What examples of creative thinking can you see?
2 Are the examples simple or complex ideas?

A B

Many people think being creative and innovative


LIFE SKILLS is the result of a person’s genes or natural ability.
KEY CONCEPT However, we can improve our creativity by using a
variety of different approaches.

Reference materials include guidance PROJECT


A CREATIVE GROUP
> STEP 1
WORK IN GROUPS OF
THREE. SHARE IDEAS AND

for putting collaborative learning into


DO RESEARCH
PRESENTATION
1.1

practice, and a section of tips and In small groups, tell each other about
your favourite plays or films.
1.3

useful phrases for the classroom Choose a famous or


well-known scene from
one of the plays or films.
Find the script online
for your chosen scene.

1.2

> STEP 2 APPLY CREATIVE


TECHNIQUES

STEPS FOR Read the scene until


2.2

Write a series of What if


2.3

Place some limits

TEAMWORK
2.1 you all know it well –
questions about how the scene on your writing (time,
2.2 now you’re going to
could be different (setting, number of words,
rewrite it!
characters, outcome … ). available props, etc.).

> STEP 1
? ?
Find a good
1.2
workspace. Brainstorm ideas
FORM GROUPS 58 – Unit 4
– be creative!

Make a team with


1.1 people you haven’t > STEP 2
worked with before. DEFINE
THE OBJECTIVE

Make sure everyone


2.1 understands the task.

TIPS AND
USEFUL PHRASES LUKEW
A RM
Unit 8 READinG

HOT
I think it would be a good

UK
idea to …

BACHILLERATO Courses
REALLY HOT

government’s big secret


A WEATHER MACHINE!
Laura Murray
Science and Technology Correspondent
12 September 2019 / 08:45 GMT

Is this the most incredible news


102 1 … After carrying out top-secret experiments in an isolated
story you’ve ever read? 5 … It’s
complex on the Scottish island of Harris, scientists working for the
35 actually based on a fake news
British government have come up with a machine which controls the
story published by a British
weather over a radius of 4,500 kilometres! Thanks to this revolutionary
newspaper in 1981 on 1 April –
5 invention, the government will be able to make sure that weather
April Fool’s Day. But the story
conditions in the UK are ideal for growing plants and crops.
raises some interesting questions
2 … He said that this was great news for all farmers in the UK, 40 – not about fictitious weather
and that he was looking forward to speaking to the Minister of machines, but about whether
Agriculture to get more details. But it’s not just British agriculture we can believe everything we
10 that will benefit from this remarkable machine. Using this new
read in newspapers or on the
technology, scientists will be able to guarantee a warm and dry July Internet. These days, anyone can
and August. This will mean that more tourists than ever will come to 45 write a blog or post something
visit Britain, and perhaps fewer British people will want to go abroad on Twitter, Facebook or YouTube.
in the summer. Furthermore, in theory the British government could 6 … So, the next time you read
15 make it rain in the summer in countries such as Spain or France.
an amazing human interest
According to the documents released by WikiLeaks, the project has story on the Web or see a
been financed by the British and the US governments. 3 … This 50 sensationalist headline, don’t
increases the speculation that the device could be used for economic assume that it’s true! It might
warfare, or something even more sinister. We have contacted the turn out to be completely false!
20 government and so far they haven’t got back to us. However, this
morning a government spokeswoman stated that there was no
truth in the rumours and that the machine didn’t exist. 4 … The
German prime minister said that it would be ‘immoral’ to ever use
the machine, if in fact it exists.
25 But is such a device technically feasible? To find out, we contacted
Philip de Vere, professor of particle physics at the SERN Laboratory Culture sp t
in Luxembourg. He told us that scientists had been looking into the
possibility of changing the weather for a long time. He explained April Fool’s Day is celebrated on

Thought-provoking reading texts are complemented


1 April in many countries. People
that the key was to establish a connection between the theory of
play tricks on others and spread
30 relativity and quantum mechanics. ‘I don’t know if it’s been done,’
fake news. The jokes and their
he told us, ‘but I certainly wouldn’t say that a machine like this is

by activities which are based on typical University


victims are called ‘April fools’.
scientifically impossible.’

The Information Age 105

entrance exam questions and develop skills for the test


25
Out & About
Mark Hancock and Annie McDonald
INTERMEDIATE TO UPPER INTERMEDIATE 2 B1-B2
levels

English for Spanish Speakers

English for Spanish Speakers


English for Spanish Speakers
English for Spanish Speakers

OUT & ABOUT 2


OUT & ABOUT 1

student’s book
Hancock - McDonald

StUdEnT’s bOoK 2
student’s book

Bachillerato
Batxillerat
Batxilergoa Mark Hancock
Bacharelato Annie McDonald
Hancock - McDonald

StUdEnT’s bOoK 1

For the life they will live Key features:


Bachillerato
Batxillerat
Batxilergoa Mark Hancock
Bachillerato
• The ‘Common Mistakes at Bachillerato’
booklet, packaged with the Student’s
Bacharelato Annie McDonald

Bacharelato
Batxilergoa
Annie McDonald
Mark Hancock
- Level 1: 100 teaching hours
- Level 2: 65 teaching hours Book, highlights errors students make
Batxillerat
Bachillerato

The final Bachillerato exam and the and provides additional practice.
• ‘Life Skill’ sections help students to
dlanoDcM - kcocnaH

StUdEnT’s bOoK 1 University Entrance Exam are the key


to success in this stage of students’ develop skills that they will need while
learning, but education goes beyond both studying and in the future.
koob s’tneduts

the classroom and exams. Out & About • The ‘Vox-pop’ videos and
1 TUOBA & TUO

is a course which gives solid language documentaries on the Teacher’s


development for the exams but also DVD help with speaking and put the
helps to prepare students for real life. language of the unit into a wider real
world context.
srekaepS hsinapS rof hsilgnE

English for Spanish Speakers

For students For teachers


English for Spanish Speakers
Student’s Book Teacher’s Book
English for Spanish Speakers

The Student’s Book provides comprehensive The Teacher’s Book provides all the teaching notes
coverage of all the grammar and vocabulary in the and is interleaved with the Student’s Book.
OUT & ABOUT 1

Bachillerato syllabus with a thorough treatment of


the language skills. It comes packaged with the
student’s book

Common Mistakes at Bachillerato booklet.


Hancock - McDonald

StUdEnT’s bOoK 1

Bachillerato

Class Audio CDs


Batxillerat
Batxilergoa Mark Hancock
Bacharelato Annie McDonald

These include all the recordings from the Student’s


Workbook with Audio CD Book. The Workbook audio is available online for
The Workbook closely follows the Student’s download.
Book structure and provides all the extra practice
students could need.
Teacher’s DVD with Activity Book
English for Spanish Speakers

All the audio from the Workbook is available for


English for Spanish Speakers

dVd aCtIvItY BoOk

download from outandabout.cambridge.es.


The final Bachillerato exam and the University Entrance Exam are the key to success
at this stage of students’ learning, but education goes beyond the classroom and exams.
Out & About is a course which provides solid language development for the exams and also
BeYoNd tHe cLaSsRoOm
All the videos of the course, accompanied by
OUT & ABOUT

prepares students for real life and for the world in which they will live as adults.

an Activity Book with photocopiable video


English for Spanish Speakers

vIdEo dVd DvD AcTiViTy bOoK


© Cambridge University Press 2015
ISBN 978-84-9036-811-4
Made in the EU
Garan Holcombe

vIdEo dVd
Windows 9x, NT, 2000, XP, Vista, Windows 7 and Windows 8.
Mac OS9 y Mac OSX. Linux (Fedora 6/Ubuntu 6/ openSUSE 10.2/Mandriva 2007).
Software by Charmed Multimedia S.L.

TH L
IS
MAT LEGA
ERI S IL
AL IS GI
COPY PYIN
RIGHT AND SED CO
UNAUTHORI

The Teacher’s DVD contains all the The Activity Book provides
videos from Out & About 1 and 2. photocopiable worksheets to be used

worksheets for use in class.


The voxpops include short interviews with the videos in class and teachers
with English-speaking students, notes to go with each worksheet.
DVD ACTIVITY BOOK

reinforcing the language covered in The voxpop worksheets follow


the speaking lessons in the Student’s a step-by-step approach to listening
Books. and give students extra help with
The documentaries provide dynamic their own speaking through pairwork
video clips filmed on location in activities and communication tips.
London and New York, giving an The documentary worksheets provide
insight into these cities and the English exercises to exploit the videos in class.
speaking world. They highlight linguistic and cultural
content and give students plenty of
opportunities for speaking.
Holcombe

The videos are available on Digital Out & About


for teachers and also available for students on the
dVd aCtIvItY BoOk
free Augmented Reality App.

DVD included
ENGLISH FOR SPANISH SPEAKERS
OUT & ABOUT helps Spanish-speaking
learners overcome the difficulties they face
when learning English. This is achieved by Bachillerato
integrating our expert knowledge of
Spanish speakers with information taken Batxillerat
from the unique Cambridge Learner Corpus.
Batxilergoa Garan Holcombe
www.cambridge.org/elt/ess
Bacharelato

Out & About has been designed for Bachillerato students and includes:

• ‘Get it right!’ boxes that highlight common mistakes made by Spanish-speaking learners.
• A complete pronunciation syllabus that focuses on common pronunciation problems for Spanish speakers.
• ‘False friends’ boxes that highlight the pitfalls for Spanish speakers.
26
• word building: quantities and capacities
•speaking: making suggestions
• writing: a proposal
• life skill: stress management
www.cambridge.es/outandabout

An impactful opening Unit 3


page arouses curiosity and
You are what you eat
Unit 3
You are what you eat engages the students

Unit objectives
• find out about health
• read and understand a text on health
• topic words: health
• listen to a radio interview
• grammar: conditional possibility, wish, if only
• word building: quantities and capacities
Unit objectives
• speaking: making suggestions
• writing: a proposal
• life skill: stress management • find out about health
• read and understand a text on health

topic words: health

listen to a radio interview

grammar: conditional possibility, wish, if only

word building: quantities and capacities

speaking: making suggestions

writing: a proposal

life skill: stress management

The unit objectives are clearly


set out

Look at the photo. Talk to your


partner for one minute about what
you can see. VIDEO 1 VIDEO 2
Think about these questions:
• where do you think this photo was taken?
• what types of food are being sold?
• why do you think there is such a variety of food?
Do you have a balanced diet?
Speaking Unit 6
Inviting and responding to invitations Life skill
Skills
Being a good listener
31
you are what you eat unit 3 31
Identifying the problem
Discuss with a partner.
1 Look at the photo. What is
this person doing? How do
you think she feels?
2 Imagine you are explaining
1 Look at the photos. Which activity would you most like to do? Which one something important
would you least like to do? Why? Discuss with a partner. to this person. What
does her body language
2 2.34 Read and listen to the conversation. How is it connected to the photos in
communicate to you?

VIDEO 1 VIDEO 2
Exercise 1?
Monica: Are you doing anything on Rachel: Well, I’d rather just watch the Suggesting a solution
Friday night? others perform, to be honest. I’m sure
they’d be a lot better than me. Compare with a partner.
Rachel: I don’t think so. Why?
Monica: You’re at least as good as anyone 3 How can you listen well
Monica: Well, a few of us are going to an
open-microphone evening and I was else in the group. Why don’t we rehearse a and show that you are
wondering if you fancied coming along. bit this afternoon and see how it sounds? listening well?
Rachel: Open-microphone? Do you Rachel: Do you have any songs in mind?
What about you?
mean I’d have to perform? I get stage Monica: Well, what about doing a Beatles

ken? fright just thinking about it!


Monica: We could do something
together. I could sing and you could play
song? You can play Yesterday, can’t you?
Rachel: I’d rather do Hey Jude, actually.
Monica: Good idea! I know all of the
Tell your partner or the class.
4 Hearing is not the same
as listening. When do you
the guitar. What do you think? words to that. So are we on, then? really listen and when do
Rachel: Well, yes, OK. Let’s do it! Thanks. you only hear?

3 Find phrases in the conversation for the following functions:


1 inviting 4 asking for a response

ty of food? 2 checking on meaning


3 suggesting
5 refusing / stating a preference
6 agreeing to a suggestion

Useful language
Responding Responding
Inviting positively to negatively to
invitations invitations
Do you fancy … ? We could … Good idea! I'd rather … /
How about + … ing? What about … ? I’d love to. I’d rather do
something else.
I was wondering if … What do Thanks.
you think? No, thanks.
Let's … / Shall we … ? What a great idea!
Communication
Look at the photo. Talk to your Why don’t Sorry, but …

BACHILLERATO Courses
we … ? skills
partner for one minute about what
The videos that accompany the unit
'Most of the successful people
I've known are the ones
tip who do more listening than

you can see.


are highlighted VIDEO 1 VIDEO 2 Offer an alternative suggestion or give a reason when you refuse an invitation. talking.' Bernard Baruch
Remember: the greater part
of being a good communicator

Think about these questions:


4 Work with a partner. Practise the conversation in Exercise 2.

31
is being a good listener.

• where do you think this photo was taken?you are what you eat unit 3 31
5 Work with a partner. Make a list of things you could invite each other to do.
Take turns to convince each other to do one of the things on your list.

in the spotlight unit 6 77

• what types of food are being sold?


• why do you think there is such a variety of food?
Out & About Digital
Do you have a balanced diet?

Digital resources for learners


• Digital Student’s Books and Workbooks are available both online and offline with interactive activities.
Digital resources for teachers on The Cambridge Teacher 31
you are what you eat unit 3 31
• Digital Out & About is a powerful presentation tool that includes the Digital Student’s Book and
Workbook for classroom projection incorporating all the videos, audios and answer keys with special
interactive activities for every unit.
• The Resource Bank provides all the additional resources that teachers need with grammar, vocabulary and
skills extra practice, together with unit tests, term tests and end-of-year tests, in Word and PDF format, at
two levels of difficulty.
• The Test Generator allows teachers to produce customised exams for their students, and includes
listening and speaking tests for extra practice.
Available on thecambridgeteacher.es.

Full ISBN listing on page 70 27


Photocopiable Resource Books
Cambridge Copy Collection

This lively collection of photocopiable resource books provides teachers www.cambridge.es/secondary/ccc


with additional material to motivate students at all levels.
- Photocopiable A4 spiral bound format
- Step-by-step lesson plans and notes for the teacher

Teen World Film, TV and Music A1-B2


Multi-level activities for teenagers A1-B2 Multi-level activities for teenagers

Joanna Budden Olha Madylus


ELEMENTARY TO UPPER INTERMEDIATE ELEMENTARY TO UPPER INTERMEDIATE

A bank of supplementary activities which invite Over 40 supplementary activities which cover
teenagers to discuss aspects of teenage life from three popular themes – Film, TV and Music. Topics
family and friends, education and money to hobbies, range from an exploration of pop music culture, to
health and ambitions. All four skills are practised who does what in film production, to creating a TV
through a variety of photocopiable activities. drama plot.

Pairwork and Groupwork A1-B2


Multi-level activities for teenagers

Meredith Levy and Nicholas Murgatroyd


ELEMENTARY TO UPPER INTERMEDIATE

A rich resource for stimulating extra


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

See Also…
Get on Stage! A1-A2
Grammar Songs and Raps
A1-A2
Herbert Puchta, Matthew Devitt Herbert Puchta, Matthew Devitt
and Günter Gerngross and Günter Gerngross
BEGINNER TO PRE-INTERMEDIATE BEGINNER TO PRE-INTERMEDIATE

This photocopiable resource book offers 21 original Original songs and raps for presenting and
sketches and plays for young learners and teens. The practising key grammar structures in fun,
book is divided into four sections: short humorous dynamic and multi-sensory ways to help students
sketches, medium-length sketches, medium-length remember the structures better and anchor them
plays based on traditional stories and teen dramas. in their long-term memory. The book contains
The DVD-ROM contains video recordings of photocopiable handouts, and is accompanied by
three sample plays. The Audio CD contains audio two audio CDs containing all the songs and raps.
recordings of plays, and photocopiable worksheets For each song or rap you will find clear, step-by-
to check students’ comprehension and practise key step teaching notes, including lead-in activities,
vocabulary, lexical chunks and grammar. listening tasks and game-like follow up activities.

28 Full ISBN listing on page 71


Readers
Cambridge Experience Readers 6
levels
A1-C1

Series Editor: Nicholas Tims


STARTER TO ADVANCED www.cambridge.es/experiencereaders

Get your students hooked on reading with Cambridge Experience Readers!

Cambridge Experience Readers have been written and • Stunning illustrations and activities aid students’
selected especially for teenagers. This series of graded understanding and encourage independent learning
readers has something for everyone, with a lively mix of • Online teaching resources for most titles, plus extra
original fiction, adapted fiction and factbooks. support for students and guides to help successfully
• Audio recordings available for download at: introduce reading into your class.
cambridge.es/experiencereaders

STARTER LEVEL ORIGINAL FICTION: COMEDY LEVEL 4


Starter/Beginner • Grandad’s Magic Gadgets Intermediate
Headwords 250 by Helen Everett-Camplin Headwords 1900 B1
ORIGINAL FICTION: ADVENTURE ORIGINAL FICTION: FANTASY ORIGINAL FICTION: ADVENTURE
• As Others See Us • Bullring Kid and Country Cowboy
• A Little Trouble in California by Nicola Prentis
by Richard MacAndrew by Louise Clover

ORIGINAL FICTION: FANTASY ORIGINAL FICTION: HORROR ORIGINAL FICTION: HUMAN INTEREST
• Gone! • Killer Bees • Two Worlds
by Margaret Johnson by Jane Rollason by Helen Everett-Camplin
• Quick Change! ORIGINAL FICTION: HUMAN INTEREST
by Margaret Johnson
ORIGINAL FICTION: SHORT STORIES
• Ask Alice • Tasty Tales
by Margaret Johnson by Frank Brennan
LEVEL 1 ADAPTED FICTION: SHORT STORIES ADAPTED FICTION: ADVENTURE
Beginner/Elementary • Parties and Presents: three short stories • Robinson Crusoe by Daniel Defoe
Headwords 400 A1 by Katherine Mansfield Retold by Nicholas Murgatroyd
Retold by Margaret Johnson
ORIGINAL FICTION: ADVENTURE
• A Little Trouble in Dublin FACTBOOKS LEVEL 5
by Richard MacAndrew • New Zealand
• Summer Sounds Upper Intermediate
by Margaret Johnson Headwords 2800 B2
by Marla Bentley
• London
FACTBOOKS by Jane Rollason ADAPTED FICTION: DRAMA
• Amazing Young Sports People • Sherlock
by Mandy Loade by Richard MacAndrew
LEVEL 3

SECONDARY & BACHILLERATO Supplementary materials


HUMAN INTEREST Lower-intermediate
• Harry’s Holiday Headwords 1300 B1
by Antoinette Moses
ORIGINAL FICTION: ADVENTURE
• A Little Trouble in the Yorkshire Dales
fiction: human interest Cambridge
Discovery
Cambridge 1 Readers
Discovery
y’s Holiday
by Richard MacAndrew
Readers
Harry’s Holiday

Harry’s Holiday
te Moses
tor: Nicholas Tims

• Running Wild
oked at the advert.
e hundred words about why you want a holiday,’ he read.

This is an intriguing book, with


ood at writing stories,’ said Tom.
Antoinette Moses

ad works away from home and his mother isn’t well. He needs Antoinette Moses
r a lot at home. But then, Harry sees a competition – he and his
an go on holiday together. For free! But can he win? And is it
ee holiday?
by Margaret Johnson
ge Discovery Readers is an exciting new series of original
dapted fiction and factbooks, specifically written for
and teenage learners of English. Graded into seven levels
an excellent plot. The reader is
kept on edge, wondering what ORIGINAL FICTION: FANTASY
arter to Advanced – the readers provide easy and enjoyable
ith skills and vocabulary practice on a wide range of
orary topics and themes.

will happen to Harry. • The Mind Map


o recording and vocabulary games available on audio
OM (1)
urces online at www.cambridge.org/elt/discoveryreaders
ng tips ■ author articles

Language Learner Literature


titions ■ lesson plans

British English
Total word count: 4,136
CEF

A1 by David Morrison • The Mayor of Casterbridge by Thomas Hardy


Award judges
CEF ESOL

A1
Retold by Tim Herdon
ORIGINAL FICTION: HISTORICAL FICTION
ermediate A2 KET
B1 PET
B1 PET
CEF A1

• Alone!
B2 FCE
C1 CAE

LEVEL 6
06/04/11 10:07

• Spider Boy by Jane Rollason


by Margaret Johnson
ADAPTED FICTION: HORROR Advanced
Headwords 3800 C1
• Tales of Terror by Edgar Allan Poe and others
LEVEL 2 Retold by Jane Rollason ORIGINAL FICTION: HISTORICAL FICTION
Elementary/Lower-intermediate FACTBOOKS • Freddie’s War
Headwords 800 A2 by Jane Rollason
• Scotland
ORIGINAL FICTION: ADVENTURE by Richard MacAndrew
• A Little Trouble in Amsterdam
by Richard MacAndrew

Full ISBN listing on page 71 29


Readers
e English
idg
Cambridge English Readers
R
6

ea
Camb
A1-C1

ders
levels

Series Editor: Philip Prowse


Always Original
STARTER TO ADVANCED www.cambridge.es/englishreaders

Award-winning original fiction for learners of English


If you’re looking for ways to inspire your students to • Fresh, natural up-to-date language helps develop
read in English, you’ve come to the right place. With fluency
the widest selection of genres, settings and modern • Online support, including lesson plans and
thought-provoking topics, this award-winning original worksheets, helps teachers and students get the best
fiction is designed to captivate learners of any level of from extensive reading
English.
• eBooks also available from Amazon, ebooks.com and
• Audio recordings of all titles available for download at: others
cambridge.es/englishreaders

STARTER LEVEL • The Black Pearls LEVEL 2


by Richard MacAndrew
Starter/Beginner Elementary/Lower-intermediate
Headwords 250 • The Penang File Headwords 800 A2
by Richard MacAndrew
ROMANCE HUMAN INTEREST
• Big Hair Day LEVEL 1 • Jojo’s Story
by Margaret Johnson by Antoinette Moses
Beginner/Elementary
• Arman’s Journey Headwords 400 A1 • One Day
by Philip Prowse by Helen Naylor
COMEDY
MURDER MYSTERY
• Help!
by Philip Prowse • Bad Company
by Richard MacAndrew
MURDER MYSTERY • Dead Cold
This original story is filled with • Bad Love by Sue Leather
adventure that compels the by Sue Leather
reader through to the end. • Inspector Logan
Language Learner Literature by Richard MacAndrew
Award judges Expertly done: clear writing,
• John Doe
by Antoinette Moses a sense of place and the
right number of well-drawn
ROMANCE characters and amount of
HUMAN INTEREST • Hotel Casanova well-crafted plot.
• Book Boy by Sue Leather Language Learner Literature
by Antoinette Moses • Next Door to Love Award judges
• Why? by Margaret Johnson
by Philip Prowse
SHORT STORIES • Logan’s Choice
COMEDY • Three Tomorrows by Richard MacAndrew
• What a Lottery! by Frank Brennan
• The Double Bass Mystery
by Colin Campbell
THRILLER by Jeremy Harmer
GHOST STORY • Blood Diamonds ROMANCE
• The Girl at the Window by Richard MacAndrew
• Different Worlds
by Antoinette Moses • Don’t Stop Now! by Margaret Johnson
by Philip Prowse
MURDER MYSTERY • Within High Fences
• Just Like a Movie by Penny Hancock
• A Death in Oxford by Sue Leather
by Richard MacAndrew • Parallel SCIENCE FICTION
SCIENCE FICTION/HORROR
by Colin Campbell • Superbird
• The Big Picture by Brian Tomlinson
• Let Me Out! by Sue Leather
by Antoinette Moses
• The Caribbean File THRILLER
THRILLER by Richard MacAndrew • A Picture to Remember
by Sarah Scott-Malden
• Dirty Money • Ten Long Years
by Sue Leather by Alan Bettersby • The Dark Side of the City
by Alan Battersby

30
• The Man from Nowhere LEVEL 4 • Forget to Remember
by Bernard Smith Intermediate by Alan Maley
• The New Zealand File Headwords 1900 B1 • In the Shadow of the Mountain
by Richard MacAndrew by Helen Naylor
ROMANCE
ADVENTURE • In the House ROMANCE
by Margaret Johnson • All I Want
• Apollo’s Gold
• Love in the Lakes by Margaret Johnson
by Antoinette Moses
by Penny Hancock • Jungle Love
SHORT STORIES • Staying Together by Margaret Johnson

• Circle Games by Judith Wilson SHORT STORIES


by Frank Brennan • Windows of the Mind
ADVENTURE
• Nothing but the Truth by Frank Brennan
by George Kershaw THRILLER
LEVEL 3 GHOST STORY • A Tangled Web
• The Lady in White by Alan Maley
Lower-intermediate • Better Late than Never
by Colin Campbell
Headwords 1300 B1 by J. M. Newsome
MURDER MYSTERY • Death in the Dojo
ROMANCE
• But Was it Murder? by Sue Leather
• Just Good Friends by Jania Barrell
by Penny Hancock
• East 43rd Street
• Man Hunt by Alan Battersby
• Two Lives by Richard MacAndrew
by Helen Naylor • The Amsterdam Connection
• Wild Country by Sue Leather LEVEL 6
by Margaret Johnson • The University Murders Advanced
by Richard MacAndrew Headwords 3800 C1
COMEDY
SHORT STORIES HUMAN INTEREST
• The Ironing Man
by Colin Campbell
• The Fruitcake Special and other stories • A Dangerous Sky
by Frank Brennan by Michael Austen
GHOST STORY THRILLER • Frozen Pizza and other slices of life
• How I Met Myself by Antoinette Moses
• Berlin Express
by David A. Hill by Michael Austen
• He Knows Too Much
by Alan Maley
HORROR • A Matter of Chance
by David A. Hill
• Nelson’s Dream
• The Beast • High Life, Low Life
by J. M. Newsome
by Carolyn Walker by Alan Battersby

MURDER MYSTERY HUMAN INTEREST


• A Puzzle for Logan • When Summer Comes
by Helen Naylor
A compelling story, with strong
by Richard MacAndrew
characters and a convincing
• Not Above the Law setting, told in accessible and
by Richard MacAndrew moving language.
LEVEL 5
Language Learner Literature
Upper Intermediate
Award judges
English Readers Lower-intermediate 3
Headwords 2800 B2
Series editor: Philip Prowse

Not Above the Law


Genre: Murder Mystery

MURDER MYSTERY • Solo Saxophone


Not Above the Law

• Emergency Murder
Richard MacAndrew
George, a Dublin lawyer, opens his eyes. It’s 7am. There’s
blood, thick dark blood, in his bed. What’s happened? It’s not
A good page-turning murder by Jeremy Harmer
mystery. The story holds the by Janet McGiffin
his blood, so whose is it? George wants to know. And so does

• The Best of Times?


Inspector Sean Murphy of the Dublin police.

Cambridge English Readers is an exciting series of original fiction,

• Murder by Art
Richard MacAndrew

specially written for learners of English. Graded into seven levels –

reader’s attention from the

SECONDARY & BACHILLERATO Supplementary materials


from starter to advanced – the stories in this series provide easy and

by Alan Maley
enjoyable reading on a wide range of contemporary topics and themes.

Visit the Cambridge English Readers website for free resources,

beginning. by Janet McGiffin


including a worksheet for this title: www.cambridge.org/elt/readers

Audio recording on 2 CDs British English


Language Learner Literature ROMANCE
ADVENTURE
Total word count: 15,197
CEF ESOL

Award judges • A Love for Life


Starter/Beginner

Beginner/
Elementary A1

• The Sugar Glider


Elementary/
Lower-intermediate A2 KET
Lower-intermediate B1 PET
B1 PET
by Penny Hancock
Intermediate

Upper-intermediate B2 FCE

by Rod Neilsen
Advanced C1 CAE

• Strong Medicine MURDER MYSTERY


FUTURE THRILLER • Deadly Harvest
by Richard MacAndrew • Dolphin Music by Carolyn Walker
by Antoinette Moses
SHORT STORIES SHORT STORIES
• Tales of the Supernatural HUMAN INTEREST • The Way Home
by Frank Brennan • Dragons’ Eggs by Sue Leather
by J. M. Newsome
THRILLER THRILLER
• Double Cross English Readers Upper-Intermediate 5
• Murder Maker
by Philip Prowse by Margaret Johnson
C M Y K PMS549C

Series editor: Philip Prowse Genre: Thriller

• Eye of the Storm


Dragon’s Eggs
• This Time it’s Personal
Dragon’s Eggs

J.M. Newsome

by Mandy Loader
David lives in a house with lots of books and his cat, Socrates.
Then he meets Ella. ‘You’re a nice boy,’ says Ella. ‘But you
Back Copy to add Excellent storyline, very good by Alan Battersby
Newsome CER: Dragon’s Eggs

don’t know anything about me. You don’t know me. I’m not a

development of characters ...


good person.’ And then there’s Ella’s friend, Steve …

• No Place To Hide • Trumpet Voluntary


J.M. Newsome

Cambridge English Readers is an exciting series of original fiction,


specially written for learners of English. Graded into seven levels –

the issues in this book will have


from starter to advanced – the stories in this series provide easy and

by Jeremy Harmer
enjoyable reading on a wide range of contemporary topics and themes.

by Alan Battersby
Visit the Cambridge English Readers website for free resources,

positive, lasting effects on readers.


including a worksheet for this title: www.cambridge.org/elt/readers

• The House by the Sea This book is hard to put down as it


978 0 521 13264 0

Audio recording on 3 CDs British English

Titles marked with this symbol contain adult


Total word count: x,xxx
CEF ESOL
S Starter/Beginner

by Patricia Aspinall takes you on unexpected paths.


1 Beginner/
Elementary A1

material which may not be suitable for younger


2 Elementary/
Lower-Intermediate A2 KET
3 Lower-Intermediate B1 PET

Language Learner Literature


4

• The Lahti File


Intermediate B1 PET

learners. If in doubt about your choice, contact your


5 Upper-Intermediate B2 FCE
6 Advanced C1 CAE

by Richard MacAndrew Award judges local Cambridge University Press representative.

Full ISBN listing on pages 71-72 31


Grammar
Active Grammar
Levels 1 and 2: Fiona Davis and Wayne Rimmer / Level 3: Mark Lloyd and Jeremy Day 3
A1-C2
Series editor: Penny Ur levels

ELEMENTARY TO ADVANCED www.cambridge.es/activegrammar

Suitable for classroom use or self-study, • Extra review material is featured in MY


Active Grammar is a three-level grammar TEST! sections, review units and on the
reference and practice series specially CD-ROM.
designed to appeal to teenage and young • A comprehensive Teacher’s Guide is
adult learners. available online.
• Target language is presented through a
variety of content-rich cross-curricular
texts making these books ideal for use in
the CLIL classroom.

Essential Grammar in Use


Fourth edition
Raymond Murphy A1-B1
ELEMENTARY TO PRE-INTERMEDIATE www.cambridge.es/essentialgrammarinuse

Essential Grammar in Use Fourth edition For learners who want the flexibility of
retains all the key features of clarity and studying with digital content, this title
ease-of-use that have made the book so is also available as an interactive ebook
popular with learners and teachers alike. with audio. It works on tablets and
Designed to be flexible, it is available computers, and is available for individual
both with and without answers, making or institutional purchase through the
it ideal for self-study, but also suitable for Cambridge Bookshelf app.
reinforcement work in the classroom.

Essential Grammar in Use: Spanish Edition


Fourth edition
Raymond Murphy with Fernando García Clemente A1-B1
ELEMENTARY TO PRE-INTERMEDIATE www.cambridge.es/essentialgrammarinusespanish

Essential Grammar in Use: Spanish • Clear instructions in Spanish, with


edition covers all the language areas translation exercises that reinforce the
needed by Spanish students at elementary grammar taught in the unit.
level. This Spanish edition is as clear, • Additional Exercises give students extra
accessible and easy to use as the practice of difficult areas.
international edition, and it is ideal for
self-study or classroom use.

32 Full ISBN listing on page 72


Grammar
English Grammar in Use NEW
EDITION

Fifth edition
Raymond Murphy B1-B2
INTERMEDIATE TO UPPER INTERMEDIATE www.cambridge.es/englishgrammarinuse

English Grammar in Use is the world’s • Available with or without answers, its
best-selling grammar book for learners of flexibility makes it perfect for self-study,
English. but also suitable for reinforcement work
in the classroom.
• This new edition retains all the key
features of clarity and ease-of-use that • Also available as an interactive ebook
have made the book so popular with with audio, which can be purchased for
learners and teachers alike. individual or institutional use through the
Cambridge Bookshelf app.

English Grammar in Use Online with LMS


Raymond Murphy B1-B2
INTERMEDIATE TO UPPER INTERMEDIATE www.cambridge.es/eguonline

English Grammar in Use Online teachers to track the progress of their


with LMS is a subscription-based students, set homework and run
website, ideal for schools looking for reports. Compatible with iPads and
a supplementary grammar product computers.
that students can use online. The View demo:
Learning Management System allows cambridge.es/insidegrammar.

SECONDARY & BACHILLERATO Supplementary materials


English Grammar in Use App
Raymond Murphy B1-B2
INTERMEDIATE TO UPPER INTERMEDIATE www.cambridge.es/eguapp

The English Grammar in Use App, With explanations and interactive


available for both Apple and Android exercises, a study guide, integrated audio
devices, features all 145 grammar units and automatic checking of answers,
from the best-selling Fourth edition book, it is the only grammar app that an
specially re-designed for smartphones and intermediate learner of English will ever
tablets. need.

