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2021 SECONDARY CATALOGUE

Dear Teacher, Teaching and learning as we knew it has been significantly changed by the COVID-19 pandemic.

Courses 3 Which course for my students?...................3

Now, more than ever, teachers and students need flexible and accessible materials, whatever their teaching and learning situation.

Own It!............................................................... 4

At Cambridge, we ask people from all over the world about how to support teachers best and how to help students prove their skills to the world under these very different circumstances. Based on the valuable insights you give us, we bring together a range of support, resources and (online) materials that will help you overcome the challenges you are facing.

Think................................................................... 8

Find out in this catalogue how your feedback shapes our resources and helps your students reach their full potential during their learning journey, both inside and outside the classroom, no matter where in the world they are. The team in the Netherlands will always be here for you, to provide support and find the best learning solutions for you and your students, including professional development to help you get the most out of your (remote) teaching. We are here for you, for every learner, every step of the way. Be ready for anything with Cambridge!

Eyes Open......................................................... 6 Prepare............................................................. 10 Talent................................................................ 12 Empower......................................................... 13

Grammar and Vocabulary 14 Exams 16 Which course for my students? ................16 NEW Compact First Third edition...............17 NEW Open World Advanced..................... 18 NEW Complete First Third edition............. 20

Practice Tests and Trainers............................ 22 NEW B2 First for Schools 4 ��22 Jessica Hagemeijer Cambridge University Press

Marleen Soto-Geertsma Cambridge Assessment English

Key to symbols Contact us

englishprofile.org Cambridge English Corpus Online Tools Presentation Plus – classroom presentation tools

Jessica Hagemeijer Business Development Manager jhagemeijer@cambridge.org

Michelle van Toorn Senior ELT Consultant mvantoorn@cambridge.org

Jantien van Dun-Gerritsen Office Administrator infonetherlands@cambridge.org

eBook Marleen Soto-Geertsma Country Manager Benelux info-benelux@cambridgeenglish.org

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Your interactive guide The pages of this catalogue will tell you all about our products. But our interactive catalogue will also show you. Explore our teaching and learning experiences further through sample content, video, audio and free resources, including guides to teaching remotely with our courses. cambridge.org/NLSecondaryCatalogue

Which course for my students? VMBO 1 1 2

Own It! (p. 4)

Eyes Open (p. 6)

A1 B1

B1+

Starter

THiNK (p. 8)

B1+

2-3

4 1

Prepare (p.10)

B1+

4-5 6-7

Talent (p. 12)

A1 B1 B2

A2/B1

B1+

Empower (p. 13)

1 2

B1+

A1+

4 1

Teach teens with confidence cambridge.org/secondary

Top tips for teaching teens

“Life is full of surprises. And it’s part of our role as educators to equip our students with the skills they need to navigate the unknown.”

Greg

Teacher

HAVO 4

VWO 4

Secondary

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Watch a video overview and download sample content, audio and free resources, including a guide to teaching Own It! remotely.

cambridge.org/ownit

Claire Thacker, Samantha Lewis, Daniel Vincent and Stuart Cochrane with Andrew Reid and Melissa Wilson False Beginner to Intermediate 4 Levels 80–90 hours, extendable to 150 Own It! helps teens develop the confidence and competencies they need to forge their own path in the ever-evolving global landscape. From developing critical and creative thinking skills and social/emotional aptitudes to working effectively in a group, Own it! helps create confident, future-ready learners who are able to meet the challenges ahead.

A1+ A2 B1 B1+

THE ART PROJECT Design a food truck 1 What food do you buy in the street or from food trucks? 2 When do people buy food from a food truck? 3 Are there any food trucks near where you live?

2 Look at the food truck and answer the questions.

• Aligned to the Cambridge Life Competencies Framework.

1 What kind of food do you think it sells?

• Features mobile-friendly Practice Extra which is fully aligned to the course content. • Exam content checked by Cambridge Assessment English builds students’ confidence in preparation for the Cambridge A2 Key and B1 Preliminary Exams.

Caribbean food.

2 What kind of soup is there? 3 How much does today’s special cost?

• Builds metacognitive, communicative and collaborative abilities. • Introduces students to peoples and cultures from around the world.

PL AN

1 Discuss the questions.

for your food truck. Complete the steps below. • Choose a name for your food truck. • Decide on the design and illustrations for it.

• Decide and agree on the food you want to sell. • Decide and agree on the prices. • Plan and design the menu. • Draw and illustrate your food truck.