Full ISBN listing on page 72 33


Leave your nerves behind

Listening
Writing

Speaking
Vocabulary

Grammar
Reading

Experts together
Official preparation materials
for the revised exams from 2020

A2 Key
A2 Key for Schools
B1 Preliminary
B1 Preliminary for Schools

To find out which exam titles adapt best


to your students’ needs and for more
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cambridgeexams2020.es
Prepare NEW
EDITION

Second Edition
Joanna Kosta, Melanie Williams, James Styring, Nicholas 7
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BEGINNER TO UPPER INTERMEDIATE

Where English meets Exams Where English meets Exams Where English meets Exams Where English meets Exams
Prepare Second Edition levels 2 & 3 combine teen-appeal topics with Prepare Second Edition levels 2 & 3 combine teen-appeal topics with Prepare Second Edition levels 4 & 5 combine teen-appeal topics with Prepare Second Edition levels 4 & 5 combine teen-appeal topics with
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Second Edition STUDENT’S BOOK


Second Edition STUDENT’S BOOK

Second Edition STUDENT’S BOOK

Second Edition STUDENT’S BOOK


• Enjoy interactive, personalised lessons with themes • Enjoy interactive, personalised lessons with themes • Enjoy interactive, personalised lessons with themes • Enjoy interactive, personalised lessons with themes
and resources relevant to school-aged learners and resources relevant to school-aged learners and resources relevant to school-aged learners and resources relevant to school-aged learners
• Relax knowing Prepare’s unique exam journey drives • Relax knowing Prepare’s unique exam journey drives • Relax knowing Prepare’s unique exam journey drives • Relax knowing Prepare’s unique exam journey drives
students to exam success students to exam success students to exam success students to exam success
• Create confident English users with our enhanced • Create confident English users with our enhanced • Create confident English users with our enhanced • Create confident English users with our enhanced
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exploring Prepare’s Life Skills and Culture sections exploring Prepare’s Life Skills and Culture sections exploring Prepare’s Life Skills and Culture sections exploring Prepare’s Life Skills and Culture sections
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• Support and extend learning through the new


collection of online resources collection of online resources collection of online resources collection of online resources

Cambridge PREPARE Cambridge English Cambridge PREPARE Cambridge English Cambridge PREPARE Cambridge English Cambridge PREPARE Cambridge English
English Scale Level Qualification
CMYK

English Scale Level Qualification


CMYK

English Scale Level Qualification English Scale Level Qualification

CMYK
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160-179 B2 First for Schools 160-179 B2 First for Schools 160-179 B2 First for Schools 160-179 B2 First for Schools
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100-119
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Styring and Tims


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Joseph and Chilton


PREPARE

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Experts together Experts together Experts together Experts together
Kosta and Williams

Kosta and Williams

Joseph and Chilton


Styring and Tims
A2 A2 B1 B1
Our aim is to deliver the materials you tell us you need. Our aim is to deliver the materials you tell us you need. Our aim is to deliver the materials you tell us you need. Our aim is to deliver the materials you tell us you need.
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on exam day. From skills development to exam tasks, language on exam day. From skills development to exam tasks, language on exam day. From skills development to exam tasks, language on exam day. From skills development to exam tasks, language
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James Styring Second


Joanna Kosta Second
LEVEL 2 Joanna Kosta Second
LEVEL 3 LEVEL 4 Niki Joseph Second
LEVEL 5
2 Melanie Williams Edition 3 Melanie Williams Edition 4 Nicholas Tims Edition
5 Helen Chilton Edition

STUDENT’S BOOK
Kosta and Williams

Where English meets Exams


Joanna Kosta Second
A1
LEVEL 1
- Official preparation for A2 Key for Schools, B1 Preliminary for Schools and B2 First for Schools
- Levels 6 and 7 of the Second edition coming in 2020
1 Melanie Williams Edition

A1
1 Melanie Williams
Joanna Kosta
Edition
Second
LEVEL 1

Prepare is a lively general English sections provide complete coverage


course with comprehensive Cambridge of every exam question and then
s m a i l l i W d n a a t s oK

English Qualifications preparation direct learners to further test


STUDENT’S BOOK integrated throughout, that can be used guidance and support.
in Secondary and Bachillerato. Each
Life Skills and culture
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levels of Prepare. • New Life Skills sections, based on
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• Inspire learners to expand their carefully benchmarked to the CEFR
horizons and knowledge exploring the exam level and given special attention
new Life Skills and Culture sections. in dedicated practice sections.
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• Create confident English users
take their English even further, reflecting
with our enhanced vocabulary and
real usage in everyday English.
grammar syllabus.
This new edition prepares for the
The Exam Journey revised 2020 exams of A2 Key for
• The pre-exam level books, in levels 2, Schools and B1 Preliminary for Schools,
4 and 6, help build confidence in the as well as B2 First for Schools. The first
students, developing their English and edition, for the current specifications of
gradually introducing them to the test the exams, is still available.
format and real exam tasks.
• In the exam level books (levels 3,
5 and 7) the ‘Prepare for the Exam’
36
www.cambridge.es/prepare

For students For teachers

Student’s Book Teacher’s Book


ms
teen-appeal topics with
nglish Qualifications.
The Student’s Book offers 20 units of integrated The Teacher’s Book contains detailed teacher’s
Second Edition STUDENT’S BOOK

language, skills and exam practice covering all notes with advice on classroom procedure and extra
ns with themes
d learners
m journey drives

topics for each exam and includes: teaching ideas, along with a full answer key and class
ur enhanced

ons and knowledge


lture sections
h the new

• Language Reviews after every 4 units audio download.

CMYK
Teacher’s Book Level 1
glish
TEACHER’S BOOK

• New Culture and Life Skills sections


hools

for Schools

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ools

• Full exam practice in the exam levels (3, 5 and 7)


STUDENT’S BOOK

A1

Heyderman
Kosta and Williams

9781108385930
WITH DOWNLOADABLE
RESOURCE PACK

Emma Heyderman Second Edition LEVEL 1

A1
you need.
d candidate
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Presentation Plus
A powerful classroom presentation tool that allows
Workbook with audio download you to present and interact directly with the Student’s
The Workbook without answers provides further Book, Workbook and Class Audio at the front of the
practice for the language and skills taught in the classroom.
Student’s Book. The audio for the Workbook is
available online.

Test Generator
The Test Generator provides plenty of opportunities
to create customised tests based on the teacher’s
requirements.

Teacher’s Resource Bank


An exclusive resource pack of classroom materials for
users of Prepare.

EXAMS Courses

Prepare Digital
Digital resources for learners
• Fully-interactive Digital Student’s Books and Workbooks are available both online and offline. These
are both multiplatform and multi-device, working on computers, tablets and interactive whiteboards.
Digital resources for teachers on The Cambridge Teacher
• Presentation Plus: an easy-to-use classroom tool that puts all your multimedia resources into one
place.
• Test Generator: helps you measure your students’ progress by creating your own Unit, Term and Final
tests.
• Teacher’s Resource Bank: offers extra vocabulary and grammar worksheets at two difficulty levels
to help with mixed ability classes. Also included are literature, writing, speaking, culture and games
worksheets that allow for extra learning opportunities in class.
Available on thecambridgeteacher.es.

Full ISBN listing on page 73 37


Prepare
Exam familiarisation: The pre-exam level books* help build
confidence in the students, developing their English and gradually
introducing them to the test format and real exam tasks
*(levels 2, 4 & 6)

15 DIGITAL LIFE READING

1 Emre wants an app to help him with


learning English. Read about Emre and
notice the key underlined information a–c.
3 Read about four more teenagers who want apps to help
them with learning English. Underline three key pieces of
information about each person.
2 Anna enjoys all subjects but she needs more help with
English vocabulary and grammar. She is bored of doing
traditional exercises and is looking for an app with

READING
1 Emre often a finds language apps easy activities that are quick to complete.
ABOUT YOU and wants some difficult practice. He 3 Luis would like to get better at understanding movies and
What do you use your phone or computer for?
b
would like to improve his listening skills TV shows in English. He expects apps to look good and is
Make a list of things. and he c intends to use the app on his prepared to spend money on the right one.
short bus journey to and from school. 4 Evie’s interested in developing and revising her
vocabulary. She likes fun activities and she really enjoys
2 Read the descriptions of the first three competing against friends.

1
apps (A–C). Find two apps that do these 5 Filipe is an advanced level student and he would like an

VOCABULARY Computing phrases Look at the title of the article and the photos. What
things: app to help him revise grammar. He doesn’t want to pay
1 mention difficult practice B, C for an app.
do you think the article is about? Read the text 2 practise listening skills
4 Read the descriptions of the apps (A–H). Decide which
1.00 1 Match the beginnings and ends of the quiz 3 are suitable for use on short journeys
questions. Then listen and check.quickly and check your ideas. Ignore the spaces. Which app is best for Emre?
app would be the most suitable for each teenager in
Exercise 3.
EP

1.00 2 Listen to Jack’s answers to the quiz. Alex


asks follow-up questions to get more details.
Complete the questions.
1 Have you 19

From hobby
1 What did you do ?
ever deleted an WordPowr is all about learning words – LanguageLab costs nothing, but will be of
A E
2 How did you ?
3 How do you ? 2 Have you ever had nouns, verbs, everything. There are eight limited interest to anyone except high-level
4 What kinds of things ? 3 Do you have a games, which are very enjoyable, but the best language learners. The grammar reference for
5 What did ? part is that you can also play online against other users. each topic is full of important details but the practice
4

TO JOB
6 Which apps do you use ? Do you often share
At less than the price of a coffee, the app is great value that follows is fairly typical. The app also allows you to
7 How many do you ? 5 Have you ever done
for money. Games last just a few minutes, so it’s perfect compare your progress with friends on social networks.
8 Which ones do you the most?
6 Do you upload for a bus ride. Turn down the annoying music, though!
3 Complete the sentences about Jack with 7 How many new apps have you The design of VidEnglish isn’t always clear
1.00
words from Exercise 1. Then listen again and
8 Although EnglishScene is expensive, the app F and it seems to be mainly links to very high-
B
Do you ever download
check. is often given awesome reviews by its users. level video clips from documentaries. The
1 Jack deleted a school project, but his dad As soon as you use it, you can understand clips aren’t downloaded with the app, so it’s best to
helped him to get it back.
2 He got a when he installed a
a photos or videos to the internet to why. Everything about this app is professional, use when you have free wi-fi. There is a basic dictionary
share with friends? from the high-quality and interesting video stories, and the app is completely free, with no advertisements.
game.
3 He uses a different for each b different password for each website with challenging activities to support students in
understanding them, to the simple, but attractive design. The first thing you notice with GrammarWise
G only
website. you use?
is its professional-looking design. Everything
4 He often
Twins Chet and cdBetts
to funny videos or
DeHart have achieved what
important file by mistake?
Newscastmany young people dream ofare–fun,
C
photos. is a professional-looking app that about this app is easy to use. There
5 He has his name and found it in podcasts? helps you understand the news in English. animated grammar presentations and a huge choice of
some football reports.
6 He a lot of
they’ve made it eina search
and mainly
thefor fashion world. When they
your own name online? were
You listen to andjust
read stories,15,
do somethey
typical
exercises about new words, even a little grammar, and
created the
practice activities, with over 50streetwear
different grammar topics
per level. You can try one topic for free but it costs to
brand Lucid FC,fgwhich now sells worldwide.then
uses Instagram. a virus on your computer?
answer the questions. Each activity takes between get access to the whole app.
7 He has about ten this installed on your phone this week? five and ten minutes and is surprisingly hard.
week and has over 200 altogether.
h Themez is a fresh and unusual app. It uses
H
8 He sometimes and his favourites links to interesting websites with friends?
Practise the 3000 most frequent words in games to teach grammar and vocabulary
D
are the ones about science.
As kids, the boys loved trainers. 1 Slowly, After a couple of years, app
the boys
English with PassWords3000. This app is for decided
through topics to rename
like science and history. The their
4 In pairs, take turns to answer the quiz low-level students working by themselves and
is perfect for when you only have a few minutes to
questions in Exercise 1. If you can, use the
they built up a collection. Betts, the twin with the
follow-up questions in Exercise 2 to find brand Lucid FC and launch their
includes a very common range of activity types. It’s free,
practise, but
so sometimes you have to watch video advertisements
firstyoucollection,
at the moment can only play by yourself.which
out more information.

5 Tell the class something business


interesting you brain, knew all about the trainers he wore, included items of clothing.
to continue using it. New questions are added
every month.
While
TALKING they were studying the
POINTS
found out about your partner. What apps do you use to help you with studying?
how many were sold and where they were being
Sara got a virus on her dad’s computer
fashion business at college, Do youthey looked
mind paying for apps? for manufacturers
produced. 2
and they had to buy a new one.
He set up a YouTube channel, who could make their products. 4 The next challenge
86 UNIT 15 Sole Brothers, where he reviewed trainers in the was to find stores to sell their products.DIGITAL The LIFE twins87 were
Prepare_SB4_BOOK_2p.indb 86-87
twins’ collection. shopping at the fashionable VFiles clothing shop when they 14/06/2018 17:17

were offered jobs and their manager later decided to stock


While they were still at school, the twins decided to
the brand.
make their own trainers. They sold their collection
raise moneyIn
ExamtoTraining: forthe
theirexam
brand, level communicated books* with the ‘Prepare Celebrities were soon wearing it, too. One of their first

for themanufacturers overseas andYOU

everyofexam
exam’ sections provide complete
Unfortunately, it didn’t sell well. 3
finally

these conversations led to the production of a


MAD
5 E
released IT! a shoe.
The result
coverage at
A
customers, Rihanna, was wearing a Lucid FC jacket and cap
ofa basketball match
her. 5
READING

1 do
Today,
in 2015 when someone took a photo of
Look at the title of the article and the photos. What
the business continues
you think the article is about? Read the text
quickly and check your ideas. Ignore the spaces. to grow and the
*(levelshoe
3 fordecorated
A2 Key for with
Schools,
aABOUT
logo, level
YOU which 5 for B1 lookedPreliminary
good and for Schoolsbrothers
and have great plans for the future. 19

level became
7 for B2 First for Schools)
popular.
04 Watch the video and then answer the questions.
Do you like making things? Why? / Why not? From hobby
TO JOB
Do you think it’s important to learn manual skills?
What was the last handmade item you bought?

B
VOCABULARY Verbs for making things
Twins Chet and Betts DeHart have achieved what many young people only dream of –
they’ve made it in the fashion world. When they were just 15, they created the streetwear
1
PREPARE FOR
2 THE EXAM
Look at the photos and describe what you can see. brand Lucid FC, which now sells worldwide.

3
What is the object now and what was it before?

18
Listen to three teens, Mark, Leah and Will. Match each
speaker to one of the photos.
Match the highlighted words in the
As kids, the boys loved trainers. 1 Slowly,
they built up a collection. Betts, the twin with the
After a couple of years, the boys decided to rename their
brand Lucid FC and launch their first collection, which

3 article to the meanings.


business brain, knew all about the trainers he wore, included items of clothing. While they were studying the

Reading Part 4
Match the sentence halves. Then listen again and check. how many were sold and where they were being fashion business at college, they looked for manufacturers
18
produced. 2 He set up a YouTube channel, who could make their products. 4 The next challenge
EP Mark

1 make a product or products available


1 My brother Jake was fixing the bike Sole Brothers, where he reviewed trainers in the was to find stores to sell their products. The twins were
2 When we create something new twins’ collection. shopping at the fashionable VFiles clothing shop when they

2
3 We all know it’s important were offered jobs and their manager later decided to stock
Five sentences have been removed from theC text. For
a to recycle.
b a couple of years ago.
for the first time
While they were still at school, the twins decided to
make their own trainers. They sold their collection
the brand.
Celebrities were soon wearing it, too. One of their first
each question, choose the correct answer. There are
to raise money for their brand, communicated with
c from something old, it’s really satisfying.
Leah
2 gave his opinions about something
manufacturers overseas and finally released a shoe.
Unfortunately, it didn’t sell well. 3 The result
customers, Rihanna, was wearing a Lucid FC jacket and cap
at a basketball match in 2015 when someone took a photo of

three extra sentences which you do not need to use.


4 One of the trainers had a hole in it,
5 We had to customise them, 3 a type of product made by a particular
of these conversations led to the production of a
shoe decorated with a logo, which looked good and
her. 5 Today, the business continues to grow and the
brothers have great plans for the future.

company
6 First, we designed them on the computer and thought about became popular.

A The boys refused


7 I drew a cool pattern with coloured pens,
towanted
give them toup,
look. however, and continued
4 PREPARE
increased, developed
d how we
e and I decided to sew some bits of material on, too.
to talk to possible producers. FOR THE EXAM
which produce 3products
f you know, make them our own. Match the highlighted words in the
g so I had to mend it first.

B It was immediately
Will successful. 5 Reading
companies
Part 4
article to the meanings.

D 1 make a product or products available


8 We decided

C They spent the9h money they earned in their part-time


Then, we though it would be a great idea inquestion,
2 each large numbers
Five sentences have been removed from the text. For
choose the correct answer. There are
for the first time
2 gave his opinions about something
to decorate it. three extra sentences which you do not need to use. 3 a type of product made by a particular

jobs on really good ones.


i to rebuild it. A The boys refused to give up, however, and continued
to talk to possible producers.
company
4 increased, developed
4 Match the words in Exercise 3 to the meanings.
TALKING POINTS
5 companies which produce products
D Thanks to its publication,
1 make something look more
things on it or around it
people noticed the brand.
attractive by putting
B It was immediately successful.
C They spent the money they earned in their part-time in large numbers
jobs on really good ones.

with E It wasn’t the most attractive design that the


2 make something
twins D Thanks to its publication, people noticed the brand. TALKING POINTS
3 repair clothes that are broken or torn
5 aAskpartner.
and answer the questions with
Which of your hobbies could become
E It wasn’t the most attractive design that the twins
Which of your hobbies could become
produced. 4 use something again and not throw it away
5 draw or plan something before making it
produced.
a job in the future?
F Meanwhile, Chet was the creative twin.
6 change something to make it the way someone wants 1 What was the last thing you created?
a job in the future? What are the advantages and
G He was pleased with the progress they were making.
F Meanwhile, Chet was the creative twin.
7 join things together with a needle and thread 2 Who generally fixes things in your home?
3 Have you ever decorated or
disadvantages of having a job which
H This wasn’t easy, but they eventually found two.
is also your hobby?
reated? 8 build something again
customised any of your possessions?
What are the advantages and
G He was pleased9 repair
with the progress they were 4making.
something that isn’t working correctly
Do you think it is important to recycle

our home? things? Why? / Why not?


disadvantages of having a job which
H This wasn’t32easy,
UNIT 5 but they eventually found two. YOU MADE IT! 33
is also your hobby?
ssions? Prepare_SB5_BOOK_3p.indb 32-33 19/07/2018 14:41

38
o recycle
www.cambridge.es/prepare

‘Life Skills’ sections such as collaboration, decision


making, social responsibilities and creativity help
students to develop competences they will need for
the rest of their lives

LIFE SKILLS
17

COLLABORATION
TEAM WORK
WORKING AS
If you’re like me, you do a lot of team projects at school.
A For example, last semester I did a school presentation
about recycling with some classmates and it was much

A TEAM
easier and faster than doing everything alone. I enjoy team projects
because I’m a sociable person. I like sharing ideas with other people
and I get bored when I work alone. Of course, team activities aren’t
always easy. In fact, they can be stressful if people don’t know how
LIFE SKILLS to work well together. Here are some tips to make team work easier.
Working as a team By Jenny Larkins
Projects and other activities can be easier B

1 4
if we work with other people as a team. We Know the goals: Make a plan:
can do tasks more quickly if we share the Make sure everyone understands the goal of the After you split up the work, write down
work and help each other. Different group project. If you’re doing a class project, you need to a plan on paper. You can use a chart
members can combine their talents and
C check the teacher’s instructions carefully and ask questions or a calendar to help you. List all the tasks and
work on tasks they enjoy, while teaching whenever something isn’t clear. There’s a popular saying: ‘If you think about when each one must be finished. For
other people how to improve. don’t know where you’re going, you probably won’t get there.’ example, I had to find the facts for my recycling
project before my teammates could start the
Assign roles:

1 Ask and answer the questions with a partner.


2 Teams work better when people have roles. For
example, there should be a leader who helps everyone
presentation. For that reason, it’s important for
everyone to follow the plan. And if you can’t
finish your part on time, tell the others as soon as
take decisions. There might also be a note-taker who writes
1 How often do you work in teams in possible.
down the team’s ideas during meetings, and a time-keeper to
your classes?
5 Be respectful:
make sure people don’t waste time chatting. That was my role
2 Do you do any team activities in your
for the recycling project! Other roles might be fact-checker or When you’re working in a team, respect is
free time?
group representative for speaking to the class. essential. Listen when others are speaking
3 Do you like working in teams? Why
and don’t interrupt. Do your fair share, so other
5 Divide the work:
3
or why not? Look at photos A–C. What project topics could they
team members don’t have to do your work for
represent? For large projects, we can divide the work into smaller
2 Read the text on the opposite page quickly. tasks for particular people. Team members can
you. Finally, try to stay positive and enjoy yourself.
Why does Jenny enjoy team projects? What
role does she like?
16 6 Listen to a conversation. Which topic from the photos
does David like for the team project?
choose tasks they do well or enjoy. I always volunteer to find
Everything is easier when you’re having fun!

information because I like to read and search for facts on the

3 7
PROJECT
Match the sentences with the introduction or Listen again and complete the sentences. internet. Other people might be good at writing or making
16
tips 1–5 in the text. computer presentations. Of course, you shouldn’t
1 Anna thinks they should do a project about … A team
always do the same task. It’s good to try new
1 Some people may want to choose tasks 2 David’s mum thinks he should stay … presentation
things, even if they’re difficult!
they are good at doing. 3 David’s mum suggests that he asks his teacher …
2 Everyone has to be responsible and 4 David’s first idea for the group project was … Work in a team of four to prepare a class
complete their own tasks. 5 Last year, David took a course about … presentation. Choose one of the ideas below or
3 If you don’t understand the instructions, discuss other ideas with your teammates. Then
check with the teacher. 8 Read the Useful language phrases. Complete
them with the words in the box.
use the checklist to help you work as a team.
4 Think carefully about the best order for • Keeping a local park clean
doing the different tasks. • Staying safe when you do sports
5 When team members don’t work well about could know
• Collecting money for disaster victims
together, projects are more difficult. sure think topic
• Healthy eating
6 It’s more successful if team members each
have a special part to play in the team. 1 What role will each person play in the team?
USEFUL LANGUAGE 2 How are you going to divide the topic and tasks?
4 Match the highlighted words in the text to
the meanings.
Discussing ideas 3 What task does each person want to do? Why?
4 How long will each of the tasks take to
1 I we should make a list.
1 look carefully for something complete?
2 I don’t . Let me think.
2 making people nervous or worried 5 Which tasks need to be done first? And after
3 What collecting money?
3 divide a thing into smaller parts that?
4 I’m not . I can’t decide.
4 use something in a careless way 6 How can you show respect for other team
5 How about a different ?
5 any time or always members?
6 That be a good idea.
Present your work to the class.

28 LIFE SKILLS WORKING AS A TEAM 29

Prepare_SB5_BOOK_3p.indb 28-29 19/07/2018 14:40

CULTURE
LIVING NLINE

TEENS AND S CIAL MEDIA

EXAMS Courses
SOCIAL MEDIA MY LIFE ONLINE Teenagers today have grown up using the internet and they use social media much more than their parents and
other adults. However, young people may not be using this tecÚology in a way that’s effective or healthy. In
1 How many social media sites or apps do you use? a recent study, the CNN news agency followed a group of 200 North American teenagers for a period of six
2 How many times a day do you check your profiles? months to see how they were using social media. The results were quite shocking, especially for parents who
ABOUT YOU thought they knew what their children were doing online.
57

Answer the questions in My life online 3 How many posts do you write on a typical day?
and compare with a partner. 4 How many times a week do you post selfies?
During the experiment, scientists recorded 150,000 posts and In fact, a lot of what teens do on social media is related
5 How many followers would you like to have?
messages, which means approximately 125 messages a month to self-image and popularity. Some people always want to
for each person, although some teens wrote more messages than look perfect, so they take hundreds of selfies and then post
others. However, the most suprising fact was how often some teens only the very best one. Other people upload photos of all
1 Read the article on the opposite page. Which of these
sentences is the best summary?
56 5 Listen again. Answer the questions.
were checking their social media profiles. Some people looked the great places they visit, the fun things they do, and all of
1 What do Greg’s friends think about his at them up to 100 times a day, even at school or when they were the amazing people they meet and know. This competition
1 The internet is causing a lot of problems for teenagers. online habits? hanging out with other friends. But why were they checking their can be terrible, especially for people who aren’t very
2 Social media has negative as well as positive effects. 2 When does social media become a profile so often? When the scientists asked, they discovered that: cool or popular. It can also have a negative effect on
3 Online popularity is very important for young people. problem for Greg? schoolwork. The CNN study found that people who spent
3 How does Zoe’s friend Vanessa make her
2 the most time on social media often had lower grades.

21%
Complete the sentences with ideas from the article. laugh? of teens wanted to know if people had written
1 Parents and other adults don’t use 4 Does Zoe use social media for serious about them. They looked forward to positive On the positive side, social media seems to create stronger
2 The teenagers in the CNN study wrote activities? posts, but they also worried about negative ones connections between young people and their friends.
3 More than 60% of the teens wanted to know 5 For the most part, what does Marta do and how they should respond to rude comments. Some people might write nasty posts, but many teens use
4 Some people take lots of selfies because online? social media in a good way, to support their friends and
6 How does Marta deal with negative

36%
5 Students get poor grades if wanted to know what other people were doing show how much they care. They send posts to each other,
6 In the past, young people people? and they worried about not being part of an tell jokes and celebrate special occasions. Young people
7 Why don’t nasty messages bother Tyler? online group. This ‘fear of missing out’ (FOMO) could never share information about their lives in this way
3 Match the highlighted words in the text to the meanings. 8 How does Tyler keep in touch with
can quite stressful for many teens. in the past. The world might be changing, but fortunately
1 not very nice or friendly to people friends? young people are changing along with it.
2 do something to help another person
6
61%
Read the Useful language phrases. were checking their profiles for new ‘likes’,
3 think and worry about someone that is important to you Complete them with the words in the box. followers and comments on their posts. All of

PROJECT
4 when lots of people know and like you
5 very surprising, often in a negative way these things are extremely important in the world A presentation
general meeting tend of social media. about social
4
Extend the Life
Listen to four people talking about their social media think update usually media habits
56
habits. Complete the descriptions with person’s name.
Prepare a presentation about your
USEFUL LANGUAGE online and social media habits. Use
Making generalisations
1 I
2 I don’t
to go online quite a lot.
use Facebook.
the following topics to help you.
1 the amount of time you spend
online
Skills and Culture
1
Greg Zoe Marta

uses social media to keep up with what


Tyler 3 In
4 I generally
week.
, I don’t post videos.
my profiles every
2 the social media sites and apps
you use
3 the types of things that you post
lessons with clear,
step-by-step
friends are doing. 5 For the most part, I like in online
2 is more interested in spending time with person. 4 how often you update your profiles
friends offline. 6 Overall, I social media is a 5 the way you communicate with

projects which
3 likes making videos to share opinions with good thing. friends
other people. 6 the general opinion you have of
4 is too busy to spend a lot on time on social social media
media.

encourage students
Give your presentation to the class.

to think creatively
84 CULTURE SOCIAL MEDIA 85
and work together
11 NOW WATCH THE VIDEO

Prepare_SB5_BOOK_3p.indb 84-85 19/07/2018 14:47

39
Open World NEW

English for Spanish Speakers edition


Anna Cowper, Susan White, Niamh Humphreys, Susan Kingsley, 3
A2-B2
Anthony Cosgrove, Deborah Hobbs and Sheila Dignen levels

ELEMENTARY TO UPPER INTERMEDIATE

needs at leats 1mm spacing,


delete if the spine doesn’t allow for that
at leats 1mm spacing, Hologram sticker

OPEN OPEN
placement
f the spine doesn’t allow for that Hologram sticker
placement

WORLD WORLD
a
3xa

Open World
a Open World
TAKING YOU FURTHER! TAKING YOU FURTHER!

FIRST | Student’s Book without answers


PRELIMINARY | Student’s Book without answers with Online Workbook

3xa
Open World

Embark on a journey beyond the traditional boundaries Embark on a journey beyond the traditional boundaries
between exam preparation and real-world language in The ENGLISH FOR SPANISH SPEAKERS editions between exam preparation and real-world language in The ENGLISH FOR SPANISH SPEAKERS editions
Open World B1 Preliminary. help Spanish-speaking learners overcome Open World B2 First. help Spanish-speaking learners overcome
the difficulties they face when learning the difficulties they face when learning
English. This is achieved by integrating our English. This is achieved by integrating our
• Maximise performance with the systematic Exam • Maximise performance with the systematic Exam

OPEN OPEN
expert knowledge of Spanish speakers with expert knowledge of Spanish speakers with
Journey- training for each task, leading to full task information taken from the unique Journey- training for each task, leading to full task information taken from the unique
Cambridge Learner Corpus. Cambridge Learner Corpus.
practice in the Exam Focus practice in the Exam Focus
KEY

www.cambridge.es/ess www.cambridge.es/ess

• Embed strategies for exams success with Exam tips and • Embed strategies for exams success with Exam tips and
|

Exam facts throughout Exam facts throughout 12mm


Student’s Book with answers

• Open up Real World language knowledge with videos and • Open up Real World language knowledge with videos and
texts introducing common yet surprising expressions texts introducing common yet surprising expressions

WORLD WORLD
The ENGLISH FOR SPANISH SPEAKERS editions • Grow students’ capability and confidence with Push yourself • Grow students’ capability and confidence with Push yourself
sections and vocabulary to reach new heights sections and vocabulary to reach new heights
help Spanish-speaking learners overcome
he difficulties they face when learning • Launch mobile animations, before or after class, to spark • Launch mobile animations, before or after class, to spark 70% of the level colour
English. This is achieved by integrating our learning with Grammar on the move learning with Grammar on the move

OPEN
expert knowledge of Spanish speakers with
nformation taken from the unique
Cambridge Learner Corpus.
Niamh Humphreys • Susan Kingsley • Sheila Dignen

Anthony Cosgrove
www.cambridge.es/ess

12mm

B1 B2

Deborah Hobbs
Experts together Experts together

WORLD
Our aim is to deliver the materials you tell us you need. Our aim is to deliver the materials you tell us you need.
Exclusive insights from test development and candidate Exclusive insights from test development and candidate
performance guarantee expert content. The result is a unique performance guarantee expert content. The result is a unique PRELIMINARY FIRST
Exam Journey in each course, ensuring every student is ready Niamh Humphreys
Exam Journeyand Susan
in each course,Kingsley
ensuring every student is ready Anthony Cosgrove
on exam day. From skills development to exam tasks, language on exam day. From skills development to exam tasks, language STUDENT’S STUDENT’S
discovery to real-world usage, we create better learning with Sheila Dignen
discovery to real-world usage, we create better learning Deborah Hobbs
experiences, together. experiences, together.
BOOK BOOK
70% of the level colour without answers without answers

English for Spanish Speakers


pick a bright colour used in the cover

CUP_OW_Preliminary_WB_1p.indd 14-15 CUP_OW_First_SB_1p.indd 26-27 31/10/2018 15:31 06/11/2018 16:10


Anna Cowper

A2
Susan White

Taking you further!



Sheila Dignen

KEY
Anna Cowper and Susan White
with Sheila Dignen
STUDENT’S
BOOK - Official preparation for the revised A2 Key, B1 Preliminary and B2 First
with answers

English for Spanish Speakers 31/10/2018 15:34

English for Spanish Speakers


Open World is an exciting new • The ‘Real World’ texts and videos give
31/10/2018 15:34

with answers

course pushing students beyond the the learners a chance to demonstrate


BOOK

A2
with Sheila Dignen
STUDENT’S
Anna Cowper and Susan White
KEY

boundaries between exam preparation the English abilities they need to


nengiD aliehS

and real-world language. This course communicate effectively in the open


WORLD
etihW nasuS

covers all the topics and language world.


repwoC annA

70% of the level colour

OPEN needed for learners preparing for the


A2 Key, B1 Preliminary and B2 First
• ‘Push yourself’ sections extend
students’ capability and confidence to
www.cambridge.es/ess
12mm

Cambridge English Qualifications. an even higher level.


Cambridge Learner Corpus.
srewsna htiw kooB s’tnedutS

nformation taken from the unique

Open World’s unique exam journey • Launch mobile animations, before


expert knowledge of Spanish speakers with
English. This is achieved by integrating our
he difficulties they face when learning
help Spanish-speaking learners overcome
The ENGLISH FOR SPANISH SPEAKERS editions

provides a systematic route to exam or after class, to spark learning with


|
YEK

success, leading learners from exam ‘Grammar on the move’.


dlroW nepO

3xa
a

f the spine doesn’t allow for that


at leats 1mm spacing,
placement
Hologram sticker training tasks to full exam question • Includes a complete digital package
practice. for the teacher for classroom
presentation, assessment and extra
exam practice.

The English for Spanish Speakers section* provides for each level of Open World:

• Advice on problematic spelling.


• Listening activities designed to raise awareness of English pronunciation.
• Examples of past grammatical mistakes and how to correct them.
• Commonly used words and expressions and how they differ in use to their Spanish equivalents.

40 *Common to Compact, Complete and Open World


www.cambridge.es/openworld

For students For teachers

needs at leats 1mm spacing,


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Student’s Book OPEN
needs at leats 1mm spacing,
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Teacher’s Book
The Student’s Book is available with our without
WORLD
The Teacher’s Book contains detailed teacher’s
a
3xa
a

Open World
3xa
Open World

TAKING YOU FURTHER!

KEY | Teacher’s Book with Downloadable Resource Pack


answers and includes: notes with advice on classroom procedure and extra
THER! Embark on a journey beyond the traditional boundaries
KEY

between exam preparation and real-world language in The ENGLISH FOR SPANISH SPEAKERS editions
Open World A2 Key. help Spanish-speaking learners overcome
|

the difficulties they face when learning


Student’s Book with answers

English. This is achieved by integrating our


• Maximise performance with the systematic Exam
ional boundaries

OPEN
expert knowledge of Spanish speakers with
Journey- training for each task, leading to full task information taken from the unique

orld language in Cambridge Learner Corpus.

• Step by step exam preparation mixed with real teaching ideas, along with a full answer key and class
The ENGLISH FOR SPANISH SPEAKERS editions practice in the Exam Focus
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help Spanish-speaking learners overcome
the difficulties they face when learning • Embed strategies for exams success with Exam tips and
English. This is achieved by integrating our Exam facts throughout 12mm
matic Exam

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expert knowledge of Spanish speakers with
g to full task information taken from the unique • Open up Real World language knowledge with videos and
texts introducing common yet surprising expressions

WORLD
Cambridge Learner Corpus.
www.cambridge.es/ess • Grow students’ capability and confidence with Push yourself

world English audio download.


with Exam tips and sections and vocabulary to reach new heights
12mm • Launch mobile animations, before or after class, to spark 70% of the level colour
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ence with Push yourself

• Exam Focus section in each unit give full exam


w heights

Jessica Smith
after class, to spark 70% of the level colour

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Our aim is to deliver the materials you tell us you need. A2
Anna Cowper

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performance guarantee expert content. The result is a unique KEY
Exam Journey in each course, ensuring every student is ready
on exam day. From skills development to exam tasks, language TEACHERS

• Dedicated English for Spanish Speakers practice


discovery to real-world usage, we create better learning Jessica Smith
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A2
experiences, together.
Susan White

with Downloadable
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pick a bright colour used in the cover


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section
you need. CUP_OW_Key_SB_1p.indb 5-6 31/10/2018 15:35

d candidate
result is a unique KEY
student is ready Anna Cowper and Susan White
am tasks, language STUDENT’S
tter learning with Sheila Dignen
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with answers

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31/10/2018 15:34

A powerful classroom presentation tool that allows


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The Workbook provides further practice for the Book, Workbook and Class Audio at the front of the
Open World

THER!

language and skills taught in the Student’s Book. It classroom.


KEY
|
Workbook with answers with Audio Download

ional boundaries
orld language in

is available with or without answers.


The ENGLISH FOR SPANISH SPEAKERS editions
help Spanish-speaking learners overcome
the difficulties they face when learning
English. This is achieved by integrating our
matic Exam expert knowledge of Spanish speakers with
g to full task information taken from the unique
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with Exam tips and
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Frances Treloar

The Test Generator provides plenty of opportunities


you need.
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student is ready
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to create customised tests based on the teacher’s
am tasks, language WORKBOOK
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The Student’s Pack combines the Student’s Book


TAKING YOU FURTHER! TAKING YOU FURTHER!
KEY

KEY
|

|
Student’s Book with answers

Workbook with answers with Audio Download

Embark on a journey beyond the traditional boundaries Embark on a journey beyond the traditional boundaries
between exam preparation and real-world language in The ENGLISH FOR SPANISH SPEAKERS editions between exam preparation and real-world language in The ENGLISH FOR SPANISH SPEAKERS editions
Open World A2 Key. help Spanish-speaking learners overcome
Open World A2 Key. help Spanish-speaking learners overcome
the difficulties they face when learning the difficulties they face when learning
English. This is achieved by integrating our English. This is achieved by integrating our
• Maximise performance with the systematic Exam • Maximise performance with the systematic Exam

OPEN
expert knowledge of Spanish speakers with expert knowledge of Spanish speakers with
Journey- training for each task, leading to full task information taken from the unique Journey- training for each task, leading to full task information taken from the unique
Cambridge Learner Corpus. Cambridge Learner Corpus.
practice in the Exam Focus practice in the Exam Focus

Teacher’s Resource Bank


www.cambridge.es/ess www.cambridge.es/ess

without answers and the Workbook without


• Embed strategies for exams success with Exam tips and • Embed strategies for exams success with Exam tips and
Exam facts throughout 12mm Exam facts throughout 12mm
• Open up Real World language knowledge with videos and • Open up Real World language knowledge with videos and
texts introducing common yet surprising expressions texts introducing common yet surprising expressions

WORLD
• Grow students’ capability and confidence with Push yourself • Grow students’ capability and confidence with Push yourself
sections and vocabulary to reach new heights sections and vocabulary to reach new heights
• Launch mobile animations, before or after class, to spark 70% of the level colour • Launch mobile animations, before or after class, to spark 70% of the level colour
learning with Grammar on the move learning with Grammar on the move

answers. This shared* bank of resources offers exam


Anna Cowper

Frances Treloar

A2 A2
Susan White

Experts together Experts together



Sheila Dignen

preparation material for teachers to use in the


Our aim is to deliver the materials you tell us you need. Our aim is to deliver the materials you tell us you need.
Exclusive insights from test development and candidate Exclusive insights from test development and candidate
performance guarantee expert content. The result is a unique performance guarantee expert content. The result is a unique KEY KEY
Exam Journey in each course, ensuring every student is ready Anna Cowper and Susan
Exam Journey in each White
course, ensuring every student is ready
on exam day. From skills development to exam tasks, language on exam day. From skills development to exam tasks, language STUDENT’S WORKBOOK
discovery to real-world usage, we create better learning with Sheila Dignen Frances Treloar
experiences, together.
discovery to real-world usage, we create better learning BOOK
experiences, together. with answers
with answers with Audio Download

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classroom and authentic Cambridge exams available


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for download for each exam level.


Self-study Pack
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OPEN
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WORLD
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Open World

Open World

The Self-study Pack is ideal for students who want


TAKING YOU FURTHER! TAKING YOU FURTHER!
KEY

KEY
|

|
Student’s Book with answers

Workbook with answers with Audio Download

Embark on a journey beyond the traditional boundaries Embark on a journey beyond the traditional boundaries
between exam preparation and real-world language in The ENGLISH FOR SPANISH SPEAKERS editions between exam preparation and real-world language in The ENGLISH FOR SPANISH SPEAKERS editions
Open World A2 Key. help Spanish-speaking learners overcome
Open World A2 Key. help Spanish-speaking learners overcome
the difficulties they face when learning the difficulties they face when learning
English. This is achieved by integrating our English. This is achieved by integrating our
• Maximise performance with the systematic Exam • Maximise performance with the systematic Exam

OPEN
expert knowledge of Spanish speakers with expert knowledge of Spanish speakers with
Journey- training for each task, leading to full task information taken from the unique Journey- training for each task, leading to full task information taken from the unique
Cambridge Learner Corpus. Cambridge Learner Corpus.
practice in the Exam Focus practice in the Exam Focus
www.cambridge.es/ess www.cambridge.es/ess

to learn on their own, and includes the Student’s


• Embed strategies for exams success with Exam tips and • Embed strategies for exams success with Exam tips and
Exam facts throughout 12mm Exam facts throughout 12mm
• Open up Real World language knowledge with videos and • Open up Real World language knowledge with videos and
texts introducing common yet surprising expressions texts introducing common yet surprising expressions

WORLD
• Grow students’ capability and confidence with Push yourself • Grow students’ capability and confidence with Push yourself
sections and vocabulary to reach new heights sections and vocabulary to reach new heights
• Launch mobile animations, before or after class, to spark 70% of the level colour • Launch mobile animations, before or after class, to spark 70% of the level colour
learning with Grammar on the move learning with Grammar on the move

Book with answers, the Workbook with answers,


Anna Cowper

Frances Treloar

A2 A2 *Common to Open World, Compact and Complete


Susan White

Experts together Experts together



Sheila Dignen

Our aim is to deliver the materials you tell us you need. Our aim is to deliver the materials you tell us you need.
Exclusive insights from test development and candidate

and access to the class audio files.


Exclusive insights from test development and candidate
performance guarantee expert content. The result is a unique performance guarantee expert content. The result is a unique KEY KEY
Exam Journey in each course, ensuring every student is ready Anna Cowper and Susan
Exam Journey in each White
course, ensuring every student is ready
on exam day. From skills development to exam tasks, language on exam day. From skills development to exam tasks, language STUDENT’S WORKBOOK
discovery to real-world usage, we create better learning with Sheila Dignen Frances Treloar
experiences, together.
discovery to real-world usage, we create better learning BOOK
experiences, together. with answers
with answers with Audio Download

pick a bright colour used in the cover


English for Spanish Speakers English for Spanish Speakers
pick a bright colour used in the cover

CUP_OW_Key_SB_1p.indb 2-3 31/10/2018 15:34


CUP_OW_Key_SB_1p.indb 8-9 31/10/2018 15:35

EXAMS Courses

Open World Digital


Digital resources for learners
• Fully-interactive Digital Student’s Books and Workbooks are available both online and offline. These
are both multiplatform and multi-device, working on computers, tablets and interactive whiteboards.
Digital resources for teachers on The Cambridge Teacher
• Presentation Plus: an easy-to-use classroom tool that puts all your multimedia resources into one
place.
• Test Generator: helps you measure your students’ progress by creating your own Unit, Term and Final
tests.
• Exam Preparation Bank*: this includes, for each Cambridge exam, speaking videos and worksheets
focusing on performance and preparation, plus listening and reading worksheets. Also included are
authentic Cambridge exams for A2 Key, B1 Preliminary and B2 First.
Available on thecambridgeteacher.es.

Full ISBN listing on page 74 41


Open World
5 054 Listen again. Which speaker … 7 Work in pairs and discuss the questions. What kind of
places do you like visiting with friends? Do you visit
1 will have less time in London than the others?
the same kinds of places with family?
2 needs to buy things for a family member?
3 may spend some time alone?
4 is not travelling home on Sunday afternoon?
DID YOU KNOW?

4 Listen again. Which speaker … 7 Work in pairs and discuss the questions. What kind of
5 is more interested in seeing Dylan than in seeing
British English: you write to somebody. e.g. Please write to me
London?
when you arrive in New York.
055 Now listen to Dylan’s plan for the weekend American English: you write somebody (no to) e.g. Please write
6
me or The college wrote him about his exam results.
and put the photos A–E in the correct order.
British English: visit a friend, visit your aunt

A places do you like visiting with friends? Do you visit


American English: visit a friend or visit with a friend

will have less time in London than the others? SPEAKING PART 1  TRAINING 

the same kinds of places with family?


eeds to buy things for a family member?
In Part 1 of the speaking test, the examiner will ask you
some questions about yourself. You may need to talk about
where you live, what you do, your hobbies, people in
your life, etc.

LISTENING The questions are simple, but avoid one-word answers,


and make sure what you say is relevant.

may spend some time alone?


1 Answer the quiz questions. Work in groups and
discuss your answers.
2 Work in groups and discuss the questions. Do you
live in or have you ever visited your country’s capital
city? How would you spend a day there with friends?
B 1 056 Listen to these four answers to one question.
Do you think they are good? Why/Why not?

2 Work in pairs. Ask and answer these questions that

not travelling home on Sunday afternoon?


1 You want to have a fun day out

DID YOU KNOW?


3 053 Three friends are going to visit Dylan, can come up in the speaking test.
with some friends. How do you a young man who has gone to live in London.
1 Where do you live?
organise it? Why? Listen to this short voice message and answer
2 What do you do?
the questions.
3 How do you get to school/work every day?

more interested in seeing Dylan than in seeing


I use email. 1 When are the three friends going to London? 4 Do you enjoy learning English? (Why/Why not?)
2 What is the main purpose of Dylan’s message? 5 Do you think English will be useful for you in
the future?

British English: you write to somebody. e.g. Please write to me


I write messages to individual people. 4 054 Listen to messages from Dylan’s three
C

ondon?
friends. Who suggests which activity? Write Rafi, 3 057 Listen to candidates answering the questions

I create a group on a messaging app. Megan or Sue under each photo. below.

when you arrive in New York.


1 Can you tell us about your family?
A 2 What does your family do together?
I phone people.

Exam Training tasks expose


3 Where do you meet your friends?
B 4 Tell us about a teacher that you like.
2 If you are going to be late to

American English: you write somebody (no to) e.g. Please write
Which candidate uses which phrase or strategy to
meet a friend, how do you tell

5 Now listen to Dylan’s plan for the weekend


gain time to think while forming an answer?

learners to each question type,


him or her? Why?
D
C

meUSEFUL
or The college wrote him about his exam results.
LANGUAGE
I send a written message. E

giving them the confidence to


Let me see, … Well, … So, …

ut the photos A–E in the correct order.


I send a voice message. repeating part of the question

I phone the person.


British English: visit a friend, visit your aunt
progress to full task practice in
4 Work in pairs and ask and answer the questions from
exercise 3.
I don’t do anything. My friend

American English: visit a friend or visit with


is probably late too!

78 UNIT 6 ExamaFocus
friendsections after
ONLINE, OFFLINE 79

Open_World_Preliminary_U06_U08_3p.indd 78 12/12/2018 16:09 Open_World_Preliminary_U06_U08_3p.indd 79

each unit. 12/12/2018 16:09

SPEAKING PART 1  TRAINING 

In Part 1 of the speaking test, the examiner will ask you


some questions about yourself. You may need to talk about
where you live, what you do, your hobbies, people in
your life, etc.
The questions are simple, but avoid one-word answers,
and make sure what you say is relevant.

1 056 Listen to these four answers to one question.


Do you think they are good? Why/Why not?
‘Real World’ pages 2 Work in pairs. Ask and answer these questions that
give learners a
3 You might find these words and expressions on 7 059 Join beginnings and endings of these

can come up in the speaking test.


travel websites. Find them in the text and choose sentences and questions you can use when you meet
the correct meanings. new people. Listen and check.

chance to develop MEETING PEOPLE IN …


1 locals
a people who live in a place
b tourists
PHRASES YOU MIGHT USE
1 Have we got a be Xavier.

the English
PARIS 1
2 It’s very kind of you b with you, we’d love to.

Where do you live?


2 travel mates
3 If that’s OK c really cool people.
a friends you can travel with
4 You must d the right address?
b friends you can stay with when travelling

abilities and life


5 Shall we order e message her.

2
3 a tour guide

What do you do?


6 How long have you f to offer us a room.
a a book about a city
7 I’ve met some g been in Paris?
1 Look at the photos of Paris. What do you know about b someone to show you around a city

skills needed to
8 OK. I’ll h a coffee?
the city? How easy do you think it is to meet people 4 a place to crash

3 How do you get to school/work every day?


and make friends when you’re travelling? a somewhere you can sleep
8 Read the sentences and questions. What ways do you
b a way of avoiding accidents

communicate
know to express these ideas?
5 insider tips
Home About D e s t i n at i o n s Search

4
a advice based on personal knowledge

Do you enjoy learning English? (Why/Why not?)


PHRASES YOU MIGHT HEAR
b help with money

effectively in the
1 It’s Jamie and Ian, isn’t it?
Imagine beautiful scenery and the feel of the wind in
your hair, or the sights, sounds and smells of a new city 4 How do you think you can stay safe when you use 2 Come on in.

5 Do you think English will be useful for you in


– there’s nothing like the feeling of exploring new travel websites? 3 Where are you guys from?

open world.
places! Whether your holiday is a hike across the Rocky 4 Will you be eating with us this evening?
Mountains or a long weekend in Paris, the best thing about 5 Read the information about how to use travel 5 That’s settled, then.
travelling is often the people that you meet. However, meeting websites. Why do you think this advice is important?
people isn’t always easy. Below are some social networks to help
you meet people, get to know a country’s culture and make some
amazing memories.
the future? Can you think of any other advice? Work in pairs and
compare your ideas.
9 Watch the video about meeting people in Paris.
What do you learn about visiting Paris? Make notes.

Travelmates Using travel websites – Safety information 10 Compare your notes. Then watch again to check
Never travel alone again. With Travelmates, you can contact possible Your safety is important, so take it seriously. your ideas.
travel friends and read and write reviews for hotels, restaurants and Review information about other people

3 057 Listen to candidates answering theWATCH


questions
popular tourist sights. You can also contact locals before you visit a new carefully
place, and receive updates when someone travels to your hometown. You
Read what members say about themselves and
can search for people your own age or with the same interests as you, or
what other members have said about them.
just for people travelling to the same place at the same time.
If you’re uncomfortable, keep looking.
Localfriends
Localfriends connects you with locals in the place you’re visiting, making
sure you always have a tour guide, a place to crash or just someone with
below. Trust your own feelings
If a person or situation seems unsafe for any
reason, move on. It can be a good idea to stay
insider tips when you’re in a new place. Many members offer their guests with families if you’re travelling alone.
opportunities to cook together, compare recipes from their home countries

1 Can you tell us about your family?


Always use the website to communicate
and even practise the local language together.
and set up meetings
Freesofas 2 Read part of a website about how Never give out your phone number or email
Freesofas is one of the best travel websites, and is a really useful site for to meet people when you are address to a new person until you meet them and

2 What does your family do together?


anything a traveller may need. You can find friends to travel with, a place to travelling. Decide which social feel comfortable with them. Always use the
crash and recommendations for the best bars, places to eat and free open website to communicate.
network each sentence matches.
air concerts. Why would you ever travel without it?
1 You can choose to contact only

3 Where do you meet your friends?


6 059 Listen to three conversations in Paris.
people who are interested in the
same things as you. What are the travellers doing in each conversation?
There is one answer you don’t need.

LIFE COMPETENCIES
2 You can learn where to listen to
live music in a city.

4
a trying to find a local person who can show them the city
3

4
Tell us about a teacher that you like.
The people you stay with might
show you how to cook local food.
You can also learn when travellers
b
c
arriving at someone’s flat where they are going to stay
arranging a place to meet someone SOCIAL RESPONSIBILITIES AND COMMUNI
CATION
d meeting someone to go to a concert with them
from other countries visit your city, 11 Go online and find a social network site for
so you can meet them. travellers like the ones mentioned above. Find
out more information about how it works and

Which candidate uses which phrase or strategy to


how you can use it safely. Prepare a report for
your classmates.

88 89

gain time to think while forming an answer?


UNIT 6 ONLINE, OFFLINE

Open_World_Preliminary_U06_U08_3p.indd 88 12/12/2018 16:10 Open_World_Preliminary_U06_U08_3p.indd 89 12/12/2018 16:10

42 D
EXAM FOCUS
www.cambridge.es/openworld

READING PART 3
EXAM FACTS EXAM TIPS
• You read a text of about 330–360 words. • Read each question carefully and find the section of the
• You also read five questions. text which contains the information needed to answer
that question.
• Some of the questions test your understanding of people’s
feelings, attitudes and opinions. • Choose the option which has the same meaning as
information in the text. Remember that the answer
• Each question has four options, A, B, C and D. probably uses different words and phrases from the text.
• You choose the correct answer to each question by finding • Each of the first four questions is usually about one section
information in the text. of the text. The questions are in the same order as the
information in the text, so you should answer the questions
in that order.
• The fifth question has longer options and a more general
focus. You should answer this question last, as you need
to look at the whole text to find the answer.

Exam tips question,


For each and Examchoose
facts the correct answer.
support students’ strategies EXAM FOCUS
1 What does Sophie say about her relationship with her two
best friends?
A They share a lot of interests.
SPEAKING PART 1

for exam success


B They all have similar characters. EXAM FACTS

Digital Detox
C They always get on well together.
• The examiner introduces himself or herself, tells you the
D They know that they can trust each other. name of the other examiner who is in the room, and asks
your name.
READING PART 3 2 Why did Sophie suggest going on the Digital Detox break?
• There is another student in the room with you, but you
A She was tired of working at her computer all week. don’t need to talk to them in Part 1.
B She was worried by something she had read on the • The examiner asks you some simple questions about
EXAM FACTS EXAM TIPS internet. yourself and your life.

Sophie Nelson describes a technology-free weekend


• You read a text of about 330–360 words. • Read each question carefully and find the section of the C She was bored with the usual things that she did with • You need to answer all the questions.
• You also read five questions. text which contains the information needed to answer her friends.
that question.
• Some of the questions test your understanding of people’s D She was embarrassed by how much time she spent on
feelings, attitudes and opinions. • Choose the option which has the same meaning as
information in the text. Remember that the answer social media. EXAM TIPS
• Each question has four options, A, B, C and D. probably uses different words and phrases from the text.
3 How did Sophie’s friends feel before they went on the • Smile and look at the examiner when you introduce
• You choose the correct answer to each question by finding • Each of the first four questions is usually about one section yourself.

I’m Sophie, and I want to tell you about an interesting weekend I spent with my friends, Chloe
information in the text. of the text. The questions are in the same order as the
Digital Detox break?
• Give answers that are as full as possible. Don’t give
information in the text, so you should answer the questions A keen to try an unusual experience
one-word answers or just say ‘yes’ or ‘no’.
in that order. B confident that they would benefit from it • If you don’t understand something, you can ask the
• The fifth question has longer options and a more general C upset at having to leaving their phones at home examiner to repeat it. You can say ‘I’m sorry’ or ‘Excuse

and Ella. The three of us have been friends since we were at college. Chloe’s quiet and likes
focus. You should answer this question last, as you need me’, and then ‘I don’t understand’ or ‘Could you repeat
to look at the whole text to find the answer. D unsure about whether they would enjoy it
the question, please?’
4 What was the biggest surprise for Sophie and her friends • Avoid silences. If you are not sure what to say, you can
during the weekend? use fillers such as “Well’, ‘In fact’ or ‘Let me see’.

reading, Ella’s cheerful and mad about sports, while I’m confident and love music, but we’re
For each question, choose the correct answer. A how relaxed they felt
B how quickly the time passed Answer these questions as fully as possible:
Digital Detox C how much fun they had together
1 Hello, I’m Tom Wilson. What’s your name?
D how easy it was to be without technology

all really close. Although we often argue about things, we always have a good time together.
Sophie Nelson describes a technology-free weekend 2 Where do you live?
I’m Sophie, and I want to tell you about an interesting weekend I spent with my friends, Chloe 5 What might Sophie write in her diary at the end of the 3 How long have you lived there?
and Ella. The three of us have been friends since we were at college. Chloe’s quiet and likes weekend? 4 Do you work or are you a student?
reading, Ella’s cheerful and mad about sports, while I’m confident and love music, but we’re A I’m so glad Chloe and Ella persuaded me to go on the 5 Do you take English classes?

I can always rely on them to tell the truth and support me whatever happens, and they can
all really close. Although we often argue about things, we always have a good time together. Digital Detox break. It was great to spend a weekend 6 Do you like studying English?
I can always rely on them to tell the truth and support me whatever happens, and they can without electronic equipment.
7 How often do you meet up with your friends?
rely on me, too. B The Digital Detox break has completely changed my
8 What did you do last weekend?
Not long ago, I was having a dull week at work. While I was browsing some websites on my attitude to my smartphone, so I’m going to give up
9 Tell us about the people you live with.

rely on me, too. computer, I saw an article about the dangers of spending too much time on social media. using social media!
By the time I got to the end of the article, I felt quite anxious. Like most people of our C After going on the Digital Detox break with my friends,
generation, my friends and I are always blogging, tweeting and commenting on each other’s I’ve realised that there are both advantages and
status. So, I asked them if they fancied going on a break called Digital Detox – three whole disadvantages to technology.
days without technology! D We all had fun on the Digital Detox weekend. In fact,
everyone who went on the break agreed that it’s good

Not long ago, I was having a dull week at work. While I was browsing some websites on my
I explained this was a weekend in a countryside hotel where laptops, tablets and phones are
to spend time away from technology.
forbidden. I said that it might be challenging, but it would also be good for us. Chloe and Ella
weren’t convinced but agreed straight away because they said it would be fun to do
something different. So, we put away our phones and set off for our technology-free weekend.

computer, I saw an article about the dangers of spending too much time on social media. It was a fantastic experience. Everybody at the hotel went for walks, swam in the pool and
played tennis. A few people couldn’t stand being out of contact and went home, but most
stayed and loved it. Chloe, Ella and I spent hours just talking and laughing, and we didn’t miss
our smartphones at all. The most amazing thing, though, was the lack of stress: we couldn’t

By the time I got to the end of the article, I felt quite anxious. Like most people of our believe how calm and chilled out we were. By the end of the weekend, I understood that
technology can spoil your enjoyment of simple pleasures. It’s very useful for keeping in touch
with people, but you shouldn’t be looking at screens all the time. Sometimes it’s good to just
switch off!
HOW WAS IT?
generation, my friends and I are always blogging, tweeting and commenting on each other’s Gave it a go

Getting there

status. So, I asked them if they fancied going on a break called Digital Detox – three whole Aced it!

days without technology! 86

Open_World_Preliminary_U06_U08_3p.indd 87
UNIT 6 ONLINE, OFFLINE 87

12/12/2018 16:10
Open_World_Preliminary_U06_U08_3p.indd 86 12/12/2018 16:10

I explained this was a weekend in a countryside hotel where laptops, tablets and phones are
forbidden.
PUSH YOURSELF I said that B2 it might
WRITINGbe challenging, but it would also be good for us. Chloe and Ella
weren’t convinced
GRAMMAR: FUTURE
UNCERTAINTY
CERTAINTY AND but agreed
A BLOG POST
straight away because they said it would be fun to do
1 Here is some advice on writing a blog. One of the

something different. So, we put away our phones and set off for our technology-free weekend.
1 We can’t always predict the future. Rank these
sentences does not offer good advice. Which one is it?

EXAMS Courses
phrases according to how sure the speaker feels A Personality is important, so try to have your own
that something will happen. 1 = very sure, 6 = they personal style.

It was a fantastic experience. Everybody at the hotel went for walks, swam in the pool and
don’t believe that it will happen. There is more B Readers can get bored quickly, so don’t write very
than one possible correct ranking. long paragraphs.
C Writing is not speaking, so use a formal tone.
a It will probably happen.
played tennis. A few people couldn’t stand being out of contact and went home, but most
b
c
It will definitely happen.
I doubt that it will happen.
D Invite comments on your post.

2 Which of these openings would make you keep

stayed and loved it. Chloe, Ella and I spent hours just talking and laughing, and we didn’t miss
d
e
It certainly won’t happen.
There’s a good chance that it will happen.
reading the post? Why?

A In this post I am going to discuss the different ways in


f There’s not much chance that it will happen.

our smartphones at all. The most amazing thing, though, was the lack of stress: we couldn’t
which we can be friends with people.
2 Discuss these predictions in pairs. Will they B Friends. Who can live without them? I know I can’t.
But what is really important in a friendship?
happen? How sure do you feel?
believe how calm and chilled out we were. By the end of the weekend, I understood that
1 Everybody in the world will be connected on social
C Let me tell you a story about a day when I really
needed a friend.
networks. D Friends are more important than family. My family is

technology can spoil your enjoyment of simple pleasures. It’s very useful for keeping in touch
2 There will only be one social network because the
biggest one will buy all of the other ones.
boring. I never talk to my parents.

3 We will stop learning languages. Social media will 3 Now read this blog about friendship and find

with people, but you shouldn’t be looking at screens all the time. Sometimes it’s good to just
4
automatically translate everything for us.
We will have to pay for our social networks and
phrases that the writer uses to involve readers.

messaging apps.
switch off! Let me tell you a story about a day when I
I doubt that everyone will be connected on really needed a friend. I was on holiday with
social networks. What about in places
my parents and my sister. It was quite a
where people don’t have internet access?
cold day and we had stopped in a café to
I think that social network companies
have a rest and a hot drink. I was carrying
will probably make sure that the drinks to our table, when I slipped and
everyone in the world has internet! dropped them. The drinks spilt all over my
sister’s new jacket! It was an accident, but
she was really angry and wouldn’t talk to
me anymore. I didn’t know what to do, so I
texted my best friend. He said ‘Just say
sorry to your sister even though it isn’t your
fault.’ Luckily, she accepted my apology,
and later that day we went shopping for a

‘Push yourself’
new jacket. Have you ever been in a similar
situation? What did you do? I can’t wait to
hear your stories!

sections extend
students’ capability
4 Write a blog post about friendships. You should
write about 150 words. Write about either what you
think is important in friendships or a time when you

86 were able to rely on a good friend.

and confidence to
work at an even
Open_World_Preliminary_U06_U08_3p.indd 86
UNIT 6 ONLINE, OFFLINE 83
higher level. 12/12/2018 16:10

43
Open_World_Preliminary_U06_U08_3p.indd 83 12/12/2018 16:09
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12
this popular intensive course even
4 What are you doing now?
Technology & me
easier to use with clear step-by-step
approach to each exam paper
Listening Part

READERS’ TIPS 1 Work in pairs. Look


2 and the exam tas

SPORT
Tips of the week! with the correct nu
Great places to do all your favourite sports.
Send us a tip and win some new sports clothes! 1 There are
1 There’s a new park behind the shopping centre
part.
that nobody uses. It’s cool for BMX bikes too! On 2 You have to ans
your way home, get some hot chocolate from each conversati
Jack’s Café! Morgan, 14 2 My granddad and I always go to Harts River. We don’t catch very 3 Each question h
much there but we always have a good time. Freddy, 15 have to choose
3 There are two new tables at the sports centre. Ask the
COMMUNICATION

receptionist for bats and balls. Lucie, 13


Exam tip
4 They’re looking for new players at the ice rink. You have to be

PC Bangs
good at ice-skating, like fast ball sports and be fit. Mel, 13 You will hear info
5 You can practise throwing balls at Mike’s Sports Shop on only one of the pi
Saturday. Players from the city team will be there to give lessons.
Yolanda, 12 Yo
2 Read question 1 fr
Wh
6 The outdoor pool is open again! Go there after 6 p.m. and it’s
empty. Neil, 11 at the pictures. Th
In South Korea, computers, tablets and smartphones are Grammar & 1 What are the im
Vocabulary Underline them
a very important part of the culture. According to recent 2 What is Cara do Ex
A
studies, almost all of the population go online at least 1 Work in pairs. Match the Readers’ Tips above with 4 Exam candidates often make mistakes with the B
these sports. spelling of verbs in the present continuous. Correct C 0
once a week and around 50% of people spend more than skateboarding 1 table tennis five more mistakes in this message.
writing 1 What’s Cara do
swimming fishing
14 hours a week on the internet. As with other countries, ice hockey basketball
I’m bored. I’m wrinting this message outside school
because I’m wating for my friends. Some of them are

this is often to send messages, chat with friends, shop 2 Complete the table with these sports and those from
styding in the library and others are workin in class.
What are you doing? Are you lisening to music? Oh – I
Pe
Exercise 1. Then add more words to the table. can see my friends cooming now so I’ve got to go.
online, post social media updates, or download films aerobics athletics cycling football golf 5 Complete Dan and Lucy’s conversation with the
1
and TV shows. However, online games are particularly ice-skating martial arts correct form of the present continuous.

important in South Korea with over 25 million gamers


skiing surfing volleyball
Dan: What (1) are you doing (you / do), Lucy?
Lucy: I (2) (watch)
2

12 (over half of the population) playing mobile, video or


play go do
Listening
the basketball final with Freya. A
3
onlineTechnology & me
volleyball Dan: (3) (the school
team / win)?
multi-player games. Grammar – Present continuous Lucy: Yes, it (4) .
3 13 Listen and

Page 94
Harjeev (5) 4 13 Listen aga
4
But where do South Koreans go when they want to use a Complete the definitions with the present passive
7 (play) really well. the pictures (A, B o
Exam task
form of the verbs in brackets.Dan:
Then(6)write the (Toby / sit) above.
correct
andword.
really fast computer to play an online multi-player game? 3 Read thethetext. What sport are Nicolas Sara with you?
5
COMMUNICATION

44 For each question, choose correct answer. 1 What’s Cara doi


playing at the moment? Lucy: No, he (7) . He
PC Bangs camera email address internet 2 What did Cara m
For most Koreans gamers, the answer is a PC Bang. You will hear Tasha talking to a friend about her family.
Nicolas is carrying a racket and three small yellowkeyboard
What is each person’s favourite thing?
Now he’s hitting one of the balls with
balls.
(8)
mouse screen
water at the café. Why?
(buy) some
3 What does the b
In South Korea, computers, tablets and smartphones are 1 his racket.are
Photos Buttaken (take) with this. camera
Dan: I’m at his cousins’ match. They
Bang
a very important ispart a Korean
of the word
culture. According to recentfor room so a PC Bang is a kind of
studies, almost all of the population go online at least
Example: what is Sara doing? She isn’t hitting2 the ball, she isn’t
Films
playing well today. Nicolas is winning 40–15 right now.
(watch) on this.
(9) (lose).
0 Dad A Lucy: Oh, no! I’ll tell him.
internet
14 hours a week on thecafé orwithgames
internet. As other countries,centre with hourly fees of about
once a week and around 50% of people spend more than
24
3 This (need) to write on
People Things a computer.
$1postper
online, hour.
social media PC
updates, Bangs
or download films are particularly popular with
this is often to send messages, chat with friends, shop
1 Mum A CD player 4 Music
here.
(download) from
and TV shows. However, online games are particularly
teenagers
important in South Korea withasoversocial meeting
25 million gamers
(over half of the population) playing mobile, video or
places. 2 Sister B digital camera 5 This (move) and it
(click) to do things on
3 Brother C DVD player
online multi-player games. the computer screen.
4 Grandmother D laptop 6 Messages (send) to you
But where do South Koreans go when they want to use a
really fast computer to play an online multi-player game?
For most Koreans gamers, the answer is a PC Bang.
5 Grandfather E mobile phone here. Gr
F PC

Listening
Bang is a Korean word for room so a PC Bang is a kind of 8 Complete the text with the present passive form of
internet café or games centre with hourly fees of about G tablet the verbs in brackets.
$1 per hour. PC Bangs are particularly popular with
teenagers as social meeting places. H TV

Grammar – The passive: present simple


WHAT IS In󰇷󰇷󰇷󰇷󰇷󰇷󰇷󰇷󰇷󰇷󰇷󰇷󰇷? 6 Lo
Listening Page 107

Part 5 6 Look at the pictures and answer the questions. Instagram is an app which
(1) (use) to share
Part 5
photos and videos with friends. It’s easy to join
1 Read the text about young people from South Korea. Exam tip Instagram; the app (2)
Read the text about young
1 is a PC Bang? Have you got something similar in
What
your country?
people from South Korea.
You may hear two of the answers (A–H) for each Exam tip (download) for free onto a smartphone and you then
sign up using your email address or phone number.
2 What
Choose the istoacomplete
correct verbs PC Bang?these Have person
you got something similar in
(1–4). Listen for words like but, instead and
now as these will help you to choose the correct Often a real name (3)
questions. Use the text in Exercise 1 to help you.
1 Do youyour country?
go / use the internet every day?
one. You may hear two of the answers (A–H) for each (not use) – a lot of people use a nickname. On
Instagram, the people who see our photos or videos
2 How much time do you take / spend online per
week?
4 43 Listen to Susie talking to her brother about her person (1–4). Listen for words like but, instead and (4) (not call) ‘friends’.

Choose the correct verbs to complete these


32 How many messages do you make / send per day? friends. Each friend has just got something new. They (5) (know) as
4 When was the last time you posted / updated Tick (✓) the correct word.
now as these will help you to choose the correct ‘followers’ because they follow our posts. Many

questions. Use the text in Exercise 1 to help you.


something on social media such as Facebook and 1 Leo laptop ✓ mobile phone famous people (6)
(follow) on Instagram. Some famous
Twitter?
5 Have you downloaded / saved any mobile games for
2 Elsa DVD printer one. pop stars have over 100 million
1 Do you go / use the internet
3 Callum
your smartphone? If so, which ones?
every
6 Do you play / practise any multi-player games with
4 Sunita
day? DVD
games console
games console DVD
1 My friends often send 2 I’m sometimes sent
followers!
me messages. funny videos.
2 How much time do you
friends or family?
take / spend online per

EXAMS Courses
3
Read the exam task
Work in pairs. Ask and answer the questions in on page 73. Who
5 is Tasha talking
Exercise 2.
week?
to? What about?
41 Do we know 43 who sends Listen
messages toto Susie talking to her brother about her
the boy?