4 What sweet food can you buy?

PRESENT

5 What is the special offer?

7 Display your food truck design on

3 Work with a partner. Choose the food you want to

order from the food truck. Compare with another pair.

How to evaluate a design 4.11

6 Work in groups. Choose the theme

4 What do you think are the most important things in a design project? Circle the things in the list. Listen and check. a design

c punctuation

e paragraphs

b content

d grammar

f spelling

5 How well do you think the Caribbean Sunshine project presents the things in the table? Use the key to evaluate them.

your classroom wall. Remember to include an interesting menu with well organised information, an attractive design and the tips in How to evaluate a design.

CHECK

8 Look at your classmates’ designs and complete the notes.

What is the theme of their food truck? Which food truck has the best design? Which food truck would you like to eat from? Why?

Key Excellent ✓✓✓✓ Very good ✓✓✓ Good ✓✓ Developing ✓ Information

Design

Name

Menu presentation

Type of food

Pictures

Food and drinks

Colours

Prices

Remote teaching guide 54 YO U ARE WHAT YO U E AT | UNIT 4

• How to teach remotely with Own It!, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

4 | cambridge.org/secondary

UNIT 4 | YO U ARE WHAT YO U E AT 55

Secondary

It’s Your World LEARN TO LEARN LEARN TO … HELP YOUR PARTNER IMPROVE THEIR SPEAKING When you work in pairs, it’s important to listen carefully so you can help each other improve.

1 Do you agree with these ideas? Why / Why not? a Everyone in this class knows different things in English.

b Everyone in this class is good at different things in English. c Everyone in this class can help each other to improve.

I agree with a. You already knew the word ‘filmmaking’, but I didn’t. Yes, but you often know words I don’t know!

3 In pairs take turns to listen to each other’s

presentations. Tick the things they do in the checklist and make notes.

• speak clearly • speak for one minute • use the present perfect to introduce the topic • use the past simple to talk about: • where it was • when you went

2 Read Lucy’s notes for a presentation. Think about the best show, concert or exhibition you’ve ever been to. Complete the notes and prepare a one-minute presentation.

Foster learner autonomy, collaboration, and cultural awareness • Supported by the Cambridge Life Competencies Framework, students learn how to learn, building the vital strategies they need to become confident, independent learners.

• who you went with • what it was like • why you liked it • use adjectives to make your presentation interesting

The best show I’ve ever been to

• The unique Project Book, along with integrated CLIL projects in the Student’s Book, provides extensive support in developing students’ social, communicative and collaboration skills.

What: The Moon Circus Where: Brisbane When: 27 January Who with: Mum, Dad, old older sister i Maria Other information: amazing orchestra funny clowns – audienc e loved them not a traditional circus – no animals

• Global cross-curricular topics – from eagle hunting in Mongolia to holidays on the moon – inspire students to broaden their perspectives.

4 Use the checklist to tell your partner what they did well and how they can improve.

You spoke very clearly, but you didn’t use the present perfect to introduce the concert.

5 Use your partner’s comments from The best I’ve ever been to What: Where: When: Who with: Other information:

All your digital tools, all in one place

Exercise 4 to help you improve. Then, give your presentation to a different student.

6 Next time you do a speaking activity,

listen to your partner carefully and then tell them how they can improve.

• Practice: Mobile-friendly bite-sized activities and games that students can do on the go. • Collaborate: Students can collaborate remotely and share their project work online.

UNI T 2 | WHAT I S ART ? 33

• Present: interactive Student’s Book and Workbook, accessible online and offline, perfect for heads-up learning. • Motivate: Vocabulary and grammar games and an awards system make learning enjoyable. • Assess: See student progress at a glance or download in-depth holistic reports and instant tests. • Plan: All your downloadable extra resources, all in one place. Up to 45 videos per level! • Documentary-style videos introduce every unit – a great way to get students thinking about the unit topic. • Thematically-linked documentary videos support the ‘Around the World’ features, while contextualising the unit grammar and vocabulary.