3 How many messages do you make / send per day? User-friendly


friends.
3 Which Each
sentence is in the passive? friend
4 How do we form the passive?
exam
2 Do we know who sends the funny videos? Is it important?
has just tipsgotprovide essential
something new.
72
4 When was the last time you posted / updated strategies
Tick (✓) the for
correct each word. exam question UNIT 12 73

something on social media such as Facebook and 1 Leo laptop ✓ mobile phone
Twitter? 2 Elsa DVD printer
5 Have you downloaded / saved any mobile games for
your smartphone? If so, which ones? 3 Callum games console DVD
6 Do you play / practise any multi-player games with 1 M
Compact Key for Schools Digital
friends or family?
4 Sunita games console DVD
m
3 Work in pairs. Ask and answer the questions in
5 Read the exam task on page 73. Who is Tasha talking
Exercise 2. Digital resources for learners to? What about?
Fully-interactive Digital Student’s Books and Workbooks are available both online and offline. These are 1
both multiplatform and multi-device, working on computers, tablets and interactive whiteboards. 2
Digital resources for teachers on The Cambridge Teacher
3
• Presentation Plus: an easy-to-use classroom tool that puts all your multimedia resources into one place. 4
72 • Test Generator: helps you measure your students’ progress by creating your own Unit, Term and Final
tests.
• Exam Preparation Bank: this includes, for each Cambridge exam, speaking videos and worksheets
focusing on performance and preparation, plus listening and reading worksheets. Also included are
authentic Cambridge exams for A2 Key, B1 Preliminary and B2 First.
Available at thecambridgeteacher.es.

Full ISBN listing on page 74 45


Complete Key for Schools NEW
EDITION

English for Spanish Speakers Edition


David McKeegan with Debbie Owen A2
ELEMENTARY

EY
or Schools
Complete covers everything!
COMPLETE - 80-120 teaching hours
KEY for Schools Second edition

Exam advice

- Official preparation for the revised A2 Key for Schools


Language
development

Exam

KEY
training

Complete confidence
for Schools
Student’s Book
without answers

Complete Key for Schools Second • Every unit is carefully designed to help
S t ud e nt ’s B o o k w i t ho u t ans we rs English for Spanish Speakers

Second edition

FOR SPANISH SPEAKERS


SH FOR SPANISH SPEAKERS

edition is the most thorough preparation students speak, listen, read and write
lp Spanish-speaking learners
he difficulties they face when
glish. This is achieved by
our expert knowledge of
eakers with information taken
nique Cambridge Learner Corpus.

for the revised A2 Key for Schools. with confidence about the everyday
bridge.es/ess

Complete is trusted by millions of topics covered by A2 Key for Schools.


candidates worldwide and the new • The popular ‘Exam advice’ boxes provide
McKeegan

A2
ISBN 978-8-490-36643-1 David McKeegan
For the revised exam from 2020
updated edition continues to provide up-to-date tips and now accompany
preparation, practice, information and
E N G LISH FO R SPAN ISH SPE AK E R S

E N G LISH FO R SPAN ISH SPE AK E R S


every exam task in every unit.
advice to ensure that students are fully
For the revised exam from 2020
David McKeegan

• Now with full digital support for teachers.


ISBN 978-8-490-36643-1

A2
prepared for the exam.
n a g e eK c M

The new edition prepares for the revised


Complete’s exam journey through each
s r ek a e p S h s i n a p S r o f h s i l g n E s r e w s n a t u o h t i w k o o B s ’ t n e d u t S

2020 A2 Key for Schools exam. The first


unit focuses learners on different exam
edition, for the current specifications of
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the exam, will still be available in 2019.


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SH FOR SPANISH SPEAKERS
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For the revised exam from 2020 Emma Heyderman
For the revised exam from 2020

preparation material for teachers to use in the


E N G LISH FO R SPAN ISH SPE AK E R S
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The English for Spanish Speakers section* in Complete Key for Schools provides:

• Advice on problematic spelling.


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• Examples of past grammatical mistakes and how to correct them.
• Commonly used words and expressions and how they differ in use to their Spanish equivalents.
46 *Common to Compact, Complete and Open World
www.cambridge.es/completekeyforschools

Every unit provides 6

6 Have you got any


homework? 1
the language and skillshave to
Listening Part 3

development needed for


Work in pairs. Answer these questions about your
school. Use words from the box to help you.
Grammar

Page 115 Grammar reference


have to
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A
3 What is your school like? Do you live near here?
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Simon: Oh, you’re lucky. You don’t have to get a bus.
I live about an hour away, and I have to get up
early every morning to catch the bus.

covered by A2 Key for


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you can guess.
Rachel: I don’t like this school uniform very much.
Does everyone have to wear it?
Simon: Yes, except when we are doing sports. But in the

2 Schools
Before you listen, read the questions in Exercise 3. What 2
summer, we don’t have to wear a tie. It’s too hot.

Read the conversation again. Are these statements true


E F kind of information do you need to listen for? (T) or false (F)?
1 a sport 5 1 It’s necessary for Rachel to get a bus to school.
2 clothing 2 It’s necessary for Simon to get up early every morning.
3 an action 3 It’s necessary for all students at Chester High School
F
4 a time to wear a uniform.
5 a topic 4 It’s not necessary for students to wear a tie in the
summer.
3 For these questions, choose the correct answer. You will
38
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1 What does Louis wear to school? not necessary.
A jeans and trainers
D G B the school uniform
Rules
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on page 149. write about 1 I have two sisters.
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3
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the school subjects
5 What sport is Louis playing at school now?
A basketball
5 Which falls faster: a melon or a grape?
have to
in the pictures. B badminton
6 We often put sodium chloride (NaCl) on our food. I
What is another name for this chemical? C hockey
4 Which is your favourite
1 Work in pairs. Answerschool
7 When did the First World War end? these
8 In which city can you see Leonardo da Vinci’s
subject? questions about your 4 Listen again and check.
Which is your least
school. Use words from the Why?box to help you.
38
Mona Lisa? favourite?
Page 115 Grammar reference
9 Which popular musical instrument has six strings?
6

a uniform / jeans6famous
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42 Have you got any homework? 43

Listening Part 3 Grammar

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homework? 1 Work in pairs. Answer these questions about your
have to

C
1 Simon is showing Rachel around his new school.
school. Use words from the box to help you. Page 115 Grammar reference
have to

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1 What do you wear to school? B
1 What do you wear to school?
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Simon: Welcome to Chester High School, Rachel.
A

2 What are your teachers like? Simon: Welcome to Chester High School, Rachel.
3 What is your school like? Do you live near here?
Rachel: Yes, I can walk to school from my new house.
Simon: Oh, you’re lucky. You don’t have to get a bus.

3 What is your school like? Do you live near here?


• Read the questions and look
carefully at the options.
I live about an hour away, and I have to get up
early every morning to catch the bus.

Rachel: Yes, I can walk to school from my new house.


Rachel: I don’t like this school uniform very much.
• If you don’t know the answer,
Does everyone have to wear it?
you can guess.
Simon: Yes, except when we are doing sports. But in the
summer, we don’t have to wear a tie. It’s too hot.
Simon: Oh, you’re lucky. You don’t have to get a bus.
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E F (T) or false (F)?
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Does everyone have to wear it?


38
hear Louis and Rachel talking about their new schools.
1 What does Louis wear to school?
3 Complete the rules about have to with necessary or
not necessary.
you can guess. A jeans and trainers
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B the school uniform
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art biology chemistry English history
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3 Rachel likes her maths teacher because she

The popular Exam advice boxes provide


for? up-to-date
A speaks quietly
kind of information doA you
physics need to listen (T) or false (F)? B makes her laugh
C is good at explaining things
4
39
/ v / and / f /
Listen and repeat. How do you pronounce have?
Which one sounds longer?

tips1 and now5 accompany every exam task in every


2 Work in pairs. Do the quiz. Check your answers 4 For her English homework, Rachel is going to

EXAMS Courses
a sport on page 149. write about 1 I have two sisters.

1 It’s necessary for Rachel to get a bus to school.


H
A her family 2 I have to go to school.
1 Which is the highest mountain in the world?
B a famous actor 3 We don’t have to wear a uniform.

unit
2
2 Which animal has the longest nose?
clothing 3
4
What is the comparative form of bad?
What is 0.75 x 12?
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from Exercise 2 with 2 It’s necessary for Simon to get up early every morning.
C a sports star
5 What sport is Louis playing at school now?
the school subjects A basketball
3 an action 5
6
Which falls faster: a melon or a grape?
We often put sodium chloride (NaCl) on our food.
What is another name for this chemical?
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I 3 It’s necessary for all students at Chester High School
B badminton
C hockey
4 Which is your favourite

4 a time 7 When did the First World War end?


8 In which city can you see Leonardo da Vinci’s
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4
38
Listen again and check.

Mona Lisa? favourite? Why?


5 a topic 42
9 Which popular musical instrument has six strings?
4 It’s not necessary for students to wear a tie in the Have you got any homework? 43

summer.
3 For these questions, choose the correct answer. You will
38
hear Louis and Rachel talking about their new schools. 3 Complete the rules about have to with necessary or
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B makes her laugh
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Cambridge Cambridge English Cambridge Cambridge English
English Scale Qualification English Scale Qualification
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180-199 C1 Advanced 180-199 C1 Advanced
160-179 B2 First for Schools Maximise success 160-179 B2 First for Schools Maximise success
140-159 B1 Preliminary for Schools 140-159 B1 Preliminary for Schools
120-139 A2 Key for Schools 120-139 A2 Key for Schools

This shared* bank of resources offers exam


Experts together Experts together
Elliott and Thomas

WITH AUDIO

B1
DOWNLOAD
Our aim is to deliver the materials you tell us you need. Exclusive insights Our aim is to deliver the materials you tell us you need. Exclusive insights

B1
from test development and candidate performance guarantee expert from test development and candidate performance guarantee expert
Clyde

content. The result is a unique Exam Journey in each course, ensuring content. The result is a unique Exam Journey in each course, ensuring
every student is ready on exam day. From skills development to exam every student is ready on exam day. From skills development to exam
tasks, language discovery to real-world usage, we create better learning STUDENT'S
tasks, languageBOOK
discovery to real-world usage, we create better learning
experiences, together.
ISBN 978-8-490-36298-3
experiences,
WITHOUT together.
ANSWERS WORKBOOK
ISBN 978-1-108-34910-9
Sue Elliott and Amanda Thomas WITHOUT ANSWERS
For the revised exam from 2020
Laura Clyde

preparation material for teachers to use in the


ENGLISH FOR SPANISH SPEAKERS For the revised exam from 2020 ENGLISH FOR SPANISH SPEAKERS

classroom and authentic Cambridge exams


available for download for each exam level.

The English for Spanish Speakers section* in Compact Preliminary for Schools provides:

• Advice on problematic spelling.


• Listening activities designed to raise awareness of English pronunciation.
• Examples of past grammatical mistakes and how to correct them.
• Commonly used words and expressions and how they differ in use to their Spanish equivalents.
48 *Common to Compact, Complete and Open World
www.cambridge.es/compactpreliminaryforschools

2 Winning & losing


Exam t

Five sentence

SPORT
For each que
three extra se

3
Speaking
A

Let’s shop! Exam task

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CLOTHES

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bracelet button collar cotton cream dark green Reading England


took par
dress earrings gloves gold heel jacket jeans jumper 12 For each question, choose the D
Reading Part 4 The first S
leather light blue navy blue necklace pink purple correct answer.
ring sandals silver sleeve shirt skirt suit sweatshirt 1924 an
You will hear an interview with two young 1 How many Olympic sports can you name? F
top trainers T-shirt wool included
teenagers, Zack Walker and Tamsin Lee, 2 Write the missing words. Switzerla
who design and make their own clothes.
Clothes Noun (person) Noun Adjective gold by
Jewellery Colours Materials 1 What made Zack decide to start 1 Look at the photos above. Where are these places? What kind of things can you buy there?
and shoes among th
designing his own T-shirts? 2 (1) buy your clothes? Use thesechampionship
Work in pairs. Where do you places to give –
For many
A a present he received you some ideas. athlete (2) athletic But at the
Page 82
B a TV programme he saw
Order of adjectives department stores markets online second-hand shops small shops their team
C something he found on the internet (3) competition (4)
3 Work in pairs. Put these words in the correct order. 4
2 Zack managed to put his designs onto
1 a / jumper / blue / fashionable / wool
3 13 You will hear3 a teacher
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2 This year, the golf champ was held in Scotland.
4 a / dress / cotton / purple / pretty C drawing them on. Teacher: Jake, where (1)3 You have to be a very buy your clothes? Women’
comp person to succeed in sport.
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not very ath stores. I (3)
. female m
3 When Zack’s friends saw his T-shirts, they
small shops to big places, really, (4) they’re not so busy.
A asked Zack to design one for them. football i
4 11 Listen to a girl called Marcia talking about a shopping trip Teacher: I (5) . And (6) about you, Tessa?
B wanted to make one of their own. 4 Match sentences 1–3 with sentences a–c.
with a friend. Tick (✓) the things Marcia liked. Tessa: Well, I’d (7) choose something online than go to a shop. Then my mum
C put a photo of one in the school 1 The first modern Olympics took place in Athens in 1896. a These included gymnastics, swimming, cycling and
orders it for me.
the department store the silver bracelet magazine.
Teacher: (8) 2 More thanyour240 athletes,
families goodwho were all men,
at choosing clothes for you to wear,tennis.
do you think? A As a resul
the purple T-shirt with silver stars the black cotton jeans 4 Who helps out in Tamsin’s after-school Jake: No, not really – I (9) competed in 43 events. it’s better to let teenagers choose their b It own
is theclothes.
biggest international sports event in the world. B Another i
class? What (10) 3 Now more than 11,000
think, athletes
Tessa? Do youfrom over 200
(11) c ? Teams from around 13 countries competed there. C This was s
the navy-blue sandals
A some older students Tessa: Yes, I think (12) countries take part in the Olympic
– although my Games.
older sister usually buys me cool things. D Because o
B other teachers from the school Jake: (13) ? That’s great! E It continu
5 11 Read these two questions, then listen again. While you are
C parents of the people attending Tessa: It is! In fact,5 I (14)
Look at sentences a–c in borrow her4.clothes
Exercise What do– they’re much nicerwords
the underlined than mine!
refer to? F They imp
listening, choose the correct answer: A, B or C.
G The highe
5 Tamsin thinks the class is popular with
1 What did Marcia and her friend buy in the department store? H This mean
students mostly because Exam task Exam tip
A trousers and jewellery
A they end up with really unusual 14
B trousers and a top The examiner will talk to you in pairs and ask you questions
clothes. 14 Work in pairs. Listen to the examiner’s
C a top and jewellery about a certain topic. Remember to give as much
B they save money by making their questions and take turns to answer when your
information as you can, rather than just one or
2 What did Marcia think of the shoe shop they went to? own clothes. teacher pauses the recording.
two words.
C they can show other students what

Compact’s updated design now makes


A It was too small.
B It had a limited range of goods. they’ve done.
C Its prices were all too high. 6 What does Tamsin want to improve?
A her sewing skills for making her
designs
B her choices of colours and materials
this popular intensive course even easier
22
C her drawings for her designs
to use with clear step-by-step approach UNIT 3

op!
23

to each exam paper


Exam task

Exam tip Speaking Part 4


User-friendly
exam tips The interviewer’s questions in the
provide essential recording will probably be very similar
to the ones you read on the page.
strategies for
Follow each question carefully so that
each exam
EXAMS Courses
you don’t get lost while you’re listening
question
u enjoy wearing the most. – the questions are in the same order as
ories. the recording.

on cream dark green


eel jacket jeans jumper 12 For each question, choose the
necklace pink purple correct answer.
rt skirt suit sweatshirt
hirt wool
Compact You
Preliminary for with
will hear an interview Schools Digital
two young
teenagers, Zack Walker and Tamsin Lee,
who design and make their
Digital own clothes.
resources for learners
Colours Materials Fully-interactive Digital Student’s Books and Workbooks
1 Lookareatavailable bothabove.
the photos online and offline.
Where areThese
theseareplaces? What ki
1 What made Zack decide to start
both multiplatform and multi-device, working on computers, tablets and interactive whiteboards.
designing his own T-shirts? 2 Work in pairs. Where do you buy your clothes? Use these pl
Digital resources for teachers on The Cambridge Teacher
A a present he received
• Presentation Plus: an easy-to-use classroom tool thatyou
putssome ideas.
all your multimedia resources into one place.
B a TV programme heGenerator:
• Test saw helps you measure your students’ progress by creating your own Unit, Term and Final
es department stores markets online second-hand sho
C something he found
tests. on the internet
orrect order. • Exam Preparation Bank: this includes, for each Cambridge exam, speaking videos and worksheets
2 Zack managed to put his designs onto
focusing on performance and preparation, plus listening
3 and
13 reading worksheets.
You will Also included
hear a teacher askingaretwo students about h
l his T-shirts by authentic Cambridge exams for A2 Key, B1 Preliminary andwear.
they B2 First.
First read the conversation and decide what the
A using transferAvailable
paper and an iron.
at thecambridgeteacher.es. might be. Compare your answers with your partner, then li
B sewing them on.
C drawing them on. Teacher: Jake, where (1) buy your cloth
day.
3 When Zack’s friends saw his T-shirts, they
Jake: Well, I’m not (2)
49
going to depa
Full ISBN listing on page 75
small shops to big places, really, (4)
A asked Zack to design one for them.
lking about a shopping trip Teacher: I (5) . And (6)
B wanted to make one of their own.
a liked. Tessa: Well, I’d (7) choose something
Complete Preliminary for Schools NEW

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ENGLISH FOR SPANISH SPEAKERS 180-199 C1 Advanced


160-179 B2 First for Schools

and access to the downloadable class audio files.


The ENGLISH FOR SPANISH SPEAKERS
140-159 B1 Preliminary for Schools
editions help Spanish-speaking learners
120-139 A2 Key for Schools

• Reviews after every 2 units.


overcome the difficulties they face when
learning English. This is achieved by
integrating our expert knowledge of
Spanish speakers with information taken
from the unique Cambridge Learner Corpus.
www.cambridge.es/ess

• An introduction to the B1 Preliminary for Schools


Experts together

B1
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Our aim is to deliver the materials you tell us you need. Exclusive insights
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tasks, language discovery to real-world usage, we create better learning

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experiences, together.
ISBN 978-1-108-53910-4
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Heyderman and May

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B1 E N G LISH FO R SPAN ISH SPE AK E RS

• A dedicated English for Spanish Speakers


y in each course, ensuring
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ISBN 978-8-490-36561-8
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millions of candidates worldwide. millions of candidates worldwide.

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The ENGLISH FOR SPANISH SPEAKERS
Cambridge Cambridge English
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English Scale Qualification overcome the difficulties they face when
English Scale Qualification

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learning English. This is achieved by
180-199 C1 Advanced integrating our expert knowledge of 180-199 C1 Advanced
160-179 B2 First for Schools Spanish speakers with information taken 160-179 B2 First for Schools
140-159 B1 Preliminary for Schools from the unique Cambridge Learner Corpus. 140-159 B1 Preliminary for Schools
120-139 A2 Key for Schools www.cambridge.es/ess
120-139 A2 Key for Schools

This shared* bank of resources offers exam


Experts together
Heyderman and May

Experts together
Our aim is to deliver the materials you tell us you need. Exclusive insights B1
B1
Our aim is to deliver the materials you tell us you need. Exclusive insights
Cooke

from test development and candidate performance guarantee expert from test development and candidate performance guarantee expert
content. The result is a unique Exam Journey in each course, ensuring content. The result is a unique Exam Journey in each course, ensuring WITH AUDIO
every student is ready on exam day. From skills development to exam every student is ready on exam day. From skills development to exam DOWNLOAD
tasks, language discovery to real-world usage, we create better learning tasks, language discovery to real-world usage, we create better learning
experiences, together. experiences, together.
Emma Heyderman
ISBN 978-8-490-36561-8
Barcode and Peter May
ISBN 978-1-108-53911-1 Caroline Cooke
For the revised exam from 2020 For the revised exam from 2020

preparation material for teachers to use in the


E N G LISH FO R SPAN ISH SPE AK E R S E N G LISH FO R SPAN ISH SPE AK E R S

classroom and authentic Cambridge exams


available for download for each exam level.

The English for Spanish Speakers section* in Complete Preliminary for Schools provides:

• Advice on problematic spelling.


• Listening activities designed to raise awareness of English pronunciation.
• Examples of past grammatical mistakes and how to correct them.
• Commonly used words and expressions and how they differ in use to their Spanish equivalents.
50 *Common to Compact, Complete and Open World
A people and places in New York.
B wildlife on the coast.
B
C famous people he sees in the city.
3 Ryan believes that he has taken his best photos
D
www.cambridge.es/completepreliminaryforschools A when unexpected things happened.
B after making careful preparations.
C very early in the morning.

4 Work in groups. 3

3 Having fun 3
13
For each question, choose the correct answer.

1
• What kind of photos
Then listen again and check.
Why did Ryan put his photos on Instagram?

• What kind
A A firm he worked for said it would make
him famous. of photos do
4 Ryan first took photos with
docamera.
A his father’s
B his own camera.
you like taking?
you like looking at?
C his sister’s phone.
5 When Ryan was twelve he used to
B It meant he could communicate with people in
many countries.
• Is there a hobby you
C Most new photographers use Instagram at first.
would
B read about like to turn into a job?
A play lots of computer games.
top photographers.
C have lessons at home with a teacher.
2 Ryan most likes to take photos of
A people and places in New York. 6 What does Ryan think young photographers
should do?
B wildlife on the coast.
B A Wait until they are older to try to become
C famous people he sees in the city. successful at photography.
3 Ryan believes that he has taken his best photos B Find out what type of photography is in fashion.
D C Do the kind of photography that they particularly
A when unexpected things happened.
B after making careful preparations. enjoy.
C very early in the morning.

4 Work in groups.
A
• What kind of photos do you like taking?
• What kind of photos do you like looking at?
C • Is there a hobby you would like to turn into a job?

E
om
tos? Starting off
E
1 Complete the leisure activities with the verbs from
the box. Which activities can you see in the photos?

diving doing going playing


posting riding seeing taking

1 doing sports Listening Part 4


2 photos
1 Work in pairs. @ryanparrilla
3 dancing
• Look at the photo of a boy skateboarding, and the
Listening Part 4
4 a bike or a horse
photo of a building. Do you think they are interesting? Vocabulary
5 computer games
• How old do you think the photographer is? Prepositions of place
6 friends
7 messages on social media sites 2 You will hear a radio interview about a young
8 in the sea photographer called Ryan Parrilla. Look at questions 1 Listen to Kirsty talking on the phone. Draw these objects on the picture.

1 Work in pairs.
Work in pairs. What’s the best way to spend your free
2
1–6. What kind of information (a reason, a place, a
person, a thing or an action) do you think you need to
14 Check on page 164.
• Kirsty’s racket • her trainers @ryanparrilla
time? Put the leisure activities in order. listen for? • her tennis balls • her T-shirt

• Look atWorkthe
3 photo
in small groups. of a boy skateboarding, and the • Before you listen, look at each question and
2 Write sentences describing where the objects from Exercise 1 are. Use

photo of acountry?
your building.
Why? Do you think they are interesting?
• Which other leisure activities do young people enjoy in

• Are these activities diff icult to learn? Why? / Why not?


decide what kind of information you need.

• Listen for details about this kind of


Vocabulary
the prepositions from the box.

Kirsty’s racket is in front of


above behind in front of inside
• How old do you think the photographer is?
• How much time a week do you spend doing your
favourite leisure activity?
information and choose the best
answer.
Prepositions of place
next to on on the right
opposite under
the wardrobe.It’s on the floor.
26 Having fun 27

s 2 You will hear a radio interview about a young


photographer called Ryan Parrilla. Look at questions 1 Listen to Kirsty talking on the phone. Draw these objects o
1–6. What kind of information (a reason, a place, a 14 Check on page 164. Every unit provides
r free person, a thing or an action) do you think you need to • Kirsty’s racket • skills
her trainers
the language and
listen for? • her tennis balls • her T-shirt
development needed
2 for students to speak,
Write sentences describing where the objects from Exercis
• Before you listen, look at each question and
e enjoy in listen,
the prepositions from theread
box.and write with
decide what kind of information you need.
confidence about the
hy not? • Listen for details about this kind of above behindeveryday
in front oftopics Kirsty’s racket is
insidecovered
our information and choose the best next to on on by B1 Preliminarytheforwardrobe.It’s
the right
answer. opposite under Schools

The popular Exam advice boxes provide up-

EXAMS Courses
to-date tips and now accompany every exam
task in every unit

Complete Preliminary for Schools Digital


Digital resources for learners
Fully-interactive Digital Student’s Books and Workbooks are available both online and offline. These are
both multiplatform and multi-device, working on computers, tablets and interactive whiteboards.
Digital resources for teachers on The Cambridge Teacher
• Presentation Plus: an easy-to-use classroom tool that puts all your multimedia resources into one place.
• Test Generator: helps you measure your students’ progress by creating your own Unit, Term and Final
tests.
• Exam Preparation Bank: this includes, for each Cambridge exam, speaking videos and worksheets
focusing on performance and preparation, plus listening and reading worksheets. Also included are
authentic Cambridge exams for A2 Key, B1 Preliminary and B2 First.
Available on thecambridgeteacher.es.

Full ISBN listing on page 75 51


Complete Preliminary NEW
EDITION

English for Spanish Speakers Edition


Emma Heyderman and Peter May B1
INTERMEDIATE

RELIMINARY
Complete covers everything!
COMPLETE - 70-120 teaching hours
PRELIMINARY Second edition Student ’s Book without answers

Exam advice

- Official preparation for the revised B1 Preliminary


Language
development

Exam
training

Complete confidence
PRELIMINARY
Student’s Book
without answers
Second edition

Complete Preliminary Second edition • Every unit is carefully designed to help


is the most thorough preparation for students speak, listen, read and write
the revised B1 Preliminary. Complete with confidence about the everyday
is trusted by millions of candidates topics covered by B1 Preliminary.
Heyderman and May

B1 worldwide and the new updated edition • The popular ‘Exam advice’ boxes provide
ISBN 978-1-108-52521-3 Emma Heyderman and
Peter May
continues to provide preparation, up-to-date tips and now accompany
practice, information and advice to
For the revised exam from 2020

every exam task in every unit.


E N G LISH FO R SPAN ISH SPE AK E R S

E N G LISH FO R SPAN ISH SPE AK E R S

For the revised exam from 2020

ensure that students are fully prepared


Peter May
Emma Heyderman and

• Now with full digital support for teachers.


ISBN 978-1-108-52521-3

B1
for the exam.
yaM dna namredyeH

The new edition prepares for the revised


Complete’s exam journey through each
2020 B1 Preliminary exam. The first
s r e w s n a t u o h t i w k o o B s’ t n e d u t S n o i t i d e d n o c e S YRANIMILERP

unit focuses learners on different exam


edition, for the current specifications of the
tasks and familiarises them with the exam
exam, will still be available in 2019.
Second edition
format and exam strategies, languages and
COMPLETE
without answers

skills needed for exam success.


Student’s Book
Complete confidence
PRELIMINARY
training
Exam

development
Language

Exam advice

For students For teachers


RELIMINARY

LETE PRELIMINARY
Student’s Book COMPLETE PRELIMINARY Teacher’s Book
COMPLETE The Teacher’s Book contains detailed teacher’s
COMPLETE – covers everything!

COMPLETE
PRELIMINARY Second edition Teacher ’s Book wit h Downloadable Resource Pack

Complete Preliminary is the most thorough preparation for the

The Student’s Book is available with or without


Exam advice
PRELIMINARY Second edition Student ’s Book without answers

revised B1 Preliminary. Complete is trusted by millions of candidates


paration for the Exam advice worldwide.
llions of candidates Maximise students’ performance with the Complete approach to
Language
development
language development and exam training
Language Exam

PRELIMINARY
mplete approach to development Create a stimulating learning environment with eye-catching images, training

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ith eye-catching images, training

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ough Exam advice and without answers

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The Downloadable Resource Pack includes Class Audio, Video and
Photocopiable Worksheets
Second edition

• 14 units of integrated language, skills and exam


knowing the Complete
Cambridge Cambridge English
English Scale Qualification

180-199 C1 Advanced
160-179 B2 First

and access to the downloadable class audio files.


140-159 B1 Preliminary
120-139 A2 Key

practice.
• Reviews after every 2 units.
Experts together

B1
Our aim is to deliver the materials you tell us you need. Exclusive insights
Fricker

from test development and candidate performance guarantee expert


content. The result is a unique Exam Journey in each course, ensuring
every student is ready on exam day. From skills development to exam
tasks, language discovery to real-world usage, we create better learning

• An introduction to the B1 Preliminary exam.


Heyderman and May

experiences, together.
ISBN 978-1-108-39958-6 Rod Fricker
Barcode
For the revised exam from 2020
E N G LISH FO R SPAN ISH SPE AK E R S

B1
you need. Exclusive insights
mance guarantee expert

• A dedicated English for Spanish Speakers


in each course, ensuring
ills development to exam
ge, we create better learning

ISBN 978-1-108-52521-3 Emma Heyderman and


Peter May

practice section. Presentation Plus


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E N G LISH FO R SPAN ISH SPE AK E R S

A powerful classroom presentation tool that


LETE PRELIMINARY
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with eye-catching images, training

rstanding of the exam and

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Wo rk b o o k w i t hou t ans we rs

nce Workbook
without answers

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hrough Exam advice and

s knowing the Complete


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audio is available online for download.


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us you need. Exclusive insights

B1
The Test Generator provides plenty of
Cooke

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ey in each course, ensuring WITH AUDIO
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age, we create better learning

ISBN 978-1-108-52576-3 Caroline Cooke


For the revised exam from 2020

E N G LISH FO R SPAN ISH SPE AK E R S

the teacher’s requirements.


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COMPLETE – covers everything!
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revised B1 Preliminary. Complete is trusted by millions of candidates for the revised B1 Preliminary for Schools. Complete is trusted by
worldwide. millions of candidates worldwide.

The Student’s Pack combines the Student’s Book


Language Language
Maximise students’ performance with the Complete approach to development Maximise students’ performance with the Complete approach to development
language development and exam training language development and exam training
Exam Exam

PRELIMINARY
Create a stimulating learning environment with eye-catching images, training Create a stimulating learning environment with eye-catching images,
PRELIMINARY
training
easy-to-navigate units and fun topics easy-to-navigate units and fun topics
Build confidence through our unique understanding of the exam and
insights from previous candidate performance
Complete confidence Build confidence through our unique understanding of the exam and
insights from previous candidate performance
Complete confidence

Student’s Book for Schools


Exploit Complete’s unique exam journey through Exam advice and Exploit Complete’s unique exam journey through Exam advice and without answers Workbook
integrated exam practice integrated exam practice
Second edition
without answers
Deliver successful and stress-free outcomes knowing the Complete Deliver successful and stress-free outcomes knowing the Complete
formula covers everything formula covers everything

and Workbook without answers. The Self-Study


Cambridge Cambridge English
Cambridge Cambridge English English Scale Qualification

Exam Preparation Bank


English Scale Qualification
180-199 C1 Advanced
180-199 C1 Advanced
160-179 B2 First for Schools
160-179 B2 First
140-159 B1 Preliminary for Schools
140-159 B1 Preliminary
120-139 A2 Key for Schools
120-139 A2 Key

Pack includes the Student’s Book and Workbook


Heyderman and May

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Cooke

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tasks, language discovery to real-world usage, we create better learning tasks, language discovery to real-world usage, we create better learning
experiences, together. experiences, together.
ISBN 978-1-108-52521-3 ISBN 978-1-108-53911-1
Emma Heyderman and Caroline Cooke

with answers and access to the full downloadable


Peter May For the revised exam from 2020
For the revised exam from 2020

preparation material for teachers to use in the


E N G LISH FO R SPAN ISH SPE AK E RS
E N G LISH FO R SPAN ISH SPE AK E R S

class audio files, making it ideal for students who classroom and authentic Cambridge exams
want to learn on their own. available for download for each exam level.

The English for Spanish Speakers section* in Complete Preliminary provides:

• Advice on problematic spelling.


• Listening activities designed to raise awareness of English pronunciation.
• Examples of past grammatical mistakes and how to correct them.
• Commonly used words and expressions and how they differ in use to their Spanish equivalents.
52 *Common to Compact, Complete and Open World
www.cambridge.es/completepreliminary

ks Every unit provides the language and skills development


needed for students to speak, listen, read and write with
3 Answer questions 1–5, without reading the text.
OUR
azing!
1 Caroline and Hailey want a hot drink with their meal.
What type of drink could they have?
B confidence about the everyday topics covered by the B1 2 Jack and his friends fancy a vegetarian meal. What sort
Preliminary qualification C of food do they not want to eat?
3 Sara and her friends aren’t willing to pay very much. A Amazin
B What words do you expect to read in the description of If you’re look
their most suitable restaurant? Mauritius he
4 Samuel’s grandma doesn’t want to walk too far 10chicken cook

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Answer questions

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want a for in the
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What type of drink could they have?
2 Jack and his 5friendsJack
fancy a and
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OUR TO
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A Amazing Foodabylight
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B What words do you words doinyou
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looking for descriptions?
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their most suitable restaurant? Mauritius here. Don’t miss the Creole Chicken, which is spicy fried
A
4 Samuel’s grandma doesn’t want to walk too far
around the market. What sort of words do you need to
chicken cooked in tomatoes and served with rice and salad. Not cheap top-quality t
but visit the stall on Tuesdays for a free glass of hot tea.
look for in the descriptions?
B Scandinavian Kitchen
special, whic
5 Jack and his classmates would like a main meal while
Sara and her friends• fancy
To match the
having a light people
with
lunch.Lookingan
What answer,
for a light lunch? Orderlook
the picnic box at this stall, which feel like a ch
words do you expect to read in the descriptions?
for a text that says the opens
same this week, and you won’t be disappointed. We recommend the
things, but in
top-quality turkey with bread and cheese. Or why not try the salmon C Just Ri
different words. special, which comes with free coffee and cake? Perfect for those who
D
• To match the people with an answer, look
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feel like a change but don’t have much time! All reviews re
C Justof
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only one option is correct.
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only one option is correct. Three of
The vegetarian burger
of mushrooms with or without cheese. Something new for those who
of mushroom
these options are not needed.
Reading Part 2 Reading Part 2
these options are not needed.
fancy a light lunchtime meal. Order a homemade soft drink with your fancy a light
meal.
1 Work in pairs. Look at the title of the guide, the names of the stalls and the 4 Read the Street Food market guide and decide which
D Aladdin’s Cave meal.
D Aladdin
pictures. What do you think you will have to do in this Reading Part 2 task? food stall (A–H) would be the most suitable for each Expect to queue for a light middle-eastern meal from this stall. Their
1 Work in pairs. Look at the title of2 the guide, the names of the stalls and the
The following five groups of people would like to have lunch at the Street Food
group of4 Read the Street Food market
people (1–5). guide and decide which
lunchbox contains fresh salad, spicy potato chips, garlic sauce and
bread. Even meat eaters will consider becoming vegetarians here. Not
pictures.EWhat do you think you will have
market. Readto
the do in this
descriptions and Reading Part 2information.
underline the important task? 5 food
Work in pairs. Talk stall
together about(A–H) would
which street food be the
cheap,most suitable
but their homemade dessertsfor each
are amazing! Expect to qu
stall you would (and wouldn’t) like to eat at. E Barbecue Hut lunchbox co
1 Caroline and Hailey have tried most of the stalls,
so want to try something new on Tuesday. Both
group of people (1–5). If you fancy a main meal, sit down here and for less than €10, the
2 The following five groups of people would like ofwith
tothem have
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their meal. Try their range of sauces from hot pepper to yoghurt. Finish with their
market. Read the descriptions and underline the important information. 5 Work in pairs. Talk togetherfamous about
apple piewhich street
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10 Looks
and a hot drink! to the market
THE
F Blue Dog PICKSeatATat. E Barbec
3 Answer questions 1–5, without reading the text.
2 Jack and his university classmates have read that 1 stall you would a hot drink(and wouldn’t)OURlikeTOP to
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amazing!
most of the stalls, Caroline and Hailey want with their meal. You must try a piadina (an Italian flatbread) from the newly opened
some of the stalls have won prizes and want to
the Street Food market
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so want to try something new onbutTuesday.
main meal, they are short Both
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Blue Dog. Vegetarians should order the Spinach and Mushroom
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If you fancy
A Amazing Food by Jason
of them really like fish and they want B
a hot drink 3 Sara and her friends aren’t willing to pay very much.
What words do you expect to read in the description of
want a heavy meal. Ask for a piadina with hot chocolate sauce for
If you’re looking for a main meal, try the delicious curry from prize-winnin
Starting off dessert
Mauritius -here.
notDon’t
suitable forCreole
takeaway.
Chicken,Opposite thefried
front gate – you
with their meal.
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their most suitable restaurant?
4 Samuel’s grandma doesn’t want to walk too far can’t
chickenmiss
miss the
it! inSeating
cooked tomatoesavailable.
which is spicy
and served with rice and salad. Not cheap Try their ran
together on Saturday, but they are not willing to around the market. What sort of words do you need to
butFred
visit theGonzalez
stall on Tuesdays for a free glass of hot tea.
1 Work in groups. Look at the G
photos. What food groups can
pay very much. They would like to sit down to eat
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look for in the descriptions?
5 Jack and his classmates would like a main meal while B Scandinavian Kitchen
Fred Gonzalez has been voted chef of the month many times since he
famous appl
F Blue Do
Sara and her friends fancy having a light lunch. What Looking for a light lunch? Order the picnic box at this stall, which
you see? Add at least two more words do you expect to read in the descriptions? set
opensupthis
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be disappointed. are happy
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2 examples of food or drink to each
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like to take him for
his team prepares
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Or why notfilled
try thewith
salmonfish, beef or

some of the stalls


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a meal and
on Sunday want
but she doesn’tto
want to walk • To match the people with an answer, look
for a text that says the same things, but in
special, which and
vegetables comesrice,
withbeans,
free coffee and cake?
lettuce
feel like a change but don’t have much time!
for students, but expect queues.
andPerfect for those who
hot peppers. Half price meals
You must try
too far around the market. Samuel would like a C Just Right Burgers
2 Work in pairs. Discuss the
questions. try one of those. They would properlike
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butvegetarian
she just wants a dessert. different words.

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H Food recommend
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IfTheyou think vegan
vegetarian burger curry
is grilledisvegetables
boring, think again.
with just Their
the right potato and pea
amount
main
1 What are your favourite thingsmeal, but they are short of money. only one option is correct. Three of
these options are not needed.
of mushrooms
curry with it
is hot but oriswithout
one ofcheese. Something
the most new fordishes
delicious those who
in the market. piadina whic
to eat and drink? 5 COMPLETEPRE_SB_ Tania andReading
her dad feel like
Part 2 trying a spicy fancy a light lunchtime meal. Order a homemade soft drink with your
2 Are there any types of food you U10_11: Headshot
of a student (18
vegetable dish before the cinema on Sunday.
Ask
meal.for a slice of their carrot cake in a bag and save it for later.
Higher than Cave
D Aladdin’s average prices but worth it. Very short waiting time.
want a heav
don’t eat? Which ones? Why They won’t1 have
Workmuch time
in pairs. Lookbefore theoffilm
at the title so the names of the stalls and the
the guide, 4 Read the Street Food market guide and decide which
not?
– 24) with her dad
(50s), looking at the they’ll need topictures.
take away
What their
do youdessert.
think you will have to do in this Reading Part 2 task? food stall (A–H) would be the most suitable for each Comfortable
Expect to queueseating
for a lightarea
middle-eastern meal from this stall. Their dessert - no
3 Sara and her friends fancy having
3 How often do you eat out? camera] afollowing
2 The lightfivelunch
groups of people would like to have lunch at the Street Food
group of people (1–5). lunchbox contains fresh salad, spicy potato chips, garlic sauce and
bread. Even meat eaters will consider becoming vegetarians here. Not
can’t miss it
Where? Who with?
88
together on Saturday, but they are not willing to
market. Read the descriptions and underline the important information. 5 Work in pairs. Talk together about which street food cheap, but their homemade desserts are amazing! Looks amazing! 89

G Fred Go
E stall you would (and wouldn’t) like to eat at. E Barbecue Hut
1 Caroline and Hailey have tried most of the stalls,
pay very much. They would like to sit down soofto wanteat
to try something new on Tuesday. Both
them really like fish and they want a hot drink
If you fancy a main meal, sit down here and for less than €10, the
prize-winning chefs will barbecue a juicy steak and serve it with fries.
n at the stall. with their meal. Try their range of sauces from hot pepper to yoghurt. Finish with their Fred Gonzale
famous apple pie and a hot drink! Right next to the market entrance.
e 2 Jack and his university classmates have read that
F Blue Dog
set up his Me
some of the stalls have won prizes and want to You must try a piadina (an Italian flatbread) from the newly opened
ach try one of those. They would like a vegetarian
main meal, but they are short of money.
Blue Dog. Vegetarians should order the Spinach and Mushroom
piadina which is very reasonably priced. Perfect for those who don’t
his team pre
4 Samuel’s grandmother would like to take him for want a heavy meal. Ask for a piadina with hot chocolate sauce for
vegetables a
Starting off dessert - not suitable for takeaway. Opposite the front gate – you
a meal on Sunday but she doesn’t3 want to walk Sara and her friends fancy having a light lunch can’t miss it! Seating available.

too far around the


together on Saturday, but they are not willing to
G Fred Gonzalez for students
Whatmarket.
food groups can Samuel would like
at the a
1 Work in groups. Look at the pay very much. They would like to sit down to eat

H Food Pl
photos. stall. Fred Gonzalez has been voted chef of the month many times since he
proper meal,examples
but ofshe food orjust
drink towants
you see? Add at least two more
each a dessert. set up his Mexican food stall. His customers are happy to wait while
his team prepares freshly cooked burritos filled with fish, beef or

EXAMS Courses
group. 4 Samuel’s grandmother would like to take him for
a meal on Sunday but she doesn’t want to walk
too far around the market. Samuel would like a
vegetables and rice, beans, lettuce and hot peppers. Half price meals
for students, but expect queues. If you think v
ngs 2 Work in pairs. Discuss the
questions.
proper meal, but she just wants a dessert. H Food Planet
If you think vegan curry is boring, think again. Their potato and pea curry is hot b
5
1 What are your favourite things
COMPLETEPRE_SB_ Tania and her dad
to eat andfeel
drink? like trying a 5 spicy Tania and her dad feel like trying a spicy
COMPLETEPRE_SB_
curry is hot but it is one of the most delicious dishes in the market.
Ask for a slice of their carrot cake in a bag and save it for later. Ask for a slic
you U10_11: Headshot vegetable dishdon’t
before theWhycinema on Sunday.
2 Are there any types of food you U10_11: Headshot
vegetable dish before the cinema on Sunday.
of a student (18 Higher than average prices but worth it. Very short waiting time.
of a student (18 not?
eat? Which ones? They won’t have much time before the film so
– 24) with her dad
they’ll need to take away their dessert. Comfortable seating area Higher than
y They won’t have much time before the film so
(50s), looking at the
3 How oft en do you eat out? camera]
– 24) with her dad Where? Who with? Comfortable
they’ll need to take away their dessert.
88 Looks amazing! 89

(50s), looking at the


camera]

Complete Preliminary Digital


Digital resources for learners
Fully-interactive Digital Student’s Books and Workbooks are available both online and offline. These are
both multiplatform and multi-device, working on computers, tablets and interactive whiteboards.
Digital resources for teachers on The Cambridge Teacher
• Presentation Plus: an easy-to-use classroom tool that puts all your multimedia resources into one place.
• Test Generator: helps you measure your students’ progress by creating your own Unit, Term and Final
tests.
• Exam Preparation Bank: this includes, for each Cambridge exam, speaking videos and worksheets
focusing on performance and preparation, plus listening and reading worksheets. Also included are
authentic Cambridge exams for A2 Key, B1 Preliminary and B2 First.
Available on thecambridgeteacher.es.

Full ISBN listing on page 75 53


Compact First for Schools
Second edition
Barbara Thomas and Laura Matthews B2
UPPER INTERMEDIATE

Fast, focused exam preparation


- 50-60 teaching hours
- Official preparation for B2 First for Schools

This concise and focused course • Grammar sections and a Grammar


thoroughly prepares B2-level students Reference help students build up the
for all four papers of B2 First for Schools, accurate language structure necessary
focusing on one part of each paper in for Use of English.
each unit. • B2-level vocabulary is targeted,
The course is designed to maximise the drawing on insights from English
performance of school-age learners, and Profile, covering items such as
covers the core topics, language and collocations, word formation, phrasal
skills needed for the exam. verbs, three word verbs, and easily
confused words.
• Two teen-inspired topics per unit
• ‘Exam tips’, and grammar and
ensure the entire exam syllabus is
vocabulary exercises teach students to
covered, and can also act as a basis for
avoid common mistakes identified in
CLIL-based activities and projects.
the Cambridge Learner Corpus.

For students For teachers


Student’s Book with CD-ROM Teacher’s Book
The Student’s Book, available with or without answers, The Teacher’s Book supports teachers with
features 8 topic-based units, divided in the order of lesson preparation ideas and features CLIL
the exam, with focused exam preparation. A Grammar extension tasks. It contains full answer keys,
reference covers key areas in the syllabus and unit-based with model answers for the writing tasks,
wordlists include target vocabulary with definitions. and audioscripts for the Student’s Book and
Workbook. Photocopiable Progress tests are
also included.

Class Audio CD
Workbook with downloadable audio The Class Audio CDs include all the
The Workbook is designed for homework and self-study, listening material needed for listening and
and provides further practice and exercises to consolidate speaking practice activities and all listening
the language and exam skills presented in the Student’s exam tasks.
Book. It is available in two versions, with and without
answers. Audio material for all the Workbook listening
tasks is available online for download.
Presentation Plus DVD-ROM
This presentation software provides
complete course content, together with
Student’s Pack without answers audio, annotation tools and links to online
The Student’s Pack includes the Student’s Book without resources.
answers with CD-ROM and Workbook without answers.

Test Generator
The best way to track your students’
progress. This Test Generator helps you
create customised tests that you can also
edit and save for later use.

54
Now practise doing the task in
Exercise 1 with your partner.
Talk about the question and the
suggestions for about two minutes.
Then spend about a minute talking
www.cambridge.es/compactfirstforschools
about this question.
Which two suggestions would be most
successful?

Exam tip

Start speaking straight away so you


use the time allowed. Cooperate
‘Exam tips’ give students
with your partner and ask him/her to invaluable advice that will help
respond, e.g. What do you think? Do them perform better in the exam
you agree? And you?
ove

5
ow.
learning
Part 4 6 sPeaKINg
Exam task
6 readINg aNd use oF eNglIsH
Now practise doing the task in
Part 7 3 What kind of personality do you need in order to

Exam task
Exercise 1 with your partner.
Talk about the question and the
be good at different jobs? For each of the photos,

Ambitions and achievements


suggestions for about two minutes.
Then spend about a minute talking
about this question. 1 Some of the words below have similar meanings. choose some of the adjectives in Exercise 1.
Which two suggestions would be most
successful? Work in pairs. Choose one word to match each of
What else is important for these jobs? Think of
Exam tip
the dictionary definitions.
ess The examiner will ask you some Start speaking straight away so you
use the time allowed. Cooperate
some more adjectives for each photo.
with your partner and ask him/her to
adventurous capable cheerful 4 If you could choose one of the careers in the
general questions related to Part 3.
respond, e.g. What do you think? Do
Part 3
r communicative competitive creative
you agree? And you?
1 Your school is thinking of things students can do to improve photos, which one would you choose? Which
and protect the environment. Look at the suggestions below.
decisive easygoing energetic career would you never choose and why?
You have four minutes to complete
Make some notes. For each suggestion think about:
Part 4
• what you could do in your school sympathetic thorough
• how successful it might be
Exam task
Exam task
Part 4 in the exam. Take it in turns to
growing
plants
How could students in
your school protect the
environment by doing
using less
water
The examiner will ask you some
general questions related to Part 3.
You have four minutes to complete
1 understanding and caring about other people’s
feelings
Part 4 in the exam. Take it in turns to You are going to read a magazine article about
ask and answer the questions below
these things?
ask and answer the questions below 2 willing to talk to people and give them information
saving using less with your partner.
talented young people. For questions 1–10, choose
electricity plastic
• Do you think your school is 3 willing to try new, difficult and often exciting
recycling
from the people (A–D). The people may be chosen
ess with your partner.
environmentally friendly? Why? /
Why not? things
2 In Speaking Part 3, the examiner gives you a task with a
question and some suggestions. You have a discussion
• Do you think young people care
about the environment more than 4 wanting very much to win or be more successful more than once.

c
about the suggestions and then you are asked to make a older people? Why? / Why not?
decision. Here are some useful expressions. Write A, D, C • Are young people taught enough than others
or S next to each one for Agree, Disagree, make a Comment, about the environment at school? Exam tip
• D o you think your school is
make a Suggestion.
1 I don’t really think that’s a good idea.
2 Absolutely.
Should there be any changes?
• Does the media do enough to
make young people aware of
environmental problems?
5 having imagination or original ideas
6 able to do things effectively and skilfully and Read text A, go through the questions and find all
environmentally friendly? Why? /
3 We all know we shouldn’t drop litter.
4 We could tell everyone to turn off their computers at the end of
• Do people use cars too much
instead of walking or cycling? Why
achieve results the A answers. Repeat for texts B–D. Finally, go
the lesson.
5 I don’t think turning the heating down would go down well
is this a problem?
2 Look at these photos. Which jobs are shown? back and look for any missing answers.
Why not?
with students here.
6 I’m with you on that.
7 That’s not what I think, I’m afraid.
8 What about getting recycling bins in the canteen?
A B Which person
• Do you think young people care
48 unit 6 sPeaKing
combined two interests into a 1
possible career?
about the environment more than wants to offer support to others 2

older people? Why? / Why not? in a similar situation?

knows it will be necessary to keep


• Are young people taught enough
3
C their knowledge up to date?

ent, about the environment at school? was unsure of the extent of their
ability at one stage?
4

Should there be any changes? has always used their talent to help 5
them escape from daily life?
• Does the media do enough to came to a sudden decision about 6
make young people aware of C D what they wanted to do as a job?

environmental problems? admires others because of their


characteristics rather than their
7

• Do people use cars too much achievements?


nd of UnitsWhy
are divided in was unaware that something was 8
instead of walking or cycling? possible until it was pointed out?

is this a problem? the order of the exam thinks it is an advantage to stand 9


ll out from others when young?
with pages on Writing, says they come across successful 10
people who look down on others?
Listening, Speaking, and
the Reading and Use of 38 unit 5 reading and use of englisH
English paper

EXAMS Courses

Compact First for Schools Digital


Digital resources for learners Digital resources for teachers
• Online Workbook allows teachers to set • Presentation Plus provides complete course
homework and track results online. content, including audio and video, annotation
• Interactive activities and games in the Student’s tools, links to online resources and the ability to
Book CD-ROM provide students with further save your customized lessons to any computer
grammar, vocabulary and exams practice. anywhere.
• The Test Generator allows teachers to create
and customise tests to suit their specific needs,
with the possibility to create unit, term and final
tests at two levels of difficulty. Available at
thecambridgeteacher.es.

Full ISBN listing on page 75 55


Complete First for Schools NEW
EDITION

English for Spanish Speakers Edition


Guy Brook-Hart, Susan Hutchison, Lucy Passmore and
B2
Jishan Uddin
UPPER INTERMEDIATE

IRST
or Schools
Complete covers everything!
COMPLETE - 90-120 teaching hours
FIRST for Schools

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- Official preparation for the revised B2 First for Schools


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development

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Second edition Student ’s Book wit hout answers

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without answers

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Complete First for Schools is the most • Every unit is carefully designed to help
thorough preparation for the revised B2 students speak, listen, read and write
First for Schools. Complete is trusted with confidence about the everyday
Brook-Hart, Hutchinson, Passmore and Uddin

by millions of candidates worldwide topics covered by B2 First for Schools.


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ISBN 978-1-108-64733-5 Guy Brook-Hart, Susan Hutchison,
Lucy Passmore and Jishan Uddin to provide preparation, practice, and now accompany every exam task in
information and advice to ensure that
E N G LISH FO R SPAN ISH SPE AK E R S

E N G LISH FO R SPAN ISH SPE AK E R S


every unit.
students are fully prepared for the exam.
Lucy Passmore and Jishan Uddin
Guy Brook-Hart, Susan Hutchison,

• Now with full digital support for teachers.


ISBN 978-1-108-64733-5

B2
Complete’s exam journey through each
niddU dna eromssaP ,nosnihctuH ,t raH -koorB

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s r e w s n a t u o h t i w k o o B s’ t n e d u t S

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without answers
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COMPLETE
n o i t i d e d n o c e S sl o o h c S r o f T S R IF

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IRST

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ons of candidates Language
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160-179 B2 First for Schools

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• Reviews after every 2 units.


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Experts together
Brook-Hart, Hutchinson, Passmore and Uddin

B2
Copello

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from test development and candidate performance guarantee expert
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• A dedicated English for Spanish Speakers


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ISBN 978-1-108-72705-1 Alice Copello
E N G LISH FO R SPAN ISH SPE AK E R S

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ge, we create better learning

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FIRST
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180-199 C1 Advanced 180-199 C1 Advanced


160-179 B2 First for Schools 160-179 B2 First for Schools
140-159 B1 Preliminary for Schools 140-159 B1 Preliminary for Schools
120-139 A2 Key for Schools 120-139 A2 Key for Schools
Brook-Hart, Hutchinson, Passmore and Uddin

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Guy Brook-Hart, Susan Hutchison, Natasha de Souza
Lucy Passmore and Jishan Uddin E N G LISH FO R SPAN ISH SPE AK E R S

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E N G LISH FO R SPAN ISH SPE AK E R S

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The English for Spanish Speakers section* in Complete First for Schools provides:

• Advice on problematic spelling.


• Listening activities designed to raise awareness of English pronunciation.
• Examples of past grammatical mistakes and how to correct them.
• Commonly used words and expressions and how they differ in use to their Spanish equivalents.
56 *Common to Compact, Complete and Open World
www.cambridge.es/completefirstforschools

4 Food, glorious
food
4 Six sentences have been removed from the article.
Choose from the sentences A–G the one which fits each
gap (1–6). There is one extra sentence which you do not
need to use.
A Instead, it’s the idea of eating one that is the cause of
5 Work in groups. Discuss these questions.


Would you eat food containing insect flour?
Why? / Why not?
Do you think eating insects and insect-products will
become an important part of people’s diets in future?
C such upset. Why? / Why not?
A
B There’s even a chocolate version available too. • Do you think the food innovations mentioned in the
C In fact, for every human, there are forty tonnes final paragraph of the article will become popular in
of them. future?
D Meanwhile many other innovations are seen as the
possible future of food.
E Unfortunately, the same can’t be said for insects.
F So, if we want to find a way to produce more protein
with fewer supplies, insects are the way to go.
G Insect burgers are likely to look like the meat ones we

ood, glorious
eat today.

3 Work in pairs. Discuss these questions. insects


Are 4 Six sentences
thehave been removed from the article. 5 Work in groups. D
future of food?

ood
• What’s the most unusual food you have ever eaten? Choose from the sentences A–G the one which fits each
• What’s the most unpleasant food you can imagine? • Would you eat
• If you could fill a large bowl with food that you really gap (1–6). There is one extra sentence which you do not
The world population is continuing to grow and in many areas
Why? / Why not
enjoy, what would you fill it with? of the world, the demand for animal products is rising sharply,
B
need to use.
so in the next few decades, we’ll need to figure out how to • Do you think ea
Reading and Use of English Part 6 produce enough food for billions more mouths.
A Instead, it’s the idea of eating one that is the cause of become an imp
C There is one source of food that could provide at least part of
such upset. Why? / Why not
A Starting off
• Read the text carefully before you look at the
the solution and they’re already freely available. 1 They can
be found right under our noses, as well as below our feet and all
1 Work in groups. Match the descriptions (1–3) of how we gaps, so you know what each paragraph is B There’s even a chocolate
around us: insects.
anywhere near them. Psychologists tend to agree that the dislike
version available too.
that people have towards insects has nothing to do with them
• Do you think th
might prepare and eat our food in the future with the
words in the box.
about.

• Look at the words on either side of the gap and


You may turn your nose up at the thought, but it isn’t actually
C In fact, for every human, there
tasting are forty
disgusting. There tonnes
have been several experiments
4 final paragraph
such a crazy idea. Although they may not look like much, insects
3D printed food artificial beef
make sure the sentence you choose makes sense
of them.
that have helped confirm this conclusion. In one experiment,
are a great source of food. They contain essential nutrients
future?
with them. when a sterilised insect was placed in a cup of juice and an
breathable chocolate and can provide a nutritious meal. Insects give out such small
everyday object in another, people were consistently convinced
• Look for words in the missing sentences that D Meanwhile many other that innovations
amounts of greenhouse gas, and take up so little room on the are
the juice that had the seen
insect asworse,
in tasted theif they were
might give you a clue. For example
1 It looks and feels like meat. In fact it is meat, although
it’s never been near a living, breathing animal. Instead, Instead in sentence A tells you that it possible future of food.willing to taste it at all. It appears to be the case that insects
planet compared with the animals we traditionally eat, that they
are very much they are more environmentally friendly. Insects
it’s grown from stem cells in a laboratory. It will expresses an idea that contrasts with reliably produce negativity.
replace meat from farm animals in your diet. the sentence before the gap.
info
E Unfortunately, the sameHowever,
can’t be
also require fewer food resources compared with our traditional
there is asaid
movement forto put
insects.
insects on our dinner
2 You’ll eat it by inhaling it. It will give you all the flavour
sources of meat in order to give us the nutrition we need. They
tables. Across Europe there are companies making nutrition bars
without any of the calories. You just inhale tiny F So, if we want to find a way
also require less water than animals or birds. 2 to insects.
produceMeanwhile,
It seems like
that contain moreinproteinthe United States, the
5
particles of chocolate as a mist. There could be other the obvious conclusion.
food sprays available in future too, such as aerosols
1 Work in groups. You are going to read an article about with fewer supplies, insects
company areChapulthe
It’s estimated that a third of the world’s population already eat
waybarstocontaining
sells protein go. cricket flour.
containing cheese or spices. insects as a source of food. Before you read, decide if Most of the companies selling insects and insect-based foods
3 You’ll just select what you want to eat from the control the following sentences are true or false. G Insect burgers are likelyaretoonlylook
them. Boiled silkworm larvae is a popular dish across Asia, and likeupthe
just starting meat
or haven’t ones
been around for we
very long, so
wasps are also popular across the continent. In Africa termites
panel of the computer. All your snacks will be printed
in front of you as the ingredients are built up in layers.
1 Some kinds of insects can be eaten. eat today. we aren’t sure yet how it will progress, or if the industry will be
can be prepared in a variety of ways to form part of a nutritious
2 Insects can provide a high level of nutrition. successful. Will we see an insect aisle at the supermarket? Will
You’ll be able to print out a chocolate biscuit or a beef meal.
burger in seconds. 3 It is diff icult to farm insects on a large scale without fast-food restaurants serve up bug burgers? 6 These range
What seems to be one of the biggest barriers is convincing more

insects
damaging the environment. from 3-D printed food, to foods manufactured in a laboratory to
people to eat insect cuisine. Some foods, like chocolate, sell

Are the
2 Match the photos with the descriptions 1–3 in Exercise resemble seafood or meat, to further developments of soy-based
2 Read the first three paragraphs of the article opposite themselves. 3
1. Which foods and ways of eating in Exercise 1 would A lot of people in Europe and North America foods. Whether any of these will become something that the
as quickly as you can and check your answers to
you: 3 Work in pairs. Discuss theseExercise
questions.
1.
feel so disgusted at the idea of eating insects that they won’t go majority of us eat every day is still not certain.

future of food?
• be happy to try?
• • What’s the most unusual
think about trying in future food
3 Read you
the full have
article and sayever eaten?
briefly what each
40 • absolutely refuse to try? paragraph is about. Food, glorious food 41
• What’s the most unpleasant food you can imagine?
• If you could fill a large bowl with food that you really The world population is continuing to grow and in many areas
enjoy, what would you fill it with? of the world, the demand for animal products is rising sharply,
Every unit provides
so in the next few decades, we’ll need to figure out how to
produce enough food for billions more mouths.
Reading and Use of English Part 6
the
There is one source of food that could providelanguage
at least part of and skills
development
the solution and they’re already freely available. 1
needed
They can
• Read the text carefully before you look at the be found right under our noses, as well as below our feet and all
atch the descriptions (1–3) of how we gaps, so you know what each paragraph is around us: insects. for students to speak, anywhere near them. Psy
that people have towards
d eat our food in the future with the about.
You may turn your nose up at the listen,
thought,read and
but it isn’t write with
actually tasting disgusting. 4
• Look at the words on either side of the gap and

ood artificial beef


make sure the sentence you choose makes sense confidence about the
such a crazy idea. Although they may not look like much, insects that have helped confirm
are a great source of food. They contain essential nutrients when a sterilised insect w
and can provide a nutritious meal.everyday such small covered
Insects give outtopics
with them.
able chocolate everyday object in anothe
• Look for words in the missing sentences that
els like meat. In fact it is meat, although might give you a clue. For example by B2 First
amounts of greenhouse gas, and take up so little room on the
for
planet compared with the animals we traditionally eat, that they
Schools
that the juice that had the
Instead in sentence A tells you that it willing to taste it at all. It
near a living, breathing animal. Instead, are very much they are more environmentally friendly. Insects
m stem cells in a laboratory. It will expresses an idea that contrasts with reliably produce negativity
rom farm animals in your diet. the sentence before the gap.
info also require fewer food resources compared with our traditional
However, there is a move
nhaling it. It will give you all the flavour
sources of meat in order to give us the nutrition we need. They
tables. Across Europe the
the calories. You just inhale tiny also require less water than animals or birds. 2 It seems like
that contain insects. 5
ocolate as a mist. There could be other the obvious conclusion.
ailable in future too, such as aerosols
1 Work in groups. You are going to read an article about company Chapul sells pro
It’s estimated that a third of the world’s population already eat

EXAMS Courses
ese or spices. insects as a source of food. Before you read, decide if Most of the companies se
the following sentences are true or false. them. Boiled silkworm larvae is a popular dish across Asia, and
ct what you want to eat from the control are only just starting up o
Exam info of insectsprovide
boxes up-to-date tips and
mputer. All your snacks will be printed wasps are also popular across the continent. In Africa termites
1 Some kinds can be eaten. we aren’t sure yet how it
as the ingredients are built up in layers. can be prepared in a variety of ways to form part of a nutritious
o print out a chocolate biscuit or a beef accompany everya high
2 Insects can provide examlevel oftask in every unit
nutrition.
meal.
successful. Will we see an
nds. 3 It is diff icult to farm insects on a large scale without fast-food restaurants serv
damaging the environment. What seems to be one of the biggest barriers is convincing more from 3-D printed food, to
with the descriptions 1–3 in Exercise people to eat insect cuisine. Some foods, like chocolate, sell resemble seafood or mea
2 Read the first three paragraphs of the article opposite themselves. 3
d ways of eating in Exercise 1 would A lot of people in Europe and North America foods. Whether any of the
as quickly as you can and check your answers to
feel so disgusted at the idea of eating insects that they won’t go majority of us eat every d
o try? Complete First for Schools Digital Exercise 1.

trying in future 3 Read the full article and say briefly what each
efuse to try? paragraph is about.
Digital resources for learners
Fully-interactive Digital Student’s Books and Workbooks are available both online and offline. These are
both multiplatform and multi-device, working on computers, tablets and interactive whiteboards.
Digital resources for teachers on The Cambridge Teacher
• Presentation Plus: an easy-to-use classroom tool that puts all your multimedia resources into one place.
• Test Generator: helps you measure your students’ progress by creating your own Unit, Term and Final
tests.
• Exam Preparation Bank: this includes, for each Cambridge exam, speaking videos and worksheets
focusing on performance and preparation, plus listening and reading worksheets. Also included are
authentic Cambridge exams for A2 Key, B1 Preliminary and B2 First.
Available on thecambridgeteacher.es.

Full ISBN listing on page 75 57


Compact First
Second edition
Peter May B2
UPPER INTERMEDIATE

Fast, focused exam preparation


- 50-60 teaching hours
- Official preparation for B2 First

Compact First Second edition provides • ‘Exam tips’, and grammar and
B2-level students with thorough vocabulary exercises teach students to
preparation and practice of the avoid common mistakes identified in
grammar, vocabulary, language skills, the Cambridge Learner Corpus.
topics and exam skills needed for • ‘Quick steps’ and Writing, Speaking
success in B2 First. and Listening Guides offer advice on
• B2-level vocabulary is targeted, how to approach each part of the
drawing on insights from English exam papers.
Profile, covering items such as • Grammar sections and a Grammar
collocations, word formation, phrasal Reference help students build up
verbs, three word verbs, easily accurate language structure.
confused words.

For students For teachers


Student’s Book with CD-ROM Teacher’s Book
The Student’s Book, available with or without answers, The Teacher’s Book includes step-by-step
features 10 topic-based units with focused exam guidance for presenting and teaching all
preparation, which are divided in the order of the exam. the material in the Student’s Book along
A Grammar reference covers key areas in the syllabus with suggestions for alternative approaches
and unit-based wordlists include target vocabulary with and extension activities. It provides
definitions. complete answer keys, recording scripts and
Also available is the Student’s Book Pack, which combines photocopiable progress tests.
the Student’s Book with answers with the Class Audio CDs,
making it ideal for self-study.
Class Audio CDs
Workbook with downloadable audio The Class Audio CDs include all the
The Workbook is designed for homework and self-study, listening material needed for listening and
and provides further practice and exercises to consolidate speaking practice activities and all listening
the language and exam skills presented in the Student’s exam tasks.
Book. It is available in two versions, with and without
answers. Audio material for all the Workbook listening
tasks is available online for download.
Presentation Plus DVD-ROM
This presentation software provides
Student’s Pack without answers complete course content, together with
The Student’s Pack includes the Student’s Book without audio, annotation tools and links to online
answers with CD-ROM and Workbook without answers. resources.

58
www.cambridge.es/compactfirst

2 sPeaKiNG 2
Each section
develops skills in

5
Part 2 Exam task
a key part of the
Page 98

1 We can use sentences a–g to compare two pictures. Fill Each of you will be given two photographs. You have to talk
in gaps 1–10 with these words. You can use some of them
exam paper
about your photographs on your own for about a minute,
more than once. and also to answer a short question about your partner’s
photographs.
both difference different other same similar
similarity Candidate A: It’s your turn first. Look at photographs 1

reaDiNG aND use OF eNGlisH


and 2. They show people in restaurants. Compare the
photographs, and say what you think could be enjoyable
a In (1) both of these pictures there are some about having a meal there. Talk about your photographs on
people eating, but in this one they’re also watching TV. your own for about a minute.
b In this picture there are four people, a family, but in the Candidate B: Do you like to eat in restaurants?
(2)

family.
one there are just two.
c These two are (3) in age, about 18, unlike the
1 2 ‘Exam Tips’
d One (4)
(5)
(6)
Part 7
between the pictures is that
show people eating together in the
place: at home.
andnote
3 For each of questions 1–10, underline (or ‘Quick
down)Steps’
the
e And in (7)
enjoying their meal.
pictures it looks as if they’re key words as in the example (1). offer useful advice
4 Do the exam task. As you read, lookand practice helping
f But in some ways the situation in the two pictures is
completely (8)
g The biggest (9)
.
between them is that this for words, phrases
students perform
and sentences that express the same ideas as the key
one shows people talking and laughing together, but in
the (10) one they’re looking at the TV, not at
each other.
Candidate B: Look at photographs 3 and 4. They show
words in the questions. Underline the words, phrases or
2 Look at photos 1 and 2. Which of points a–f are the same people ordering meals. Compare the photographs, and say
why you think people choose to eat there. Talk about your better in the exam
or similar in the two photos, and which are different?
a the room
photographs on your own for about a minute. sentences that tell you the right answers.
Candidate A: Which of these two kinds of place do you
b the food and drinks prefer to go to?
c the number of people
d
e
the people’s age
the people’s appearance
3 4
Exam tip
f what the people are doing

3 Look at photos 3 and 4 and note down as many points of


similarity and difference as you can. You don’t have to begin by reading the whole text. You
Quick steps to Speaking Part 2 may find it helpful to read the questions first, then scan
• Think about what you are going to say before you start
speaking.
• Mention as many similarities and differences as you can.
each part of the text.
• When your partner is speaking, listen to what they say
but don’t interrupt. 6 Change roles and repeat the exam task.

aND use OF eNGlisH 4 Look at the exam instructions. What does Candidate A Exam tip
have to do? What does Candidate B have to do?
Don’t try to describe everything in the pictures. Just
Quick steps to Reading and Use of English Part 7
5 Work in pairs and do the exam task. say what’s similar and different about them.
• Before you make your mind up about an answer, read the

20
doctor
3 For each of questions 1–10, underline (or note down) the
unit 2 speaking
key words as in the example (1).
each other what you think.
engineer
7 How well did you and your partner speak in Part 2? Tell

5
question again and look carefully at the evidence in the text.
• For some reaDiNG
questions, you
aND may
usebeOF able
than one option. If so, there will3 be
Part 7
to choose more
eNGlisH
extra spaces next to
For each of questions 1–10, underline (or note down) the
these questions. key words as in the example (1).
4 Do the exam task. As you read, look for words, phrases
4 Do the exam task. As you read, look for words, phrases and sentences that express the same ideas as the key
words in the questions. Underline the words, phrases or

and sentences that express the same ideas as the key sentences that tell you the right answers.