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• Unique ‘Language in Action’ vlog-style videos complement the grammar pages of each unit, and feature teenagers using the target language in context. • ‘Everyday English’ videos provide additional speaking support, with teenagers using real, authentic English from the speaking dialogues.

cambridge.org/ownit

See also • Cambridge Discovery Education™ Interactive Readers cambridge.org/discoveryreaders

The digital resources

Presentation Plus

Practice Extra

Own It! Student's Book with Practice Extra Workbook Project Book Teacher’s Book with Digital Resource Pack Own It! Combos Combo A Student's Book and Workbook with Practice Extra Combo B Student's Book and Workbook with Practice Extra

Online Collaboration

Resource Bank

Level 1 978-1-108-77255-6 978-1-108-71480-8 978-1-108-72662-7 978-1-108-72657-3 Level 1 978-1-108-77259-4 978-1-108-77269-3

Test Centre

Level 2 978-1-108-77256-3 978-1-108-72654-2 978-1-108-72664-1 978-1-108-72658-0 Level 2 978-1-108-77260-0 978-1-108-77270-9

Teacher Training cambridge.org/training

Level 3 978-1-108-77257-0 978-1-108-71481-5 978-1-108-72663-4 978-1-108-72660-3 Level 3 978-1-108-77261-7 978-1-108-77272-3

Level 4 978-1-108-77258-7 978-1-108-72655-9 978-1-108-72667-2 978-1-108-72661-0 Level 4 978-1-108-77262-4 978-1-108-77273-0

For access to downloadable audio files, Workbook audioscript, video files, the Test Centre, and Cambridge One, with Presentation Plus, Practice Extra, Collaboration Plus and Teacher’s Resource Bank, please contact your Cambridge University Press representative. Own it! is also available as split edition Student’s Book and Workbook Combos for courses with fewer available hours (40-45 hours, extendable to 75).

cambridge.org/secondary | 5

Secondary

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Watch a video overview and download sample content, audio and free resources, including a guide to teaching Eyes Open remotely.

cambridge.org/eyesopen

Ben Goldstein and Ceri Jones with Emma Heyderman, Eoin Higgins and David McKeegan False Beginner to Intermediate

4 Levels 80–90 hours, extendable to 150

Shortlisted British Council ELTons Awards | Excellence in Course Innovation Eyes Open combines captivating video from Discovery EducationTM with an effective lesson approach that promotes communication. Explore the world! • From China to Brazil, Discovery EducationTM video and a wide variety of topics take your students on a journey of exploration and adventure. • 140 high-interest videos throughout every unit spark curiosity and reinforce language learning. Success for every learner • A careful progression of personalised language building activities leads to greater speaking and writing fluency. • Graded activities for mixed-ability classes, progress monitoring tools and flexible teaching support ensures that every learner can achieve success. Remote teaching guide • How to teach remotely with Eyes Open, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

Special Edition for the Netherlands • Eyes Open Dutch Edition Workbook Grammar reference translated into Dutch Unit-by-unit English-Dutch wordlist online

6 | cambridge.org/secondary

A1 A2 B1 B1+

Secondary “My students and I really enjoy watching the videos made in collaboration with Discovery Education. These videos open up their eyes to different cultures and we are able to have fun and interesting conversations about the topics.”

Be Curious. Discover. Learn.

D. Akkermans, Michaël College

Powerful digital support • Access all your resources in one easy-to-use platform with Presentation Plus. • Extend and consolidate language and track students’ progress with the Online Workbook and extra Online Practice on the Cambridge Learning Management System. Building intercultural awareness • Topics and texts in Eyes Open encourage students to discover the cultures and people of the world around them. • ‘Discover Culture’ pages in every unit incorporate Discovery EducationTM video to bring global topics to life. Scaffolded productive activities • ‘Real Talk’ videos provide a model of real teenagers using target spoken language. • Dedicated speaking and writing pages in every unit guide students towards written and spoken fluency. • ‘Your Turn’ communicative activities personalise learning and activate language skills.

See also • Cambridge Discovery EducationTM Interactive Readers These Readers provide a fascinating introduction to extensive reading. The perfect companion to Eyes Open. cambridge.org/discoveryreaders

DOWNLOAD SAMPLE CONTENT

The digital resources

cambridge.org/eyesopen

Online Tools

Presentation Plus

Interactive eBook

Online Workbook

Test Generator

Teacher Training cambridge.org/training

Eyes Open Student’s Book with Online Workbook and Online Practice Student’s Book Workbook with Online Practice (Dutch edition) Workbook with Online Practice (International edition) Teacher’s Book Class Audio CDs (3) Video DVD Presentation Plus DVD-ROM

Level 1 978-1-107-46728-6 978-1-107-46725-5 978-1-316-50547-2 978-1-107-46733-0 978-1-107-46739-2 978-1-107-46741-5 978-1-107-46742-2 978-1-107-48606-5