Exam task
Exam tip
words in the questions. Underline the words, phrases or You don’t have to begin by reading the whole text. You
may find it helpful to read the questions first, then scan
sentences that tell you the right answers. each part of the text.

You are going to read an article in which four people talk


Quick steps to Reading and Use of English Part 7
• Before you make your mind up about an answer, about
read the

Exam tip doctor engineer question again and look carefully at the evidence in the text.
their careers. For questions 1–10, choose from
• For some questions, the
you may be ablepeople
to choose more (A–D).
than one option. If so, there will be extra spaces next to
The people may be chosen more than once.
these questions.

You don’t have to begin by reading the whole text. You


Exam task
may find it helpful to read the questions first, then scan You are going to read an article in which four people talk about

each part of the text. Which person their careers. For questions 1–10, choose from the people (A–D).
The people may be chosen more than once.

did not go to university? Which person 1


did not go to university? 1

Quick steps to Reading and Use of English Part 7 has heard


financial adviser
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was pleasantly surprised by the working 23


bigger organisation?
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EXAMS Courses
says that enthusiasm and determination will bring
3 Which will enjoy their work the most? Why? 4
great success for the employee?
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liked their job as soon as they started it?
48
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Digital resources for learners Digital resources for teachers
did not go to university? 1
Interactive activities and games in the liked
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Book CD-ROM provide students with further content, including audio and video, annotation
assistant has heard the company might be bought by a
grammar, vocabulary and 2 exams practice. tools, links
had to understand a lottoofonline
new resources andquickly?
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bigger organisation? save your customized lessons to any computer
s. anywhere.
is unsure exactly how much they will earn in the
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Why? 42saysunit
that enthusiasm and determination will bring
5 reading and use of english 4
great success for the employee?

title of the text,


tions.
found it difficult at first to complete work on time? 5 Full ISBN listing on page 76 59
is confident they will be able to carry out their
many parts are 6
extra duties?
Complete First for Spanish Speakers
Second Edition
Guy Brook-Hart
B2
UPPER INTERMEDIATE

Complete covers everything!


- 90 teaching hours, extendable to 120
- Official preparation for B2 First
SECOND EDITION

SECOND EDITION

Complete
Complete First Student’s Book without answers

Complete First for Spanish Speakers exam candidates make, as revealed by


First Second edition provides thorough the Cambridge Learner Corpus.
B2 English Profile
preparation for the B2 First exam. It • Exam information and advice is offered
combines the very best in contemporary
www.englishprofile.org
CD - R

throughout, culminating in Exam


Student’s Book
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OM

level: Cambridge English exam:

2 Cambridge English: Proficiency (CPE)

1 Cambridge English: Advanced (CAE)

Cambridge English: First (FCE)


without answers

classroom practice with first-hand


2
Cambridge English: First (FCE) for Schools
Guy Brook-Hart

round-up sections.
Cambridge English: Preliminary (PET)
1
Cambridge English: Preliminary (PET) for Schools

2
Cambridge English: Key (KET)

Cambridge English: Key (KET) for Schools


Guy Brook-Hart

B2
knowledge of the challenges Spanish-
• Vocabulary selection informed by
For revised exam from 2015 English for Spanish Speakers
speaking learners face.
For revised exam from 2015 English for Spanish Speakers
English Profile.
B2
Key Features: • Teachers have online access to official
Guy Brook-Hart
t raH -koorB yuG

• Exercises help students avoid practice tests.


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1
Cambridge English: Preliminary (PET)

Cambridge English: First (FCE) for Schools

without answers
2
Cambridge English: First (FCE)

1 Cambridge English: Advanced (CAE)

Student’s Book

repeating the typical mistakes that real


2 Cambridge English: Proficiency (CPE)

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English Profile

First
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Complete
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For students For teachers


NOITIDE DNOCES

SECOND EDITION

Student’s Book with CD-ROM Teacher’s Book with Teacher’s Resources


The Student’s Book is available with or without CD-ROM
answers, and fully prepares students to tackle This Teacher’s Book contains extensive teaching
SECOND EDITION

SECOND EDITION

Complete
Complete First

n course for

each part of every exam paper. notes, suggestions for warmers and extension
First
e in English (FCE).
m practice with
Student’s Book without answers

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that they are fully
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se of real exam
Corpus, Complete
exam mistakes,
Also available is a Self-Study Pack, which
includes the Teacher’s Resources CD-ROM, with
ritative preparation

combines the Student’s Book with answers with


answers features:
ce for each part of the
B2 English Profile
www.englishprofile.org
ich explain the CD - R

progress tests, word lists, photocopiable activities


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CEFR level: Cambridge English exam:

ills required for the C2 Cambridge English: Proficiency (CPE)

the Class audio CDs, making it ideal for self-study.


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C1 Cambridge English: Advanced (CAE)

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without answers
l. B2
Cambridge English: First (FCE) for Schools

p their speaking skills.


Guy Brook-Hart

Cambridge English: Preliminary (PET)


B1
motivating, flexible

and teaching notes.


Cambridge English: Preliminary (PET) for Schools

or teachers to access.
A2
Cambridge English: Key (KET)

Cambridge English: Key (KET) for Schools


Guy Brook-Hart

B2

For revised exam from 2015 English for Spanish Speakers

Class Audio CDs


Workbook with Audio CD The Class Audio CDs contain the recordings for all
The Workbook is available with or without the listening exercises in the Student’s Book.
answers. It consolidates and extends the language
and exam skills covered in the Student’s Book. The
Audio CD provides all the audio material for the
Workbook listening activities.

Student’s Pack
The Student’s Pack is available in two versions,
SECOND EDITION

SECOND EDITION
SECOND EDITION
Complete First
Complete
Complete First

Student’s Book without answers

Complete First Second edition is an official preparation course for

First
Cambridge English: First, also known as First Certificate in English (FCE).
It combines the very best in contemporary classroom practice with
Student’s Book without answers

first-hand knowledge of the challenges students face. The information,

with and without answers. It combines the


practice and advice contained in the course ensure that they are fully
prepared for all parts of the test, with strategies and skills to maximise
their score.
Informed by Cambridge’s unique searchable database of real exam
candidates’ answer papers, the Cambridge English Corpus, Complete
First Second edition trains students to avoid common exam mistakes,
guaranteeing teachers and students the most authoritative preparation
for Cambridge English: First.
Complete First Second edition Student’s Book without answers features:
9781107633905 • Hart • Complete First Student’s Book without ans C M Y K

• topic-based units, providing language input and practice for each part of the
exam papers. B2 English Profile
www.englishprofile.org
• regular ‘Exam information’ and ‘Exam advice’ boxes which explain the CD - R

Student’s Book and the Workbook in one package.


Student’s Book
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requirements of exam tasks. CEFR level: Cambridge English exam:

• Speaking and Writing references which focus on key skills required for the C2 Cambridge English: Proficiency (CPE)

exam.
• targeted vocabulary, drawing on research insights from English Profile, to focus
C1 Cambridge English: Advanced (CAE)

Cambridge English: First (FCE)


without answers
on what students need to learn for the exam at B2-level. B2
Cambridge English: First (FCE) for Schools

• all new Pronunciation sections to help students develop their speaking skills.
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• a CD-ROM with grammar and vocabulary exercises for motivating, flexible Cambridge English: Preliminary (PET) for Schools

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• complete Cambridge English: First practice tests online for teachers to access.
A2
Cambridge English: Key (KET)

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Guy Brook-Hart

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For revised exam from 2015 English for Spanish Speakers

Complete First for Spanish Speakers includes content to target areas that Spanish speakers find most challenging:

• Exercises focusing on common Spanish-speaking candidate problem areas at this level, informed by the
Cambridge Learner Corpus.
• Get it right! boxes provide tips to avoid common learner errors.
• Step-by-step speaking exam practice.
• Speaking Tips and the ‘Spelling and sounds’ section in the Student’s Book help Spanish speakers perform better in
the Speaking Paper and with their pronunciation.
• Writing Tips and the ‘Sounds and spelling’ section in the Workbook help students improve their writing
and spelling.
60
www.cambridge.es/completefirst

for Spanish speakers

3 Read the candidates’ answers in Exercise 1 on page 100 again.


Spelling and sounds
Which words and phrases do they use to introduce their
opinions?

Get it right
Pronunciation of er
7 Look at the underlined letters in the
words and choose the correct sound,
Speaking extra Units 1 & 2
Remember where to put not in negative opinions and predictions. a or b. Then choose the correct stress
I don’t think / believe / feel / expect / imagine it’s important to do pattern, a or b.
sport every day. 1 prefer a /ɜː/ b /ə/
a b
2 younger a /ɜː/ b /ə/
4 Spanish-speaking exam candidates often make mistakes
a b
when they give opinions. Correct the mistake in each sentence.
8 17 Listen to check your answers.
1 On my opinion, eating a healthy diet is more important than doing
exercise. Pronunciation tip
2 I believe organic food is not healthier than normal food.
Notice how the letters er combine to
3 It’s no doubt that cycling is good exercise, but on the other hand it

Speaking extra
represent the sound /ɜː/ when stressed
can be dangerous. and the sound /ə/ when unstressed.
4 I think in my opinion that adventure sports are for people who

Units 1 & 2
enjoy taking risks.
9 18 Complete the table with the words
5 I think that sport shouldn’t be compulsory at school as some
from the box. Listen to check your
children don’t enjoy it. answers and practise saying the words.

Speaking tip braver clever concern dinner


As well as giving your own opinions in Speaking Part 4, remember emerge fitter quieter refer
to listen to what your partner says. The examiner will ask you to stronger teacher tougher traveller
comment on his/her opinions.
/ɜː/ prefer /ə/ younger
5 EP Look at these Speaking Part 4 questions. Which of the braver
words in the box could you use when answering each question?

athletic competitive marathon opponent


professional represent spectator set a record

1 What sports do people enjoy doing in Spain? Why are they


popular?
2 Do you think too much attention is devoted to sport on 10 Look at the underlined letters in the Speaking | Part 1 Get it right
words. They can also combine to
television and in the news?
3 Which do you think is more important: taking part in a sport or
represent the sound /ɜː/.
1 Read these Speaking Part 1 questions and think Be careful not to confuse expect and hope.
winning? Why? a earth b surface c girl
about how you might answer each of them. I expect Miguel will be late for the party as he isn’t
4 In your opinion, do some sportspeople earn too much money? 11 19 Listen to the sentences and write
5 Do you think some people do too much sport? the words with the sound /ɜː/ you hear.
usually very punctual.
6 What can schools do to encourage children to take more 1 Do you live in a rural or an ... area? • W hat are you going to do this weekend? I hope Miguel won’t be late for the party as he isn’t
exercise? 2 Juan didn’t win the race but he came ... !
• Tell me about your plans for the summer. usually very punctual.
3 Teachers don’t ... enough money in my
opinion.
6 Work in groups of three. Take turns to be the examiner and the
4 Don’t ... Marta – she’s studying.
candidates using the Speaking Part 4 questions in Exercise 5.
5 Have you got any ... plans for summer?
2 09 Complete these sentences with verbs from the 4 Spanish-speaking exam candidates often
6 I can’t find my pen; I’ve been ... for it
everywhere. box in the correct form. Then listen to check your confuse expect and hope. Match the examples in
answers. these sentences with their definitions.
101 1 I’ve got a big family so I expect that about 20 people
have hold look forward meet spend take part will come tonight!
2 They expect us to work hard at this school and to get
9788483238158_SB3.indb 101 06/06/14 11:00
1 I think I’ll up with my friends and go to good result in our exams.
the city centre. 3 I expect Alicia is doing her homework, so she won’t
for Spanish speakers
2 We’re planning to a special family lunch. want to come skating with us.
3 I’m thinking of the weekend at the beach. 4 I can’t go to the cinema because I’m expecting a
3 Read the candidates’ answers in Exercise 1 on page 100 again. 4 I’m really to lazing in the sun. phone call from my girlfriend.
Spelling and sounds 5 I’m going to in the festival they’re 5 I’m going to the beach next weekend so I hope I’ll get
Which words and phrases do they use to introduce their
in my neighbourhood. a suntan.
opinions? Pronunciation of er
a be waiting for someone or something to happen
3 Many Spanish-speaking exam candidates give
7 Look at the underlined letters in the b believe something will happen or someone will
Get it right answers which are too short. Listen again. How does
words and choose the correct sound, each speaker 1–4 extend their answer by giving …
do something
Remember where to put not in negative opinions and predictions. a or b. Then choose the correct stress c think someone should behave in a particular way or
a a reason? do something
I don’t think / believe / feel / expect / imagine it’s important to do pattern, a or b.
b an example? d think something is likely to be true
sport every day. 1 prefer a /ɜː/ b /ə/ c additional information? e want something to happen or to be true
a b
2 younger a /ɜː/ b /ə/ 28
4 Spanish-speaking exam candidates often make mistakes
a b
when they give opinions. Correct the mistake in each sentence.
8 17 Listen to check your answers.
1 On my opinion, eating a healthy diet is more important than doing 9788483238158_SB3.indb 28 06/06/14 10:53

exercise. Pronunciation tip


2 I believe organic food is not healthier than normal food.

‘Spelling and
Notice how the letters er combine to
3 It’s no doubt that cycling is good exercise, but on the other hand it
represent the sound /ɜː/ when stressed
can be dangerous. and the sound /ə/ when unstressed.

sounds’ helps
4 I think in my opinion that adventure sports are for people who
enjoy taking risks.
9 18 Complete the table with the words
5 I think that sport shouldn’t be compulsory at school as some
SpanishSpeaking
speakers | Part 1
from the box. Listen to check your
children don’t enjoy it. answers and practise saying the words.
Get it right
recognise the
Speaking tip braver clever concern dinner
As well as giving your own opinions in Speaking Part 4, remember
1 Read these Speaking Part 1 questions and think
emerge fitter quieter refer
Be careful not to confuse expect and hope.
relationship between
to listen to what your partner says. The examiner will ask you to
comment on his/her opinions.
stronger teacher tougher traveller

I expect Miguel will be late for the party as he isn’t


about how you might answer each of them.
the spelling of
/ɜː/ prefer /ə/ younger
5 EP Look at these Speaking Part 4 questions. Which of the braver usually very punctual.
words and their
words in the box could you use when answering each question?

• W hat are you going to do this weekend? I hope Miguel won’t be late for the party as he isn’t
athletic competitive marathon opponent

pronunciation
• Tell me about your plans for the summer.
professional represent spectator set a record usually very punctual.
and provides
1 What sports do people enjoy doing in Spain? Why are they
popular?
pronunciation
2 09tips
television and in the news?
Complete these sentences with verbs from the
2 Do you think too much attention is devoted to sport on 10 Look at the underlined letters in the
words. They can also combine to right’ boxes give exam
4‘Get itSpanish-speaking usefulcandidates
tips to avoid
often
confuse expect and hope. Match the examples in
common errors made by Spanish speakers
represent the sound /ɜː/.
3 Which do you think is more important: taking part in a sport or
winning? Why?
box in the correct form.
a earth Then clisten
b surface girl to check your
4 In your opinion, do some sportspeople earn too much money?
answers. 11 19 Listen to the sentences and write these sentences with their definitions.
5 Do you think some people do too much sport? the words with the sound /ɜː/ you hear.

EXAMS Courses
6 What can schools do to encourage children to take more
exercise?
1 Do you live in a rural or an ... area?
2 Juan didn’t win the race but he came ... !
1 I’ve got a big family so I expect that about 20 people
have hold look forward
3 Teachers meet
don’t ... enough money in my spend take part will come tonight!
opinion.
6 Work in groups of three. Take turns to be the examiner and the
candidates using the Speaking Part 4 questions in Exercise 5.
4 Don’t ... Marta – she’s studying.
5 Have you got any ... plans for summer?
2 They expect us to work hard at this school and to get
1 I think I’ll up with my friends and go to
6 I can’t find my pen; I’ve been ... for it
everywhere.
good result in our exams.
the city centre. 3 I expect Alicia is doing her homework, so she won’t
2 We’re planning to a special
101
family lunch. want to come skating with us.
3 I’m thinking of the weekend at the beach. 4 I can’t go to the cinema because I’m expecting a
Complete First for Spanish Speakers Digital phone call from my girlfriend.
788483238158_SB3.indb 101 06/06/14 11:00

4 I’m really to lazing in the sun.


5 I’m going to in the festival they’re 5 I’m going to the beach next weekend so I hope I’ll get
in my neighbourhood. a suntan.
a be waiting for someone or something to happen
3 Many Spanish-speaking exam candidates give
b believe something will happen or someone will
answers which are too short.• The
Listen again.
Digital HowBook
Student’s doesand Workbook can be used online and offline, and they integrate the book
do something
each speaker 1–4 extend theirwith the class
answer byaudio,
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c think
digital books are both multiplatform and someone
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allowing them toinbeaused
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tablets and interactive whiteboards. do something
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• The interactive CD-ROM that accompanies the Student’sis Book
likelylets
to be true tackle areas of difficulty
students
c additional information? at their own pace. e want something to happen or to be true

28

9788483238158_SB3.indb 28 06/06/14 10:53

Full ISBN listing on page 76 61


Objective First for Spanish Speakers
Fourth Edition
Annette Capel and Wendy Sharp B2
UPPER INTERMEDIATE

What’s your objective?


- Suitable for both exam preparation and general English courses
- 70 teaching hours, extendable to 90

Objective First combines systematic • Authentic and up-to-date English, as


exam preparation with language work revealed by the Cambridge English
designed to improve students’ overall Corpus.
English level, and also provides specific • ‘Corpus Spots’ highlight common
help for Spanish-speaking learners. learner errors.
Key features: • The CD-ROM provides optional extra
• Short and motivating units. language and vocabulary practice and
familiarisation with the exam format.
• Vocabulary sections informed by
English Profile.

For students For teachers


Student’s Book with CD-ROM Teacher’s Book with Teacher’s Resources CD-ROM
The Student’s Book is available with or without The Teacher’s Book offers complete support with
Objective
Objective First Fourth Edition is official preparation for the
Objective First

answers. It includes a CD-ROM with further language time-saving ideas, including a Teacher’s Resources
revised Cambridge English: First exam, also known as First B2 English Profile
www.englishprofile.org
Certificate in English (FCE). It has been fully updated in line
with the revised exam. CEFR level: Cambridge English exam:

C2 Cambridge English: Proficiency (CPE)


The Teacher’s Book contains teaching notes, extra teaching
C1 Cambridge English: Advanced (CAE)
ideas to extend or shorten the length of the activities and clear,

First
Teacher’s Book

Cambridge English: First (FCE)


comprehensive answer keys. The Teacher’s Resources CD-ROM B2
Cambridge English: First (FCE) for Schools

and exam practice in the form of interactive activities, CD-ROM with a wordlist, a complete practice
contains 12 progress tests and answers. You will also find unit B1
Cambridge English: Preliminary (PET)

Cambridge English: Preliminary (PET) for Schools


wordlists as well as a list of B1 phrasal verbs which learners will
Cambridge English: Key (KET)
build on as they progress through the course to B2. A2
Cambridge English: Key (KET) for Schools
9781107628359 Capel & Sharp: Objective First Teacher’s Book + Audio CD/CD-ROM CVR CMYK

Key features of the Objective First course:


Vocabulary sections informed by the English Vocabulary Profile, part of
Fourth Edition

the English Profile project, ensure that students learn the words and

and comes packaged with the 100 Writing Tips for


meanings they require at B2 level.

test and regular progress tests.


A student’s CD-ROM provides extra practice of language and topics
covered in the Student’s Book, and includes wordlists which may be
used either with or without definitions. Teacher’s Book
24 units, each focusing on a different stimulating topic, make preparing
with Teacher’s Resources CD-ROM
Capel and Sharp

for Cambridge English: First a manageable task.


Complete Cambridge English: First practice tests are available online.

Cambridge English: First Booklet.


Regular Exam Folders provide systematic exam preparation and
practice, covering each paper in detail.
Writing Folders every two units give practice in writing skills and exam
technique for the range of skills needed for Paper 2.
For revised exam from 2015
Corpus Spots use examples from the Cambridge Learner Corpus to
highlight common learner errors and train students to avoid them.
CD - R
h
O
wi t

Windows® XP, Windows® Vista, Windows® 7 or Windows® 8

Also available is the Self-Study Pack, which combines


Mac® OS X 10.5, 10.6, 10.7 or 10.8

B2

Annette Capel Wendy Sharp Fourth Edition

the Student’s Book with answers with the Class audio


English for Spanish Speakers

CDs, making it ideal for self-study.

Workbook with Audio CD Class Audio CDs


9781107628540 Capel & Sharp: Objective First Class Audio CDs MLK CMYK

The Workbook provides practice of the language This set of audio CDs contains the listening
dition is official preparation for the

Objective Objective material to accompany the Student’s Book.


Objective First Workbook with answers

covered in the Student’s Book. The accompanying


B2 English Profile
lish: First exam, also known as First www.englishprofile.org

CE). It has been fully updated in CEFR level: Cambridge English exam:

am.

First
C2 Cambridge English: Proficiency (CPE)

wers with Audio CD provides C1 Cambridge English: Advanced (CAE)

r practice of new language and

First
Cambridge English: First (FCE)
B2

in the classroom. It includes an


Cambridge English: First (FCE) for Schools

audio CD provides exam-style listening practice.


Cambridge English: Preliminary (PET)

ercise every other unit. B1


Cambridge English: Preliminary (PET) for Schools

Cambridge English: Key (KET)


A2
First course: Cambridge English: Key (KET) for Schools

ed by the English Vocabulary Profile, part of


Fourth Edition

Class Audio CDs


ensure that students learn the words and
B2 level.
des extra practice of language and topics

There is also a ‘without answers’ version of the


ook, and includes wordlists which may be
t definitions.
Capel and Sharp

a different stimulating topic, make preparing


st a manageable task.
Workbook For revised exam from 2015

ish: First practice tests are available online. with answers


ide systematic exam preparation and Annette Capel Wendy Sharp Fourth Edition

Workbook, which also includes the audio CD.


per in detail.
units give practice in writing skills and exam
skills needed for Paper 2.
s from the Cambridge Learner Corpus to
English for Spanish Speakers
errors and train students to avoid them.
For revised exam from 2015
Au di o
wi t h

CD

B2

Annette Capel Wendy Sharp Fourth Edition

English for Spanish Speakers

Student’s Pack
The Student’s Pack combines the Student’s Book and
Objective First Fourth Edition is

Objective
official preparation for the
revised Cambridge English: First
exam, also known as First
Objective First Workbook with

B2 English Profile
Certificate in English (FCE). It has www.englishprofile.org
been fully updated in
line with the revised exam. CEFR level: Cambridge English exam:

The Workbook with answers with C2 Cambridge English: Proficiency


Audio CD provides
(CPE)

opportunities for further practice C1 Cambridge English: Advanced


of new language and (CAE)

skills either at home or in the classroom. Cambridge English: First (FCE)

It includes an
B2

First
Cambridge English: First (FCE)
exam-style listening exercise every for Schools

other unit.

the Workbook in one package. It is available in two


Cambridge English: Preliminary
B1 (PET)
Cambridge English: Preliminary
(PET) for Schools
Key features of the Objective First
answers

course: A2
Cambridge English: Key (KET)

Cambridge English: Key (KET)


Vocabulary sections informed by for Schools
+ Audio CD CVR CMYK

the English Vocabulary Profile, part


the English Profile project, ensure of
that students learn the words and
meanings they require at B2 level.
Fourth Edition

A student’s CD-ROM provides extra


practice of language and topics
covered in the Student’s Book, and
includes wordlists which may be
used either with or without definitions.
24 units, each focusing on a different
Capel and Sharp

stimulating topic, make preparing


for Cambridge English: First a manageable
task. Workbook
Objective First Workbook With Answers

versions, with and without answers.


Complete Cambridge English: First

with answers
practice tests are available online.
Regular Exam Folders provide systematic
exam preparation and
practice, covering each paper in
detail.
Writing Folders every two units give
practice in writing skills and exam
technique for the range of skills
needed for Paper 2.
Corpus Spots use examples from
the Cambridge Learner Corpus to
highlight common learner errors
and train students to avoid them.

For revised exam from 2015


Au di o
9781107628458 Capel & Sharp:

wi t h

CD

B2

Annette Capel Wendy Sharp


Fourth Edition

English for Spanish Speakers

This course includes content specifically designed for Spanish-speaking students:

• The Student’s Book comes packaged with the free 100 Writing Tips for Cambridge English: First booklet, with
information and exercises to avoid common errors at the Writing Paper.
• Speaking Folders help improve your students’ performance at the Speaking Paper.
• ‘Get it right!’ Folders highlight and practise typical mistakes made by Spanish-speaking candidates at this level,
based on research from the Cambridge English Corpus.
• A Pronunciation Folder focuses on common pronunciation problems.
• Vocabulary Folders in the Workbook help your students with common problem areas, such as phrasal verbs and
false friends.
62
www.cambridge.es/objectivefirst

12.1
17.1
Exam Spots provide Collectors and creators Focus on verbs
Units 7–12 Get
The virtual it Right!
world

insightful advice to help 1 Find and correct twelve mistakes with verb forms in
the text. An example has been done for you. Remember to use an infinitive of purpose to say

students perform better


why you do something – the Cambridge Learner
Corpus shows that Spanish-speaking exam candidates often
make mistakes with this structure.

in the exam 1 Anyone for tennis? I went to the UK to learn English.


NOT I went to the UK for learning English.

Speaking 2 Complete the sentences with the infinitive of purpose


using the verbs in the box.
buy encourage exercise go join prevent
warm up
Exam spot a We started a campaign children to take up
new sports.
In Paper 4 Part 2, the long turn, you must listen carefully b Instead of taking your car to the city centre,
while the other candidate is speaking, as you will have to why don’t you walk?
c The best way injuries is before you
make a brief comment afterwards. Say what you think exercise.
and why. d More than a hundred new people applied
the club last month.
live e Some families don’t have enough money
My family used to lived in a small village in the
countryside. It was a great place for growing up, but expensive sports gear.
1 Here are two pairs of photographs showing various when I got really interested in playing tennis, there f Experts say the best time is in the
weren’t any proper facilities nearby. Every weekend, my afternoon.
hobbies. Look at the first pair with another student. 2
dad would drove me to the nearest big town, nearly 100
3 Find and correct one mistake with like in each
kilometres away, to attend coaching sessions there. It
Decide who will be Student A and who Student B. was OK at first, but soon my coach said that I needed
sentence. The mistakes include missing words, verb
train more regularly if I was really going to make a forms and word order.
Then read your instructions. Student A can also refer career of it. a I saw a guy at the airport who looked Lionel
Messi.
to the notes below.
17.1
I thought about go to a boarding school in town, but I
was still very young and I didn’t want leave my family. b I don’t like when there are adverts on TV in the
Collectors and creators Eventually, after discussed it with the whole family, my middle of a match.
Student A 1
parents agreed moving to the town with me. It was a
big decision for everyone. For my brothers and sisters,
c We would like you come with us at the weekend.
d The kids can try out different sports to get an
Speaking
Compare the pictures, describing the possible
Exam spot
it meant to change schools and my mum had to find a
new job.
idea of what like they are.
e We’d like buying tickets for the finals.
benefits and problems of collecting the things
In Paper 4 Part 2, the long turn, you must listen carefully
while the other candidate is speaking, as you will have to
make a brief comment afterwards. Say what you think
and why.
For me, it’s been fantastic though. My game’s really
improved and I’ve started competing regularly in
f I met two of my sporting heroes in one day – I
felt the luckiest person in the world.
shown. 1 Here are two pairs of photographs showing various
hobbies. Look at the first pair with another student. 2
tournaments. At first, I didn’t really expect won, I just
enjoyed playing. But now I’ve got used to compete,
Decide who will be Student A and who Student B.

Shells – beautiful, many different kinds. Free!


Then read your instructions. Student A can also refer
to the notes below.
Student A
I really want to do well. I could go and take part in
competitions abroad, but for me, it’s important finishing
school first. There’ll be plenty of opportunities of
Need access to good beaches.
Compare the pictures, describing the possible
benefits and problems of collecting the things
shown. travelling abroad later and maybe one day I’ll get the
Shells – beautiful, many different kinds. Free! chance to compete in a Grand Slam.
Football badges – lots available. You can wear
Need access to good beaches.
Football badges – lots available. You can wear
them. Don’t take up a lot of space. Old ones may 4
3

them. Don’t take up a lot of space. Old ones may 3


be expensive.
Student B
When Student A has finished, say which hobby
you would find more interesting, and why. 4 90 u n i t s12
7–12
be expensive. Now carry out the speaking task. Student A should
try to keep talking for about a minute and then
Student B should talk for a maximum of 20 seconds.

Student B Time yourselves.

2 Look at the second pair of photographs and change


roles. Student A should listen carefully to what

When Student A has finished, say which hobby Get it right! folders
Student B says. Remember to keep talking for up
to a minute.
Student B

you would find more interesting, and why.


Compare the pictures, describing the main
differences between these two hobbies.
(about 1 minute)
highlight and practise
Student A 3 How many hobbies can you think of which involve
collecting or making something? Work in two teams:

common mistakes made


Say which hobby appeals to you more, and why.
the collectors and the creators. See who can produce
(20 seconds)
the longer list! Then, in pairs, decide on the four most

Now carry out the speaking task. Student A should


Did Student B manage to talk for a full minute?
interesting hobbies from the two lists, giving your
reasons why. You can agree to disagree!

by Spanish-speaking
Suggest other ideas if necessary.

try to keep talking for about a minute and then


118 UNIT 17

Student B should talk for a maximum of 20 seconds. candidates at this level


Time yourselves.

2 Look at the second pair of photographs and change

EXAMS Courses
roles. Student A should listen carefully to what
Student B says. Remember to keep talking for up
to a minute.
Student B
Compare the pictures, describing the main
differences between these two hobbies.
(about 1 minute)
Objective First for Spanish Speakers
Student A Digital
3 How many hobbies can you think of which involve
collecting or making something? Work in two teams:
Say which hobby appeals to you more, and why.
the collectors and the creators. See who can produce
(20 seconds)
the longer list! Then, in pairs, decide on the four most
interesting hobbies from the two lists, giving your
• The digital Student’s Book and Workbook can be used online and offline, and they integrate the book
Did Student B manage to talk for a full minute?
reasons
with the class audio, why.
answers forYou can
each agree to
exercise, anddisagree!
the corresponding units of the Teacher’s Book. These
Suggest other ideas if necessary.
digital books are both multiplatform and multi-device, allowing for them to be used with computers,
tablets and interactive whiteboards.
• The interactive CD-ROM included with the Student’s Book offers further language and exam
118 U N I T 17
practice.

Full ISBN listing on page 76 63


Exam Practice Materials
Practice Tests www.cambridge.es/practicetests
Cambridge English / ELEMENTARY TO UPPER INTERMEDIATE

A2 Key and A2 Key for Schools NEW B1 Preliminary and B1 Preliminary NEW
for revised 2020 exam for Schools for revised 2020 exam

B1
A2
B1 B1
A2 A2
FOR SCHOOLS
WITHOUT ANSWERS
FOR SCHOOLS WITHOUT ANSWERS AUTHENTIC PRACTICE TESTS
WITHOUT ANSWERS AUTHENTIC PRACTICE TESTS
WITHOUT ANSWERS AUTHENTIC PRACTICE TESTS

AUTHENTIC PRACTICE TESTS


WITH AUDIO WITH AUDIO

1 1
WITH AUDIO WITH AUDIO
FOR THE REVISED FOR THE REVISED
2020 EXAM 2020 EXAM

FOR THE REVISED


2020 EXAM
1 FOR THE REVISED
2020 EXAM
1
For 2019 there will be one collection of tests for each
For 2019 there will be one collection of tests for A2 of these Cambridge English Qualifications, each
Key for Schools and another collection for A2 Key. with four complete official practice tests to help your
Each contains four official practice tests that follow the students prepare for test day, following the new exam
specifications of the revised 2020 exam. specifications for 2020.

A2 Key and A2 Key for Schools B1 Preliminary and Preliminary for Schools
A2 B1

For the current specifications of the exam, there are two Two collections of tests for B1 Preliminary for Schools,
collections of tests for A2 Key for Schools and eight and eight for B1 Preliminary, are available for the current
collections for A2 Key. Each contains four complete specifications. Each set contains four practice tests and
official practice tests to help your students prepare for a helpful overview of the exam.
test day.

B2 First and B2 First for Schools


B2
There are currently three sets of tests each for B2 First
for Schools and B2 First, each with four complete official
practice tests to help your students prepare for the
exam.
Please note that First for Schools 2 and First 2 are also
available online as Testbank: First for Schools 5-8 and
Testbank: First 5-8 (see page 65).

64 Full ISBN listing on pages 76-78


Exam Practice Materials
Trainers
ELEMENTARY TO UPPER INTERMEDIATE
A2-B2
www.cambridge.es/trainers

NEW NEW Six full practice tests per book with guidance and tips
- Available for: Key for Schools, Preliminary for Schools, First for Schools and First.
A2 B1
Key for Schools Preliminary
For 2019 there will be new The first two tests are fully guided,
for Schools
Trainer Trainer
Trainers for A2 Key for Schools with step-by-step advice on tackling
Six Practice Tests without answers

Six Practice Tests without answers

Second edition
Second edition

and B1 Preliminary for Schools, each paper. Answer keys provide clear
1 1 adapted to the new specifications explanations, including model answers
WITH AUDIO WITH AUDIO
DOWNLOAD DOWNLOAD

For the revised exam from 2020 For the revised exam from 2020

of the 2020 revised exams. The for the Writing papers.


existing trainers for the current •E xtra practice activities, informed by
specifications will also continue to the Cambridge Learner Corpus, focus
be available. on areas where students at each level
The Trainers contain six full typically need most help and train
practice tests, expert guidance and them to avoid common mistakes
exam tips. •T he ‘For Schools’ Trainers offer full
teacher’s notes in the ‘with answers’
editions

Authentic practice tests for Cambridge English Qualifications and IELTS are available
EXAMS Supplementary Materials
online. Find out what it is like to use Testbank from the inside with our interactive Experience ‘exam’
conditions
demo cambridge.es/insidetestbank

FLEXIBLE
FLEXIBLE APPROACH
APPROACH DETAILED
FLEXIBLEGRADEBOOK
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IMPROVE
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PERFECT PRACTICE
FLEXIBLE APPROACH PROGRESS CHECKER
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cambridge.es/testbank Timed
Full video on
ISBN listing simulation
page 78 65
Exams Supplementary Materials
Cambridge English Exam Boosters www.cambridge.es/boosters
A2-B2

Caroline Chapman, Helen Chilton, Sheila Dignen, Mark Fountain, Frances Treloar and Susan White
ELEMENTARY TO UPPER INTERMEDIATE

Maximise learners’ potential with


dedicated exam task practice for class or
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alongside a coursebook or as intensive
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‘Exam Tasks’ practise each part of the
exam three times while ‘Exam Facts’
provide practical information about each
task.
‘Exam Tips’ provide useful advice on how
to approach the exercises and ‘Get it right’
boxes highlight typical candidate errors in
the exam.

Common Mistakes… www.cambridge.es/commonmistakes


A2-B2

and how to avoid them


Drawing on thousands of authentic
9781316630129 SUSANNE TAYFOOR COMMON MISTAKES AT FIRST CERTIFICATE…AND HOW TO AVOID THEM C M Y K

KET Common mistakes at PET Common mistakes at First Certificate


978-0-521-52062-1 • SUSANNE TAYFOOR • COMMON MISTAKES AT FIRST CERTIFICATE...ANDHOW TO AVOID THEM C M Y K

Susanne Tayfoor
Liz Driscoll

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Cambridge English exam scripts, these


icial practice for the Get it right for Cambridge English: Preliminary – official practice for Get it right for Cambridge English: First – official practice for the
am papers, this book the exam! Based on analysis of over 10,000 exam papers, this book exam! Based on analysis of over 10,000 exam papers, this book
made by real learners. helps you avoid the most common mistakes made by real learners. helps you avoid the most common mistakes made by real learners.
ult. Now with to maximise your result. Now with to maximise your result.

books highlight the typical mistakes


Common mistakes Common mistakes Common mistakes
Common mistakes at First Certificate … and how to avoid them with
Common mistakes at KET … and how to avoid them with

Common mistakes at PET … and how to avoid them with

bridge English: Key (KET)*


for exam conditions
at KET
Four authentic online practice tests for Cambridge English: Preliminary
(PET)*
‘Practice mode’ for learning or ‘Test mode’ for exam conditions at PET
Four authentic online practice tests for Cambridge English: First (FCE)*
‘Practice mode’ for learning or ‘Test mode’ for exam conditions
Instant results and progress checker at First Certificate students make and show how to avoid
them. With full keys to all exercises,
Instant results and progress checker
… and how to avoid them … and how to avoid them … and how to avoid them
o simulation Realistic Speaking practice with timed video simulation
Realistic Speaking practice with timed video simulation *Cambridge English: First Tests 1-4
*Cambridge English: Preliminary tests 1-4
Your access code is inside the front cover
Your access code is inside the front cover

they are suitable for classroom use or


Liz Driscoll Liz Driscoll Susanne Tayfoor
authentic helpful authentic helpful authentic
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C1 Cambridge English: Advanced (CAE) C1 Cambridge English: Advanced (CAE)

The ‘With Testbank’ editions include online


Cambridge English: First (FCE) Cambridge English: First (FCE)
B2 B2
Cambridge English: First (FCE) for Schools Cambridge English: First (FCE) for Schools

Cambridge English: Preliminary (PET) Cambridge English: Preliminary (PET)


B1 B1
Cambridge English: Preliminary (PET) for Schools Cambridge English: Preliminary (PET) for Schools

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A2
Cambridge English: Key (KET)
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Cambridge English: Key (KET) for Schools Cambridge English: Key (KET) for Schools

• Common Mistakes at KET...


K Y M C MEHT DIOVA OT WOH DNA…ETACIFITREC TSRIF TA SEKATSIM NOMMOC ROOFYAT ENNASUS 9210366131879
K Y M C MEHT DIOVA OT WOHDNA...ETACIFITREC TSRIF TA SEKATSIM NOMMOC • ROOFYAT ENNASUS • 1-26025-125-0-879

Authentic examination papers online


A2

B1
Cambridge English: Key (KET) for Schools

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Cambridge English: Preliminary (PET) for Schools


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B1
Cambridge English: Key (KET) for Schools

Cambridge English: Key (KET)

Cambridge English: Preliminary (PET) for Schools


Authentic examination papers online and how to avoid them
Liz Driscoll
Cambridge English: Preliminary (PET) Cambridge English: Preliminary (PET)

Cambridge English: First (FCE) for Schools Cambridge English: First (FCE) for Schools
B2 B2
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C1 Cambridge English: Advanced (CAE) C1 Cambridge English: Advanced (CAE)

C2 Cambridge English: Proficiency (CPE) C2 Cambridge English: Proficiency (CPE)

ELEMENTARY
CEFR level: Cambridge English exam: CEFR level: Cambridge English exam:

With With With


htiw meht diova ot woh dna … etacifitreC tsriF ta sekatsim nommoC

hints practice
tests tests and tips tests
practice and tips
hints platform
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htiw meht diova ot woh dna … TEK ta sekatsim nommoC

htiw meht diova ot woh dna … TEP ta sekatsim nommoC

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authentic helpful authentic helpful authentic
Liz Driscoll Liz Driscoll Susanne Tayfoor
Your access code is inside the front cover
… and how to avoid them … and how to avoid them … and how to avoid them
Your access code is inside the front cover
*Cambridge English: Preliminary tests 1-4

at KET at PET at First Certificate and how to avoid them


*Cambridge English: First Tests 1-4
Realistic Speaking practice with timed video simulation
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for exam conditions (PET)* ‘Practice mode’ for learning or ‘Test mode’ for exam conditions
bridge English: Key (KET)* Four authentic online practice tests for Cambridge English: Preliminary Four authentic online practice tests for Cambridge English: First (FCE)*

Liz Driscoll
ult.
made by real learners.
am papers, this book
Now with to maximise your result.
helps you avoid the most common mistakes made by real learners.
the exam! Based on analysis of over 10,000 exam papers, this book
Now with to maximise your result.
helps you avoid the most common mistakes made by real learners.
exam! Based on analysis of over 10,000 exam papers, this book
INTERMEDIATE
icial practice for the Get it right for Cambridge English: Preliminary – official practice for Get it right for Cambridge English: First – official practice for the
roofyaT ennasuS

KET Common mistakes at PET Common mistakes at First Certificate


• Common Mistakes at First Certificate...
llocsirD ziL

llocsirD ziL

and how to avoid them


Susanne Tayfoor
UPPER INTERMEDIATE
66
Exams Supplementary Materials
Cambridge Grammar for PET www.cambridge.es/cambridgegrammarfor
B1

Louise Hashemi and Barbara Thomas


INTERMEDIATE

This popular title provides clear explanations and extensive


practice of the grammar needed at this level. Grammar is
presented through listening material, allowing learners to develop
their listening skills while they study. It also practises the full range
of exam tasks from the Reading, Writing, Speaking and Listening
papers in the B1 Preliminary exam..

Cambridge Vocabulary for PET www.cambridge.es/cambridgevocabularyfor


B1

Sue Ireland and Joanna Kostas


INTERMEDIATE

Covering all the vocabulary needed for the B1 Preliminary exam,


this handy practice book offers useful tips on vocabulary learning
and tackling exam tasks. Vocabulary is presented in realistic
contexts and typical learner errors are highlighted to help
candidates avoid classic pitfalls. It also gives extensive practice of
exam tasks from the range of papers.

Grammar and Vocabulary for


EXAMS Supplementary Materials
B2
www.cambridge.es/cambridgegrammarfor
First and First for Schools
Louise Hashemi, Barbara Thomas and Laura Matthews
UPPER INTERMEDIATE

This title provides complete coverage of the grammar and


vocabulary needed for B2 First for Schools and B2 First, and
develops listening skills at the same time. It provides students
with practice of exam tasks from all the exam papers and contains
helpful grammar explanations. It also includes useful tips on how
to approach exam tasks and learn vocabulary. It is informed by
the Cambridge English Corpus to ensure that the vocabulary is
presented in genuine contexts and covers real learner errors.

Full ISBN listing on page 78 67


ISBN Listing
SECONDARY / Courses SECONDARY / Courses

NEW Collaborate / pages 6-9 Citizen Z / pages 10-13


Level 1 Level A1
• Student’s Book 978-84-9036-063-7 • Student’s Book with Augmented Reality 978-84-9036-011-8
• Workbook with downloadable audio 978-84-9036-069-9 • Workbook with downloadable audio 978-84-9036-947-0
• Teacher’s Book 978-84-9036-273-0 • Teacher’s Book 978-84-9036-279-2
• Teacher’s Project Book 978-84-1322-011-6 • Video DVD 978-84-9036-232-7
• Digital Student’s Book 978-84-9036-066-8 • Class Audio CDs 978-84-9036-630-1
• Digital Workbook 978-84-9036-070-5 • Digital Student’s Book 978-84-9036-866-4
• Digital Workbook with Online Practice 978-84-9036-540-3
Level 2
• Student’s Book 978-84-9036-096-5 Level A2
• Workbook with downloadable audio 978-84-9036-098-9 • Student’s Book 978-84-9036-064-4
• Teacher’s Book 978-84-9036-121-4 • Workbook with downloadable audio 978-84-9036-141-2
• Teacher’s Project Book 978-84-9036-882-4 • Teacher’s Book 978-84-9036-573-1
• Digital Student’s Book 978-84-9036-570-0 • Video DVD 978-84-9036-949-4
• Digital Workbook 978-84-9036-105-4 • Class Audio CDs 978-84-9036-985-2
• Digital Student’s Book 978-84-9036-281-5
Level 3 • Digital Workbook 978-84-9036-669-1
• Student’s Book 978-84-9036-962-3
• Workbook with downloadable audio 978-84-9036-855-8 Level B1
• Student’s Book 978-84-9036-108-5
• Teacher’s Book 978-84-9036-296-9
• Workbook with downloadable audio 978-84-9036-308-9
• Teacher’s Project Book 978-84-1322-012-3
• Teacher’s Book 978-84-9036-314-0
• Digital Student’s Book 978-84-9036-899-2
• Video DVD 978-84-9036-657-8
• Digital Workbook 978-84-9036-169-6 • Class Audio CDs 978-84-9036-600-4
Level 4 • Digital Student’s Book 978-84-9036-239-6
• Student’s Book 978-84-9036-602-8 • Digital Workbook 978-84-9036-707-0
• Workbook with downloadable audio 978-84-9036-992-0 Level B1+
• Teacher’s Book 978-84-9036-339-3 • Student’s Book 978-84-9036-977-7
• Teacher’s Project Book 978-84-1322-013-0 • Workbook with downloadable audio 978-84-9036-143-6
• Digital Student’s Book 978-84-9036-590-8 • Teacher’s Book 978-84-9036-620-2
• Digital Workbook 978-84-9036-188-7 • Video DVD 978-84-9036-704-9
Teacher’s Digital Materials on The Cambridge Teacher • Class Audio CDs 978-84-9036-890-9
• Digital Student’s Book 978-84-9036-920-3
• Digital Collaborate (IWB Software)
• Digital Workbook 978-84-9036-694-3
• Test Generator
• Teacher’s Resource Bank Level B2
• Student’s Book 978-84-9036-083-5
• Workbook with downloadable audio 978-84-9036-579-3
• Teacher’s Book 978-84-9036-167-2
• Video DVD 978-84-9036-241-9
• Class Audio CDs 978-84-9036-264-8
• Digital Student’s Book 978-84-9036-101-6
• Digital Workbook 978-84-9036-972-2
Level C1
• Student’s Book with Augmented Reality 978-84-9036-097-2
• Workbook with downloadable audio 978-84-9036-146-7
• Teacher’s Book 978-84-9036-091-0
• Video DVD 978-84-9036-640-0
• Class Audio CDs 978-84-9036-552-6
• Digital Student’s Book 978-84-9036-100-9
• Digital Workbook with Online Practice 978-84-9036-677-6
Teacher’s Digital Materials on The Cambridge Teacher
• Digital Citizen Z (IWB Software)
• Test Generator
• Teacher’s Resource Bank

68
ISBN Listing
SECONDARY / Courses SECONDARY / Courses

Smart Planet / pages 14-17 English in Mind for Spanish Speakers / pages 18-19
Level 1 Starter
• Student’s Book with DVD-ROM 978-84-8323-917-9 • Student’s Book with DVD-ROM 978-84-8323-955-1
• Workbook (English) 978-84-8323-974-2 • Workbook with Audio CD 978-84-8323-520-1
• Workbook (Spanish) 978-84-8323-981-0 • Teacher’s Resource Book with Audio 978-84-8323-538-6
• Workbook (Catalan) 978-84-8323-976-6 • DVD 978-0-521-15779-7
• Teacher’s Book (English) 978-84-9036-384-3 • Interactive Whiteboard Software 978-0-521-12232-0
• Teacher’s Book (Spanish) 978-84-9036-387-4 • Testmaker Audio CD/CD-ROM 978-0-521-17286-8
• Audio CDs 978-84-8323-370-2 • Digital Student’s Book 978-84-8323-777-9
• Digital Student’s Book 978-84-9036-366-9 • Digital Workbook 978-84-8323-778-6
• Digital Workbook 978-84-9036-372-0
Level 1
Level 2 • Student’s Book with DVD-ROM 978-84-8323-790-8
• Student’s Book with DVD-ROM 978-84-8323-660-4 • Workbook with Audio CD 978-84-8323-986-5
• Workbook (English) 978-84-8323-654-3 • Teacher’s Resource Book with Audio 978-84-8323-681-9
• Workbook (Spanish) 978-84-8323-652-9 • DVD 978-0-521-15374-4
• Workbook (Catalan) 978-84-8323-657-4 • Interactive Whiteboard Software 978-0-521-17681-1
• Teacher’s Book (English) 978-84-9036-385-0 • Testmaker Audio CD/CD-ROM 978-0-521-14035-5
• Teacher’s Book (Spanish) 978-84-9036-388-1 • Digital Student’s Book 978-84-8323-850-9
• Audio CDs 978-84-8323-644-4 • Digital Workbook 978-84-8323-610-9
• Digital Student’s Book 978-84-9036-367-6 Level 2
• Digital Workbook 978-84-9036-373-7 • Student’s Book with DVD-ROM 978-84-8323-963-6
Level 3 • Workbook with Audio CD 978-84-8323-841-7
• Student’s Book with DVD-ROM 978-84-9036-365-2 • Teacher’s Resource Book with Audio 978-84-8323-788-5
• Workbook (English) 978-84-9036-382-9 • DVD 978-0-521-15932-6
• Workbook (Spanish) 978-84-9036-383-6 • Interactive Whiteboard Software 978-0-521-12353-2
• Workbook (Catalan) 978-84-9036-777-3 • Testmaker Audio CD/CD-ROM 978-0-521-13684-6
• Digital Student’s Book 978-84-8323-855-4
• Teacher’s Book 978-84-9036-389-8
• Digital Workbook 978-84-8323-611-6
• Audio CDs 978-84-9036-381-2
• Digital Student’s Book 978-84-9036-368-3 Level 3
• Digital Workbook 978-84-9036-374-4 • Student’s Book with DVD-ROM 978-84-8323-642-0
• Workbook with Audio CD 978-84-8323-496-9
Level 4 • Teacher’s Resource Book with Audio 978-84-8323-789-2
• Student’s Book with DVD-ROM 978-84-9036-780-3 • DVD 978-0-521-15586-1
• Workbook (English) 978-84-9036-781-0 • Interactive Whiteboard Software 978-0-521-17483-1
• Workbook (Spanish) 978-84-9036-782-7 • Testmaker Audio CD/CD-ROM 978-0-521-18562-2
• Workbook (Catalan) 978-84-9036-783-4 • Digital Student’s Book 978-84-8323-780-9
• Teacher’s Book 978-84-9036-784-1 • Digital Workbook 978-84-8323-782-3
• Audio CDs 978-84-9036-785-8
• Digital Student’s Book 978-84-9036-795-7 Level 4
• Digital Workbook 978-84-9036-796-4 • Student’s Book with DVD-ROM 978-84-8323-751-9
• Workbook with Audio CD 978-84-8323-752-6
Teacher’s Digital Materials on The Cambridge Teacher • Teacher’s Resource Book with Audio 978-84-8323-803-5
• Digital Planet (IWB Software) • DVD 978-0-521-18452-6
• Test Generator • Interactive Whiteboard Software 978-0-521-18454-0
• Teacher’s Resource Bank • Testmaker Audio CD/CD-ROM 978-0-521-18455-7
• Digital Student’s Book 978-84-8323-928-5

ISBN Listing
• Digital Workbook 978-84-8323-929-2
Level 5
• Student’s Book with DVD-ROM 978-84-8323-758-8
• Workbook with Audio CD 978-84-8323-759-5
• Teacher’s Resource Book with Audio 978-84-8323-805-9
• DVD 978-1-107-63738-2
• Interactive Whiteboard Software 978-0-521-18460-1
• Testmaker Audio CD/CD-ROM 978-0-521-18461-8

69
ISBN Listing
SECONDARY / Courses BACHILLERATO / Courses

Interactive for Spanish Speakers / pages 20-21 NEW Shape the Future / pages 22-25
Level 1 Level 1
• Student’s Book 978-84-8323-621-5 • Student’s Book 978-84-9036-635-6
• Workbook with Audio CD 978-84-8323-622-2 • Workbook with downloadable audio 978-84-9036-898-5
• Teacher’s Resource Book with Audio CDs (3) 978-84-8323-617-8 • Teacher’s Book 978-84-9036-134-4
• DVD 978-0-521-14713-2 • Digital Student’s Book 978-84-9036-902-9
• Interactive Whiteboard Software 978-1-107-40211-9 • Digital Workbook 978-84-9036-220-4
• Testmaker CD-ROM and Audio CD 978-1-107-40213-3
• Digital Student’s Book (Enhanced PDF) 978-84-9036-448-2 Level 2
• Digital Workbook (Enhanced PDF) 978-84-9036-452-9 • Student’s Book 978-84-9036-583-0
• Workbook with downloadable audio 978-84-9036-057-6
Level 2 • Teacher’s Book 978-84-9036-625-7
• Student’s Book 978-84-8323-623-9 • Digital Student’s Book 978-84-9036-674-5
• Workbook with Audio CD 978-84-8323-624-6 • Digital Workbook 978-84-9036-031-6
• Teacher’s Resource Book with Audio CDs (3) 978-84-8323-619-2
• DVD 978-0-521-14724-8 Teacher’s Digital Materials on The Cambridge Teacher
• Interactive Whiteboard Software 978-1-107-40212-6 • Digital Shape the Future (IWB Software)
• Testmaker CD-ROM and Audio CD 978-1-107-40214-0 • Test Generator (common for levels 1 and 2)
• Digital Student’s Book (Enhanced PDF) 978-84-9036-449-9 • Teacher’s Resource Bank
• Digital Workbook (Enhanced PDF) 978-84-9036-453-6
Level 3 Out & About / pages 26-27
• Student’s Book 978-84-8323-839-4
• Workbook with Audio CD 978-84-8323-842-4 Level 1
• Teacher’s Resource Book with Audio CDs (3) 978-84-8323-840-0 • Student’s Book with Common Mistakes
• DVD 978-0-521-14726-2 at Bachillerato Booklet 978-84-9036-801-5
• Interactive Whiteboard Software 978-0-521-27961-1 • Workbook with downloadable audio 978-84-9036-802-2
• Testmaker CD-ROM and Audio CD 978-0-521-27963-5 • Teacher’s Book 978-84-9036-803-9
• Digital Student’s Book (Enhanced PDF) 978-84-9036-450-5 • Class Audio CDs 978-84-9036-804-6
• Digital Workbook (Enhanced PDF) 978-84-9036-454-3 • Digital Student’s Book 978-84-9036-145-0
• Digital Workbook 978-84-9036-516-8
Level 4
• Student’s Book 978-84-8323-947-6 Level 2
• Workbook with Audio CD 978-84-8323-948-3 • Student’s Book with Common Mistakes
• Teacher’s Resource Book with Audio CDs (3) 978-84-8323-973-5 at Bachillerato Booklet 978-84-9036-806-0
• DVD 978-0-521-14728-6 • Workbook with downloadable audio 978-84-9036-807-7
• Interactive Whiteboard Software 978-0-521-27962-8 • Teacher’s Book 978-84-9036-808-4
• Testmaker CD-ROM and Audio CD 978-0-521-27964-2 • Class Audio CDs 978-84-9036-809-1
• Digital Student’s Book (Enhanced PDF) 978-84-9036-451-2
• Digital Student’s Book 978-84-9036-156-6
• Digital Workbook (Enhanced PDF) 978-84-9036-455-0
• Digital Workbook 978-84-9036-231-0
Levels 1 and 2
• Teacher’s DVD with Activity Book 978-84-9036-811-4
Teacher’s Digital Materials on The Cambridge Teacher
• Digital Out & About (IWB Software)
• Test Generator (common for levels 1 and 2)
• Teacher’s Resource Bank

70
ISBN Listing
SECONDARY & BACHILLERATO / SECONDARY & BACHILLERATO /
Supplementary Materials Supplementary Materials
Photocopiable Resource Books / page 28 Cambridge English Readers / pages 30-31
Teen World Starter
• Book 978-0-521-72155-4 • Big Hair Day 978-0-521-18365-9
• Arman’s Journey 978-0-521-18493-9
Film, TV and Music • Book Boy 978-0-521-15677-6
• Book 978-0-521-72838-6 • Why? 978-0-521-73295-6
Pairwork and Groupwork • What a Lottery! 978-0-521-68327-2
• Book 978-0-521-71633-8 • The Girl at the Window 978-0-521-70585-1
• A Death in Oxford 978-0-521-70464-9
Get on Stage! • Let Me Out! 978-0-521-68329-6
• Book with Audio CD and DVD-ROM 978-1-107-63775-7 • Dirty Money 978-0-521-68333-3
• The Black Pearls 978-0-521-73289-5
Grammar Song and Raps
• The Penang File 978-0-521-68331-9
• Book with Audio CD 978-1-107-62518-1
Level 1
Cambridge Experience Readers / page 29 • Help! 978-0-521-65615-3
• Bad Love 978-0-521-53653-0
Starter • Inspector Logan 978-0-521-75080-6
• A Little Trouble in California 978-84-8323-982-7 • John Doe 978-0-521-65619-1
• Gone! 978-84-8323-509-6 • Hotel Casanova 978-0-521-64997-1
• Quick Change! 978-84-8323-809-7 • Next Door to Love 978-0-521-60562-5
• Three Tomorrows 978-0-521-69377-6
Level 1 • Blood Diamonds 978-0-521-53657-8
• A Little Trouble in Dublin 978-84-8323-695-6 • Don’t Stop Now! 978-0-521-60564-9
• Summer Sounds 978-84-8323-995-7 • Just Like a Movie 978-0-521-78813-7
• Amazing Young Sports People 978-84-8323-572-0 • Parallel 978-0-521-53651-6
• Harry’s Holiday 978-84-8323-835-6 • The Big Picture 978-0-521-79846-4
• Spider Boy 978-1-107-69061-5 • The Caribbean File 978-1-107-67425-7
• Ten Long Years 978-1-107-62178-7
Level 2
• A Little Trouble in Amsterdam 978-84-8323-519-5 Level 2
• Grandad’s Magic Gadgets 978-84-8323-522-5 • Jojo’s Story 978-0-521-79754-2
• As Others See Us 978-1-107-69919-9 • One Day 978-0-521-71422-8
• Killer Bees 978-84-8323-503-4 • Bad Company 978-0-521-17919-5
• Ask Alice 978-84-8323-616-1 • Dead Cold 978-0-521-69379-0
• Parties and Presents: three short stories 978-84-8323-836-3 • Logan’s Choice 978-0-521-79506-7
• London 978-1-107-61521-2 • The Double Bass Mystery 978-0-521-65613-9
• New Zealand 978-84-8323-488-4 • Different Worlds 978-0-521-53655-4
• Within High Fences 978-0-521-60560-1
Level 3
• Superbird 978-0-521-65608-5
• A Little Trouble in the Yorkshire Dales 978-84-8323-584-3
• A Picture to Remember 978-0-521-66477-6
• Running Wild 978-84-8323-501-0
• The Dark Side of the City 978-1-107-63561-6
• The Mind Map 978-84-8323-537-9
• The Man from Nowhere 978-0-521-78361-3
• Alone! 978-84-8323-682-6
• The New Zealand File 978-0-521-13624-2
• Tales of Terror 978-84-8323-532-4
• Apollo’s Gold 978-0-521-77553-3
• Scotland 978-84-8323-579-9
• Circle Games 978-0-521-63070-2

ISBN Listing
Level 4
Level 3
• Bullring Kid and Country Cowboy 978-84-8323-495-2
• Just Good Friends 978-0-521-77533-5
• Two Worlds 978-84-8323-566-9
• Two Lives 978-0-521-79504-3
• Tasty Tales 978-84-8323-542-3
• Wild Country 978-0-521-71367-2
• Robinson Crusoe 978-84-8323-553-9
• The Ironing Man 978-0-521-66621-3
Level 5 • How I Met Myself 978-0-521-75018-9
• Sherlock 978-1-107-62186-2 • The Beast 978-0-521-75016-5
• The Mayor of Casterbridge 978-84-8323-560-7 • A Puzzle for Logan 978-0-521-75020-2
• Not Above the Law 978-0-521-14096-6
Level 6 • Strong Medicine 978-0-521-69393-6
• Freddie’s War 978-84-8323-909-4 • Tales of the Supernatural 978-0-521-54276-0
• Double Cross 978-0-521-65617-7
• Eye of the Storm 978-0-521-53659-2
• No Place To Hide 978-0-521-16975-2
• The House by the Sea 978-0-521-77578-6
• The Lahti File 978-0-521-75082-0

71
ISBN Listing
SECONDARY & BACHILLERATO / SECONDARY & BACHILLERATO /
Supplementary Materials Supplementary Materials
Level 4 NEW English Grammar in Use Fifth Edition / page 33
• In the House 978-0-521-73224-6
• Love in the Lakes 978-0-521-71460-0 • Book with answers 978-1-108-45765-1
• Staying Together 978-0-521-79848-8 • Book without answers 978-1-108-45768-2
• Nothing but the Truth 978-0-521-65623-8 • Interactive ebook 978-1-108-45771-2
• The Lady in White 978-0-521-66620-6
• But Was it Murder? 978-0-521-78359-0
• Man Hunt 978-1-107-69269-5 English Grammar in Use Online with LMS / page 33
• The Amsterdam Connection 978-0-521-79502-9
• The University Murders 978-0-521-53660-8 Speak to your local Cambridge University Press representative for information
• The Fruitcake Special and other stories 978-0-521-78365-1 about English Grammar in Use Online with Learning Management System for
• Berlin Express 978-0-521-17490-9 institutions.
• A Matter of Chance 978-0-521-77552-6
• High Life, Low Life 978-0-521-78815-1 English Grammar in Use App / page 33
• When Summer Comes 978-0-521-65611-5
Downloadable from Appstore, Google Play and Amazon.
Level 5
• Emergency Murder 978-0-521-53662-2
• Murder by Art 978-0-521-73654-1
• The Sugar Glider 978-0-521-53661-5
• Dolphin Music 978-0-521-66618-3
• Dragons’ Eggs 978-0-521-13264-0
• Forget to Remember 978-0-521-18491-5
• In the Shadow of the Mountain 978-0-521-77551-9
• All I Want 978-0-521-79454-1
• Jungle Love 978-0-521-75084-4
• Windows of the Mind 978-0-521-75014-1
• A Tangled Web 978-0-521-53664-6
• Better Late Than Never 978-1-107-67149-2
• Death in the Dojo 978-0-521-65621-4
• East 43rd Street 978-0-521-78363-7
Level 6
• A Dangerous Sky 978-1-107-69405-7
• Frozen Pizza and other slices of life 978-0-521-75078-3
• He Knows Too Much 978-0-521-65607-8
• Nelson’s Dream 978-0-521-71604-8
• Solo Saxophone 978-0-521-18295-9
• The Best of Times? 978-0-521-73545-2
• A Love for Life 978-0-521-79946-1
• Deadly Harvest 978-0-521-77697-4
• The Way Home 978-0-521-54362-0
• Murder Maker 978-0-521-53663-9
• This Time it’s Personal 978-0-521-79844-0
• Trumpet Voluntary 978-0-521-66619-0

Active Grammar / page 32


Level 1
• Book with answers and CD-ROM 978-0-521-73251-2
• Book without answers and CD-ROM 978-0-521-17368-1
Level 2
• Book with answers and CD-ROM 978-0-521-17599-9
• Book without answers and CD-ROM 978-0-521-15359-1
Level 3
• Book with answers and CD-ROM 978-0-521-15250-1
• Book without answers and CD-ROM 978-0-521-15247-1

Essential Grammar in Use / page 32


• Book with answers   978-1-107-48055-1
• Book without answers  978-1-107-48056-8 
• Interactive ebook 978-1-107-48060-5

Essential Grammar in Use: Spanish Edition / page 32


• Book with answers 978-84-9036-103-0
• Book without answers 978-84-9036-250-1

72
ISBN Listing
EXAMS / Courses EXAMS / Courses

Prepare / pages 36-39 First Edition


For the current specifications of A2 Key for Schools, B1 Preliminary
NEW Second Edition for Schools and B2 First for Schools
For the revised A2 Key for Schools and B1 Preliminary for Schools
Level 1
Level 1 • Student’s Book 978-0-521-18043-6
• Student’s Book 978-1-108-43327-3 • Workbook with Audio 978-0-521-18044-3
• Workbook with Audio Download 978-1-108-38092-8 • Class Audio CDs (2) 978-0-521-18046-7
• Teacher’s Book 978-1-108-38593-0 • Teacher’s Book with DVD and
• Digital Student’s Book 978-84-9036-928-9 Teacher’s Resources Online 978-0-521-18045-0
• Digital Workbook 978-84-9036-961-6
Level 2
Level 2 • Student’s Book 978-0-521-18048-1
• Student’s Book 978-1-108-43328-0 • Workbook with Audio 978-0-521-18049-8
• Workbook with Audio Download 978-1-108-38093-5 • Class Audio CDs (2) 978-0-521-18052-8
• Teacher’s Book 978-1-108-38594-7 • Teacher’s Book with DVD and
• Digital Student’s Book 978-84-9036-929-6 Teacher’s Resources Online 978-0-521-18050-4
• Digital Workbook 978-84-9036-971-5 • Digital Student’s Book (Enhanced PDF) 978-84-9036-322-5
• Digital Workbook (Enhanced PDF) 978-84-9036-634-9
Level 3
• Student’s Book 978-1-108-43329-7 Level 3
• Workbook with Audio Download 978-1-108-38094-2 • Student’s Book 978-0-521-18054-2
• Teacher’s Book 978-1-108-38595-4 • Workbook with Audio 978-0-521-18055-9
• Digital Student’s Book 978-84-9036-934-0 • Class Audio CDs (2) 978-0-521-18057-3
• Digital Workbook 978-84-9036-979-1 • Teacher’s Book with DVD and
Teacher’s Resources Online 978-0-521-18056-6
Level 4 • Digital Student’s Book (Enhanced PDF) 978-84-9036-291-4
• Student’s Book 978-1-108-43330-3 • Digital Workbook (Enhanced PDF) 978-84-9036-712-4
• Workbook with Audio Download 978-1-108-38095-9
• Teacher’s Book 978-1-108-38596-1 Level 4
• Digital Student’s Book 978-84-9036-940-1 • Student’s Book 978-0-521-18027-6
• Digital Workbook 978-84-9036-982-1 • Workbook with Audio 978-0-521-18028-3
• Class Audio CDs (2) 978-0-521-18030-6
Level 5 • Teacher’s Book with DVD and
• Student’s Book 978-1-108-43331-0 Teacher’s Resources Online 978-0-521-18029-0
• Workbook with Audio Download 978-1-108-38118-5 • Digital Student’s Book (Enhanced PDF) 978-84-9036-556-4
• Teacher’s Book 978-1-108-38597-8 • Digital Workbook (Enhanced PDF) 978-84-9036-527-4
• Digital Student’s Book 978-84-9036-948-7
• Digital Workbook 978-84-9036-986-9 Level 5
• Student’s Book 978-1-107-48234-0
Teacher’s Digital Materials on The Cambridge Teacher • Workbook with Audio 978-1-107-49787-0
• Presentation Plus (IWB Software) • Class Audio CDs (2) 978-1-107-49786-3
• Test Generator • Teacher’s Book with DVD and
• Teacher’s Resource Bank Teacher’s Resources Online 978-1-107-49788-7
• Digital Student’s Book (Enhanced PDF) 978-84-9036-208-2
• Digital Workbook (Enhanced PDF) 978-84-9036-616-5
Level 6
• Student’s Book 978-0-521-18031-3
• Workbook with Audio 978-0-521-18032-0

ISBN Listing
• Class Audio CDs (2) 978-0-521-18035-1
• Teacher’s Book with DVD and
Teacher’s Resources Online 978-0-521-18034-4
• Digital Student’s Book (Enhanced PDF) 978-84-9036-349-2
• Digital Workbook (Enhanced PDF) 978-84-9036-648-6
Level 7
• Student’s Book 978-0-521-18036-8
• Workbook with Audio 978-0-521-18038-2
• Class Audio CDs (2) 978-0-521-18042-9
• Teacher’s Book with DVD and
Teacher’s Resources Online 978-0-521-18039-9
• Digital Student’s Book (Enhanced PDF) 978-84-9036-078-1
• Digital Workbook (Enhanced PDF) 978-84-9036-529-8
Teacher’s Digital Materials on The Cambridge Teacher
• Presentation Plus (IWB Software)
• Test Generator

73
ISBN Listing
EXAMS / Courses EXAMS / Courses

NEW Open World Compact Key for Schools / pages 44-45


English for Spanish Speakers edition / pages 40-43 NEW Second Edition – English for Spanish Speakers
A2 Key
For the revised 2020 A2 Key for Schools
• Student’s Book without answers 978-84-9036-664-6
• Student’s Book without answers 978-84-1322-018-5
• Workbook without answers with downloadable
• Student’s Book with answers 978-84-1322-019-2
audio 978-84-9036-671-4
• Workbook without answers with downloadable
• Student’s Pack (Student’s Book without answers
audio 978-84-1322-020-8
and Workbook without answers with Audio) 978-84-9036-656-1
• Workbook with answers with downloadable audio 978-84-1322-021-5
• Teacher’s Book 978-84-9036-685-1
• Student’s Pack (Student’s Book without answers
• Digital Student’s Book 978-84-9036-722-3
and Workbook without answers) 978-84-1322-022-2
• Digital Workbook 978-84-9036-723-0
• Self-study Pack (Student’s Book with answers,
Workbook with answers, Class Audio) 978-84-1322-023-9 Teacher’s Digital Materials on The Cambridge Teacher
• Teacher’s Book 978-84-1322-024-6 • Presentation Plus (IWB Software)
• Digital Student’s Book 978-84-1322-025-3 • Test Generator
• Digital Workbook 978-84-1322-026-0 • Exam Preparation Bank*
B1 Preliminary
• Student’s Book without answers 978-84-9036-557-1 First Edition
• Student’s Book with answers 978-84-9036-560-1 For the current specifications of A2 Key for Schools
• Workbook without answers with downloadable • Student’s Book without answers with CD-ROM 978-1-107-61863-3
audio 978-84-9036-564-9 • Workbook without answers with Audio CD 978-1-107-61880-0
• Workbook with answers with downloadable audio 978-84-9036-582-3 • Online Workbook 978-1-107-59501-9
• Student’s Pack (Student’s Book without answers • Student’s Pack (Student’s Book without answers
and Workbook without answers) 978-84-9036-587-8 with CD-ROM, Workbook without answers with
• Self-study Pack (Student’s Book with answers,
Audio CD) 978 - 1 - 107 - 61879 - 4
Workbook with answers, Class Audio) 978-84-9036-597-7
• Teacher’s Book 978 - 1 - 107 - 61872 - 5
• Teacher’s Book 978-84-9036-849-7
• Digital Student’s Book 978-84-9036-876-3 • Class Audio CD 978 - 1 - 107 - 61868 - 8
• Digital Workbook 978-84-9036-880-0 • Presentation Plus DVD-ROM 978-1-107-61874-9

B2 First Teacher’s Digital Materials on The Cambridge Teacher


• Student’s Book without answers 978-84-9036-905-0 • Test Generator
• Student’s Book with answers 978-84-9036-910-4
• Workbook without answers with downloadable Complete Key for Schools
audio 978-84-9036-917-3
• Workbook with answers with downloadable audio 978-84-9036-926-5
English for Spanish Speakers edition / pages 46-47
• Student’s Pack (Student’s Book without answers
NEW Second Edition
and Workbook without answers) 978-84-9036-939-5
For the revised 2020 A2 Key for Schools
• Self-study Pack (Student’s Book with answers,
• Student’s Book without answers 978-84-9036-643-1
Workbook with answers, Class Audio) 978-84-9036-954-8
• Teacher’s Book 978-84-9036-963-0 • Workbook without answers with downloadable
• Digital Student’s Book 978-84-9036-183-2 audio 978-84-9036-682-0
• Digital Workbook 978-84-9036-198-6 • Student’s Pack (Student’s Book without answers
and Workbook without answers with Audio) 978-84-9036-676-9
Teacher’s Digital Materials on The Cambridge Teacher • Teacher’s Book 978-84-9036-981-4
• Presentation Plus (IWB Software) • Digital Student’s Book 978-84-9036-660-8
• Test Generator • Digital Workbook 978-84-9036-665-3
• Exam Preparation Bank*
Teacher’s Digital Materials on The Cambridge Teacher
• Presentation Plus (IWB Software)
• Test Generator
• Exam Preparation Bank*

First Edition
For the current specifications of A2 Key for Schools
• Student’s Book without answers with CD-ROM 978-84-8323-712-0
• Workbook without answers with Audio CD 978-84-8323-709-0
• Student’s Pack (Student’s Book without answers
with CD-ROM, Workbook without answers
with Audio CD) 978-84-8323-702-1
• Teacher’s Book 978-84-8323-783-0
• Class Audio CDs 978-84-8323-717-5
• Digital Student’s Book (Enhanced PDF) 978-84-9036-427-7
• Digital Workbook (Enhanced PDF) 978-84-9036-426-0
Teacher’s Digital Materials on The Cambridge Teacher
• Test Generator

74 *Common to Compact, Complete and Open World


ISBN Listing
EXAMS / Courses EXAMS / Courses

Compact Preliminary for Schools / pages 48-49 Complete Preliminary for Spanish Speakers / pages 52-53
NEW Second Edition – English for Spanish Speakers NEW Second Edition
For the revised 2020 B1 Preliminary for Schools For the revised 2020 B1 Preliminary
• Student’s Book without answers 978-84-9036-298-3 • Student’s Book without answers 978-84-9036-641-7
• Workbook without answers with downloadable • Student’s Book with answers 978-84-9036-484-0
audio 978-84-9036-300-3 • Workbook without answers with downloadable
• Student’s Pack (Student’s Book without answers audio 978-84-9036-975-3
and Workbook without answers with Audio) 978-84-9036-310-2 • Workbook with answers with downloadable audio 978-84-9036-487-1
• Teacher’s Book 978-84-9036-302-7 • Student’s Pack (Student’s Book without answers
• Digital Student’s Book 978-84-9036-338-6 and Workbook without answers) 978-84-9036-344-7
• Digital Workbook 978-84-9036-342-3 • Self-study pack (Student’s Book with answers and
Workbook with answers and Class Audio) 978-84-9036-504-5
Teacher’s Digital Materials on The Cambridge Teacher • Teacher’s Book 978-84-9036-506-9
• Presentation Plus (IWB Software) • Digital Student’s Book 978-84-9036-541-0
• Test Generator • Digital Workbook 978-84-9036-550-2
• Exam Preparation Bank*
Teacher’s Digital Materials on The Cambridge Teacher
• Presentation Plus (IWB Software)
First Edition • Test Generator
For the current specifications of B1 Preliminary for Schools • Exam Preparation Bank*
• Student’s Book without answers with CD-ROM 978-1-107-69409-5
• Workbook without answers with Audio CD 978-1-107-63539-5
• Online Workbook 978-1-316-50160-3 First Edition
• Student’s Pack (Student’s Book without answers For the current specifications of B1 Preliminary
with CD-ROM, Workbook without answers • Student’s Book without answers with CD-ROM 978-84-8323-739-7
with Audio CD) 978-1-107-66714-3 • Student’s Book with answers with CD-ROM 978-84-8323-743-4
• Teacher’s Book 978-1-107-61027-9 • Workbook without answers with Audio CD 978-84-8323-744-1
• Class Audio CD 978-1-107-63262-2 • Workbook with answers with Audio CD 978-84-8323-745-8
• Teacher’s Book 978-84-8323-746-5
• Presentation Plus DVD-ROM 978-1-107-69233-6
• Class Audio CDs 978-84-8323-747-2
Teacher’s Digital Materials on The Cambridge Teacher • Digital Student’s Book (Enhanced PDF) 978-84-9036-424-6
• Test Generator • Digital Workbook (Enhanced PDF) 978-84-9036-425-3
Teacher’s Digital Materials on The Cambridge Teacher
NEW Complete Preliminary for Schools • Test Generator
English for Spanish Speakers edition / pages 50-51
Compact First for Schools / pages 54-55
For the revised 2020 B1 Preliminary for Schools
• Student’s Book without answers 978-84-9036-561-8 • Student’s Book without answers with CD-ROM 978-1-107-41556-0
• Workbook without answers with downloadable • Student’s Book with answers with CD-ROM 978-1-107-41560-7
audio 978-84-9036-012-5 • Teacher’s Book 978-1-107-41567-6
• Student’s Pack (Student’s Book without answers • Class Audio CD 978-1-107-41574-4
and Workbook without answers with Audio) 978-84-9036-006-4 • Workbook without answers with Audio CD 978-1-107-41577-5
• Teacher’s Book 978-84-9036-218-1 • Workbook with answers with Audio 978-1-107-41572-0
• Digital Student’s Book 978-84-9036-850-3 • Online Workbook 978-1-316-50254-9
• Digital Workbook 978-84-9036-925-8 • Student’s Pack (Student’s Book without answers
with CD-ROM, Workbook without answers
Teacher’s Digital Materials on The Cambridge Teacher

ISBN Listing
with Audio) 978-1-107-41558-4
• Presentation Plus (IWB Software)
• Presentation Plus DVD-ROM 978-1-107-41604-8
• Test Generator
• Exam Preparation Bank* Teacher’s Digital Materials on The Cambridge Teacher
• Test Generator

NEW Complete First for Schools


for Spanish Speakers Second Edition / pages 56-57
• Student’s Book without answers 978-84-9036-203-7
• Workbook without answers with downloadable
audio 978-84-9036-212-9
• Student’s Pack (Student’s Book and Workbook with
downloadable audio) 978-84-9036-207-5
• Teacher’s Book 978-84-9036-215-0
• Digital Student’s Book 978-84-9036-618-9
• Digital Workbook 978-84-9036-639-4
Teacher’s Digital Materials on The Cambridge Teacher
• Presentation Plus (IWB Software)
• Test Generator
• Exam Preparation Bank*

*Common to Compact, Complete and Open World


75
ISBN Listing
EXAMS / Courses EXAMS / Supplementary Materials

Compact First / pages 58-59 Practice Tests / page 64


• Student’s Book without answers with CD-ROM 978-1-107-42842-3 Books are numbered to indicate how many are available; numbers do not refer
• Student’s Book with answers with CD-ROM 978-1-107-42844-7 to levels.
• Teacher’s Book 978-1-107-42857-7
• Class Audio CDs 978-1-107-42852-2 For the revised 2020 A2 Key for Schools and A2 Key
• Workbook without answers with Audio CD 978-1-107-42855-3 NEW A2 Key for Schools 1 for revised exam
• Workbook with answers with Audio 978-1-107-42856-0 • Student’s Book without Answers 978-1-108-71832-5
• Student’s Book Pack (Student’s Book with answers
• Student’s Book with Answers 978-1-108-71831-8
with CD-ROM and Class Audio CDs) 978-1-107-42845-4
• Student’s Book Pack (Student’s Book
• Student’s Pack (Student’s Book without answers
with Answers with Audio) 978-1-108-67659-5
with CD ROM, Workbook without answers
with Audio) 978-1-107-42848-5 NEW A2 Key 1 for revised exam
• Presentation Plus DVD-ROM 978-1-107-42861-4 • Student’s Book without Answers 978-1-108-7 1812-7
• Student’s Book with Answers 978-1-108-7 1811-0
Complete First for Spanish Speakers / pages 60-61 • Student’s Book Pack (Student’s Book
with Answers with Audio) 978-1-108-69463-6
• Student’s Book without answers with CD-ROM 978-84-8323-812-7
• Student’s Book with answers with CD-ROM 978-84-8323-815-8
For current A2 Key for Schools and A2 Key
• Workbook without answers with Audio CD 978-84-8323-817-2 Cambridge Key English Test for Schools 1
• Workbook with answers with Audio CD 978-84-8323-823-3 • Student’s Book without answers 978-0-521-17682-8
• Teacher’s Book with Teacher’s Resources CD-ROM 978-84-8323-825-7 • Student’s Book with answers 978-0-521-13992-2
• Class Audio CDs 978-84-8323-828-8 • Audio CD 978-0-521-14569-5
• Student’s Pack with answers (Student’s Book • Self-study Pack (Student’s Book with
with answers with CD-ROM, Workbook with answers and Audio CD) 978-0-521-17833-4
answers with Audio CD) 978-84-8323-831-8
• Student’s Pack without answers (Student’s Book Cambridge English Key for Schools 2
without answers with CD-ROM, Workbook without • Student’s Book without answers 978-1-107-60313-4
answers with Audio CD) 978-84-8323-833-2 • Student’s Book with answers 978-1-107-60314-1
• Self-study Pack (Student’s Book with answers • Audio CD 978-1-107-60315-8
with CD-ROM, Class Audio CDs) 978-84-8323-844-8 • Self-study Pack (Student’s Book with
• Digital Student’s Book with answers (Enhanced PDF) 978-84-9036-444-4 answers and Audio CD) 978-1-107-60317-2
• Digital Workbook with answers (Enhanced PDF) 978-84-9036-445-1
Cambridge Key English Test 1
• Student’s Book 978-0-521-52807-8
Objective First for Spanish Speakers / pages 62-63 • Student’s Book with answers 978-0-521-52808-5
• Teacher’s Book 978-0-521-52809-2
• Student’s Book without answers with CD-ROM 978-84-8323-688-8
• Audio CDs (2) 978-0-521-52811-5
• Student’s Book with answers with CD-ROM 978-84-8323-691-8
• Self-study Pack (Student’s Book with
• Workbook without answers with Audio CD 978-84-8323-678-9
answers and Audio CDs (2)) 978-0-521-60388-1
• Workbook with answers with Audio CD 978-84-8323-683-3
• Teacher’s Book with Teacher’s Resources CD-ROM 978-84-8323-686-4 Cambridge Key English Test 2
• Class Audio CDs 978-84-8323-673-4 • Student’s Book 978-0-521-52812-2
• Student’s Pack with answers (Student’s Book • Student’s Book with answers 978-0-521-52813-9
with answers with CD-ROM, Workbook with • Teacher’s Book 978-0-521-52814-6
answers with Audio CD) 978-84-8323-699-4 • Audio CDs (2) 978-0-521-52816-0
• Student’s Pack without answers (Student’s Book • Self-study Pack (Student’s Book
without answers with CD-ROM, Workbook without with answers and Audio CDs (2)) 978-0-521-60389-8
answers with Audio CD) 978-84-8323-694-9
• Self-study Pack (Student’s Book with answers Cambridge Key English Test 3
with CD-ROM, Class Audio CDs) 978-84-8323-667-3 • Student’s Book 978-0-521-75478-1
• Digital Student’s Book with answers • Student’s Book with answers 978-0-521-75479-8
with 100 Writing Tips (Enhanced PDF) 978-84-9036-479-6 • Teacher’s Book 978-0-521-75480-4
• Digital Workbook with answers (Enhanced PDF) 978-84-9036-480-2 • Audio CD 978-0-521-75482-8
Student’s Books, Student’s Packs and Self-Study Pack packaged with the 100 • Self-study Pack (Student’s Book with
Writing Tips for Cambridge English: First booklet. answers and Audio CD) 978-0-521-60390-4
Cambridge Key English Test 4
• Student’s Book 978-0-521-67081-4
• Student’s Book with answers 978-0-521-67082-1
• Audio CD 978-0-521-67084-5
• Self-study Pack (Student’s Book
with answers and Audio CD) 978-0-521-67083-8
Cambridge Key English Test 5
• Student’s Book without answers 978-0-521-12305-1
• Student’s Book with answers 978-0-521-12307-5
• Audio CD 978-0-521-12310-5
• Self-study Pack (Student’s Book
with answers and Audio CD) 978-0-521-12313-6

76
ISBN Listing
EXAMS / Supplementary Materials EXAMS / Supplementary Materials

Cambridge English Key 6 Cambridge Preliminary English Test 5


• Student’s Book without answers 978-1-107-60605-0 • Student’s Book without answers 978-0-521-71437-2
• Student’s Book with answers 978-1-107-67971-9 • Student’s Book with answers 978-0-521-71438-9
• Audio CD 978-1-107-67984-9 • Audio CDs (2) 978-0-521-71440-2
• Student’s Book Pack (Student’s Book • Self-study Pack (Student’s Book
with answers and Audio CD) 978-1-107-69165-0 with answers and Audio CDs (2)) 978-0-521-71439-6
Cambridge English Key 7 Cambridge Preliminary English Test 6
• Student’s Book without answers 978-1-107-64185-3 • Student’s Book without answers 978-0-521-12316-7
• Student’s Book with answers 978-1-107-66494-4 • Student’s Book with answers 978-0-521-12319-8
• Audio CD 978-1-107-6 4176-1 • Audio CDs (2) 978-0-521-12321-1
• Student’s Book Pack (Student’s Book • Self-study Pack (Student’s Book
with answers and Audio CD) 978-1-107-69198-8 with answers with Audio CDs (2)) 978-0-521-12324-2
Cambridge Key English Test Extra Cambridge English Preliminary 7
• Student’s Book 978-0-521-71433-4 • Student’s Book without answers 978-1-107-63566-1
• Audio CD 978-0-521-71436-5 • Student’s Book with answers 978-1-107-67519-3
• Audio CDs (2) 978-1-107-63888-4
For the revised 2020 B1 Preliminary for Schools and B1 Preliminary • Student’s Book Pack (Student’s Book
NEW B1 Preliminary for Schools 1 for revised exam with answers and Audio CDs (2)) 978-1-107-61048-4
• Student’s Book without Answers 978-1-108-71835-6 Cambridge English Preliminary 8
• Student’s Book with Answers 978-1-108-7 1817-2 • Student’s Book without answers 978-1-107-67403-5
• Student’s Book Pack (Student’s Book • Student’s Book with answers 978-1-107-63223-3
with Answers with Audio) 978-1-108-65229-2 • Audio CDs (2) 978-1-107-67243-7
NEW B1 Preliminary 1 for revised exam • Student’s Book Pack (Student’s Book
• Student’s Book without Answers 978-1-108-72368-8 with answers and Audio CDs (2)) 978-1-107-67583-4
• Student’s Book with Answers 978-1-108-72365-7 Cambridge Preliminary English Test Extra
• Student’s Book Pack (Student’s Book • Student’s Book 978-0-521-67667-0
with Answers with Audio) 978-1-108-67641-0 • Student’s Book with answers
For current B1 Preliminary for Schools and B1 Preliminary and CD-ROM 978-0-521-67668-7
• Audio CDs (2) 978-0-521-67669-4
Cambridge Preliminary English Test for Schools 1 • Self-study Pack (Student’s Book with answers
• Student’s Book without answers 978-0-521-18829-6 and CD-ROM and Audio CDs (2)) 978-0-521-67670-0
• Student’s Book with answers 978-0-521-16825-0
• Audio CDs (2) 978-0-521-16655-3 For B2 First for Schools and B2 First
• Self-study Pack (Student’s Book Cambridge English First for Schools 1
with answers and Audio CDs (2)) 978-0-521-17060-4 • Student’s Book without answers 978-1-107-69267-1
Cambridge English Preliminary for Schools 2 • Student’s Book with answers 978-1-107-64703-9
• Student’s Book without answers 978-1-107-60309-7 • Audio CDs (2) 978-1-107-66907-9
• Student’s Book with answers 978-1-107-60310-3 • Student Book Pack (Student’s Book
• Audio CDs (2) 978-1-107-60311-0 with answers and Audio CDs (2)) 978-1-107-67209-3
• Self-study Pack (Student’s Book Cambridge English First for Schools 2*
with answers and Audio CDs (2)) 978-1-107-60312-7 • Student’s Book without answers 978-1-316-50351-5
Cambridge Preliminary English Test 2 • Student’s Book with answers 978-1-316-50348-5
• Student’s Book without answers 978-0-521-75466-8 • Audio CDs (2) 978-1-316-50349-2
• Student’s Book with answers 978-0-521-75467-5 • Student’s Book with answers with Audio† 978-1-316-50352-2

ISBN Listing
• Teacher’s Book 978-0-521-75468-2 Cambridge English First for Schools 3
• Audio CDs (2) 978-0-521-75470-5 • Student’s Book without answers 978-1-108-43376-1
• Self-study Pack (Student’s Book • Student’s Book with answers 978-1-108-43378-5
with answers and Audio CDs (2)) 978-0-521-75471-2 • Audio CDs 978-1-108-43381-5
Cambridge Preliminary English Test 3 • Student’s Book with answers with Audio† 978-1-108-38085-0
• Student’s Book without answers 978-0-521-75472-9 Cambridge English First 1
• Student’s Book with answers 978-0-521-75473-6 • Student’s Book without answers 978-1-107-66857-7
• Teacher’s Book 978-0-521-75474-3 • Student’s Book with answers 978-1-107-69591-7
• Audio CDs (2) 978-0-521-75476-7 • Audio CDs (2) 978-1-107-69448-4
• Self-study Pack (Student’s Book • Student Book Pack (Student’s Book
with answers and Audio CDs (2)) 978-0-521-75477-4 with answers and Audio CDs (2)) 978-1-107-66331-2
Cambridge Preliminary English Test 4 Cambridge English First 2*
• Student’s Book without answers 978-0-521-75527-6 • Student’s Book without answers 978-1-316-50298-3
• Student’s Book with answers 978-0-521-75528-3 • Student’s Book with answers 978-1-316-50357-7
• Teacher’s Book 978-0-521-75529-0 • Audio CDs (2) 978-1-316-50354-6
• Audio CDs (2) 978-0-521-75531-3 • Student’s Book with answers with Audio† 978-1-316-50356-0
• Self-study Pack (Student’s Book
with answers and Audio CDs (2)) 978-0-521-75532-0

77
ISBN Listing
EXAMS / Supplementary Materials EXAMS / Supplementary Materials

Cambridge English First 3 Cambridge English Practice Testbank / page 65


• Student’s Book without answers 978-1-108-43372-3
• Student’s Book with answers 978-1-108-43373-0 • Cambridge English: Key for Schools Tests 1-4
• Audio CDs 978-1-108-43374-7 • Cambridge English: Key Tests 1-4
• Student’s Book with answers with Audio† 978-1-108-38078-2 • Cambridge English: Preliminary for Schools Tests 1-4
• Cambridge English: Preliminary Tests 1-4
* Online versions of these tests also available on (Cambridge • Cambridge English: First for Schools Tests 1-4
English: First for Schools 5-8 and Cambridge English: First 5-8) • Cambridge English: First for Schools Tests 5-8*

Audio downloadable from the Cambridge LMS. Access code included on the • Cambridge English: First Tests 1-4
inside cover. • Cambridge English: First Tests 5-8*
Testbank may be purchased alone or in combination with some of our exam
Trainers / page 65 courses. Contact your local sales office for details.
For the revised A2 Key for Schools and B1 Preliminary for Schools * Also available as print tests (Cambridge English First for Schools 2 and
Cambridge English First 2)
NEW A2 Key for Schools Trainer 1
• Practice Tests with Answers and Teacher’s Notes
with Downloadable Audio 978-1-108-52580-0 Cambridge English Exam Boosters / page 66
• Practice Tests without answers with Downloadable
Audio 978-1-108-52581-7 Key and Key for Schools
• Student’s Book without Answer Key with Audio 978-1-316-64180-4
NEW B1 Preliminary for Schools Trainer 1 • Student’s Book with Answer Key with Audio 978-1-108-59029-7
• Practice Tests with Answers and Teacher’s Notes
with Downloadable Audio 978-1-108-52888-7
Preliminary and Preliminary for Schools
• Student’s Book without Answer Key with Audio 978-1-316-64178-1
• Practice Tests without Answers with Downloadable
• Student’s Book with Answer Key with Audio 978-1-108-60103-0
Audio 978-1-108-52887-0
First and First for Schools
For the current specifications of A2 Key for Schools and B1 • Student’s Book without Answer Key
Preliminary for Schools with Audio 978-1-316-64175-0
KET for Schools Trainer • Student’s Book with Answer Key with Audio 978-1-108-55393-3
• Practice Tests with answers and Audio CDs 978-0-521-13238-1
• Practice Tests without answers 978-0-521-13235-0 Common Mistakes… and how to avoid them / page 66
• Audio CDs 978-0-521-13239-8
KET
Key for Schools Trainer 2 • Paperback 978-0-521-69248-9
• Practice Tests with answers and Teacher’s Notes
• Paperback with Testbank 978-1-316-63617-6
with Audio 978-1-108-40167-8
• Practice Tests without answers with Audio 978-1-108-40165-4 PET
• Paperback 978-0-521-60684-4
Preliminary for Schools Trainer • Paperback with Testbank 978-1-316-63587-2
• Practice Tests with answers and Audio CDs 978-0-521-17487-9
• Practice Tests without answers 978-0-521-17485-5 First Certificate
• Audio CDs 978-0-521-17486-2 • Paperback 978-0-521-52062-1
• Digital Book 978-84-8323-265-1 • Paperback with Testbank 978-1-316-63012-9

Preliminary for Schools Trainer 2


• Practice Tests with answers and Teacher’s Notes Cambridge Grammar for PET / page 67
with Audio 978-1-108-40163-0
• Book with answers and Audio CD 978-0-521-60120-7
• Practice Tests without answers with Audio 978-1-108-40162-3
• Book without answers 978-0-521-60121-4

First for Schools Trainer Cambridge Vocabulary for PET / page 67


• Practice Tests with answers and
Teacher’s Notes with Audio 978-1-107-44605-2 • Book with answers and Audio CD 978-0-521-70821-0
• Practice Tests without answers with Audio 978-1-107-44604-5 • Book without answers 978-0-521-70822-7
• Audio CDs 978-1-107-44611-3
First for Schools Trainer 2 Grammar and Vocabulary
• Practice Tests with answers and Teacher’s Notes
with Audio 978-1-108-38091-1
for First and First for Schools / page 67
• Practice Tests without answers with Audio 978-1-108-38090-4
• Book with answers with Audio 978-1-107-48106-0
First Trainer
• Practice Tests with answers with Audio 978-1-107-47018-7
• Practice Tests without answers with Audio 978-1-107-47017-0
• Audio CDs 978-1-107-47021-7
First Trainer 2
• Practice Tests without answers with Audio 978-1-108-52547-3
• Practice Tests with answers with Audio 978-1-108-52548-0

78
they said
shut up.
i said
speak up.
THROUGH THICK AND THIN PAINT THE TOWN RED
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Get it right with the Cambridge English Corpus Choose your learning path This chart shows how the courses in this catalogue correlate with the different Cambridge English Qualifications. Ask your
local Cambridge representative to help you design a learning path for your school to guarantee success in our exams.

MISTAKE MISTAKE

Cambridge English Qualifications: A1 A2 Key / Key for Schools B1 Preliminary / B2 First / First for Schools C1 Advanced
Preliminary for Schools

Secondary Courses
English for Spanish Speakers

English for Spanish Speakers


1
STUDENT’S BOOK

FOR STUDENTS
Digital Student’s
Book with extra
Student’s Book Workbook activities Digital Workbook

FOR TEACHERS
STUDENT’S BOOK 1
A1+ – A2 Claire Thacker

Collaborate 1 Collaborate 2 Collaborate 3 Collaborate 4

1
Teacher’s
Resource Bank

STUDENT’S BOOK
Digital Collaborate

Teacher’s Book Project Book

Test Generator

THACKER
ENGLISH FOR SPANISH SPEAKERS
Collaborate helps Spanish-speaking learners
overcome the difficulties they face when
English Profile learning English. This is achieved by integrating
A1+ –A2 our expert knowledge of Spanish speakers www.cambridge.es/collaborate
with information taken from the unique
English for Spanish Speakers Cambridge Learner Corpus.
www.cambridge.org/elt/ess

Better Learning is our simple approach where


insights shape content that drives results.

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Discover more:

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cambridge.org/betterlearning

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Ben Goldstein
& Ceri Jones English for Spanish Speakers

English in
English in Mind 1 English in Mind 2 English in Mind 3 English in Mind 4 English in Mind 5
Mind Starter
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Bachillerato courses
Interactive 1 Interactive 2 Interactive 3 Interactive 4

English for Spanish Speakers

English for Spanish Speakers


Shape the Future is a forward-thinking
course which provides solid language
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STUDENT’S BOOK 01

SHAPE THE FUTURE/


STUDENT’S BOOK

Reading pages Additional vocabulary


with critical building section
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Corpus-based Get it right Voxpop and documentary
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Shape the Future 1 Shape the Future 2


frequent errors

STUDENT’S BOOK
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spine width 7.5mm


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STUDENT’S BOOK 01
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BACHILLERATO AUTHORS PHILIP WOOD


BATXILLERAT VICKI ANDERSON

9 78-84-9036-635-6 Shape the Future Student’s Book Level 1


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ENGLISH FOR SPANISH SPEAKERS


Shape the future helps Spanish-speaking
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English Profile when learning English. This is achieved by
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B1+ – B2 integrating our expert knowledge of Spanish www.cambridge.es/shapethefuture
speakers with information taken from the
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Better Learning is our simple approach where


insights shape content that drives results.

CMYK
Discover more:

cambridge.org/betterlearning

OUT & ABOUT 1


Out & About 1 Out & About 2

student’s book
Hancock - McDonald
StUdEnT’s bOoK 1

Bachillerato
Batxillerat
Batxilergoa Mark Hancock
Bacharelato Annie McDonald

Cambridge English Qualifications: A1 A2 Key / Key for Schools B1 Preliminary / B2 First / First for Schools C1 Advanced
B1 Preliminary for Schools

MISTAKE MISTAKE Where English meets Exams


Prepare Second Edition level 1 combines teen-appeal topics with
gentle exam orientation for Cambridge English Qualifications.

Second Edition STUDENT’S BOOK


• Enjoy interactive, personalised lessons with themes
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• Relax knowing Prepare’s unique exam journey drives
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exploring Prepare's Life Skills and Culture sections
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Prepare 1 Prepare 2 Prepare 3 Prepare 4 Prepare 5 Prepare 6 Prepare 7


collection of online resources

Cambridge PREPARE Cambridge English

CMYK
English Scale Level Qualification

160-179 B2 First for Schools

Student’s Book Level 1


140-159 B1 Preliminary for Schools

120-139 A2 Key for Schools

100-119
STUDENT’S BOOK

Kosta and Williams


PREPARE
Experts together

Kosta and Williams


A1
Our aim is to deliver the materials you tell us you need.
Exclusive insights from test development and candidate
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Exam Journey in each course, ensuring every student is ready
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9781108433273
experiences, together.

Joanna Kosta Second


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1 Melanie Williams Edition

COMPLETE
needs at leats 1mm spacing,
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KEY

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COMPACT for Schools

COMPACT COMPLETE
a

WORLD
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3xa

KEY FOR SCHOOLS SECOND EDITION

KEY for Schools Second edition


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integrated exam practice Journey- training for each task, leading to full task
Build confidence with Compact’s unique step-by-step approach The ENGLISH FOR SPANISH SPEAKERS without answers
information taken from the unique
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editions help Spanish-speaking learners Deliver successful and stress-free outcomes knowing the Complete practice in the Exam Focus
Learn essential strategies through user-friendly Exam tips www.cambridge.es/ess

S t u d e n t ’s B o o k w i t h o u t a ns we rs English for Spanish Speakers


overcome the difficulties they face when formula covers everything Second edition

Complete Key for Schools


Deepen understanding of language structures with exam-specific learning English. This is achieved by • Embed strategies for exams success with Exam tips and
Grammar sections and Grammar reference Exam facts throughout
integrating our expert knowledge of 12mm
Extend proficiency in productive skills with the Speaking bank Spanish speakers with information taken ENGLISH FOR SPANISH SPEAKERS

STUDENT’S BOOK
and Writing bank
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from the unique Cambridge Learner Corpus. The ENGLISH FOR SPANISH SPEAKERS
www.cambridge.es/ess
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WORLD
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editions help Spanish-speaking learners
English Scale Qualification overcome the difficulties they face when • Grow students’ capability and confidence with Push yourself
Cambridge Cambridge English learning English. This is achieved by sections and vocabulary to reach new heights
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W I T H O U T A N S W E RS E N G L I S H FO R S PA N I S H S P E A K E R S Heyderman and White


Language revision Exam training
160-179 B2 First for Schools Spanish speakers with information taken • Launch mobile animations, before or after class, to spark
180-199 C1 Advanced 70% of the level colour
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Anna Cowper
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A2

Susan White
Experts together Experts together Experts together

• Sheila Dignen
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McKeegan
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Our aim is to deliver the materials you tell us you need. Exclusive insights Our aim is to deliver the materials you tell us you need. Exclusive insights Our aim is to deliver the materials you tell us you need.
from test development and candidate performance guarantee expert from test development and candidate performance guarantee expert Exclusive insights from test development and candidate
content. The result is a unique Exam Journey in each course, ensuring content. The result is a unique Exam Journey in each course, ensuring performance guarantee expert content. The result is a unique KEY
every student is ready on exam day. From skills development to exam every student is ready on exam day. From skills development to exam Exam Journey in each course, ensuring every student is ready Anna Cowper and Susan White
tasks, language discovery to real-world usage, we create better learning STUDENT'S BOOK
tasks, language discovery to real-world usage, we create better learning on exam day. From skills development to exam tasks, language STUDENT’S
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experiences, together. experiences, together. discovery to real-world usage, we create better learning
ISBN 978-8-490-36664-6
WITHOUT ANSWERS ISBN 978-8-490-36643-1 experiences, together.
BOOK
David McKeegan
Emma Heyderman and Susan White with answers
For the revised exam from 2020 For the revised exam from 2020
English for Spanish Speakers
ENGLISH FOR SPANISH SPEAKERS pick a bright colour used in the cover
ENGLISH FOR SPANISH SPEAKERS

CUP_OW_Key_SB_1p.indb 2-3 31/10/2018 15:34

COMPACT COMPLETE PRELIMINARY


for Schools COMPLETE PRELIMINARY
OPEN
COMPACT COMPLETE COMPLETE
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Compact Preliminary for Schools
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PRELIMINARY FOR SCHOOLS SECOND EDITION

PRELIMINARY for Schools

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Complete Preliminary for Schools is the most thorough preparation Exam advice Complete Preliminary is the most thorough preparation for the Exam advice
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CUP_OW_Preliminary_WB_1p.indd 14-15 31/10/2018 15:31

COMPLETE FIRST
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FIRST for Schools


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Compact First for Schools
Build confidence through our unique understanding of the exam and
for Schools
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Every year, over 200,000 Spanish students take one of the Cambridge English exams. At Cambridge University Press
Experts together

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TAKING YOU FURTHER!

FIRST
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Complete First between exam preparation and real-world language in The ENGLISH FOR SPANISH SPEAKERS editions

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Guy Brook-Hart Our aim is to deliver the materials you tell us you need.
Exclusive insights from test development and candidate
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Exam Journey in each course, ensuring every student is ready Anthony Cosgrove
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on exam day. From skills development to exam tasks, language STUDENT’S
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