Level 2 978-1-107-46749-1 978-1-107-46744-6 978-1-316-50550-2 978-1-107-46750-7 978-1-107-46755-2 978-1-107-46759-0 978-1-107-46761-3 978-1-107-48823-6

Level 3 978-1-107-46764-4 978-1-107-46762-0 978-1-316-50551-9 978-1-107-46773-6 978-1-107-46775-0 978-1-107-46776-7 978-1-107-46779-8 978-1-107-48942-4

Level 4 978-1-107-46781-1 978-1-107-46780-4 978-1-316-50553-3 978-1-107-46782-8 978-1-107-46783-5 978-1-107-46786-6 978-1-107-46787-3 978-1-107-49052-9

Eyes Open Combos Combo with Online Practice

Level 1A 978-1-107-48601-0 Level 3A 978-1-107-48938-7

Level 1B 978-1-107-48604-1 Level 3B 978-1-107-48940-0

Level 2A 978-1-107-48818-2 Level 4A 978-1-107-49047-5

Level 2B 978-1-107-48820-5 Level 4B 978-1-107-49050-5

Combo with Online Practice For standalone Online Workbooks, please contact your local Cambridge University Press representative. Eyes Open is also available as split edition Student’s Book and Workbook Combos for courses with fewer available hours (40-45 hours, extendable to 75). Interactive Student eBooks are available. For information, please visit cambridge.org/bookshelf

cambridge.org/secondary | 7

Secondary

SECOND EDITION

100% Classroom

cambridge.org/touchstone2

100% Online

Any blend in-between

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Download sample content, audio and free resources, including a guide to teaching Think remotely.

cambridge.org/think

Herbert Puchta, Jeff Stranks and Peter Lewis-Jones Beginner to Advanced 6 Levels 80–90 teaching hours, extendable to 180 Whether inside or outside the classroom, Think goes beyond building strong language skills to developing the whole learner – with an emphasis on critical thinking, values and self-esteem – ensuring academic and lifelong success. Build global competency

9 WORLD THE WONDER S OF THE

An amazing place

paying compliments; talking about the weather GRAMMAR: comparative adjectives; superlative adjectives; can / can’t for ability VOCABULARY: geographical features; the weather; Phrases with with

hey eat wild animals, plants, berries, nuts and insects. They hunt with bows and arrows. There are lots of dangerous snakes, spiders and scorpions. There are lions, leopards, cheetahs and hyenas. It’s one of southern Africa’s hottest places, and there is often no water. Then they have to get their water from plants, for example from desert melons. When they are ill, there are no hospitals. The people have to get their medicine from plants too. They are the San, the last people living in the Kalahari. The San people have another name –‘bush people’. Their lifestyle is very simple, but they know more about animals and plants than most people do. The San people live in small groups of 25–50. They live in huts – little ‘houses’ that they make from wood and grass. There are no schools for the children. Children learn from the older people in the group. There are lots of things they have to learn so that they can live in a dangerous place like the Kalahari. In the evenings, the groups of people often sit around a fire and tell stories. Many of the stories are about animals and how to hunt them.

• Think explores complex issues and thoughtprovoking topics, fostering a deeper level of engagement. • A purposeful focus on critical thinking, positive values, and healthy self-esteem builds lifelong habits of mind.

READING you name in English?

2 Name other animals in English. Write them down. 3

SPEAKING Work in pairs. Look at the animals on your list. What countries do you think of?

Pandas come from China. You find spiders all over the world. 4

What do the photos show? Where do these people live? What do you think they eat? What dangers are there? 5 What do these people know a lot about? 6 What’s interesting for tourists about this place? 2 3 4

2.18 Read and listen to the article. Mark the statements T (True) or F (False). Correct the false information.

The bush people get their water from the river. When the San people are ill, they get medicine from a hospital. The bush people teach children important things about living in the Kalahari. 4 The north of the Kalahari is wetter than the south. 5 There are more animals and plants in northern Kalahari. 6 A holiday in the Kalahari is never dangerous. 1 2

SPEAKING Work in pairs. Look at the photos again and answer the questions.

Remote teaching guide

9 TH E WO N D ER S O F TH E WO R LD

The Kalahari is a big area of bushland in southern Africa. It has got two parts. There is less rain in the southern part than there is in the northern part, so the south is drier. There are fewer plants and animals there, and it’s a lot more difficult for people to live. But when it rains at the end of the summer, the land becomes greener and more beautiful. For a few weeks, there are millions of little flowers and even butterflies! But soon, the grass and the bushes get dry and turn brown. Then life becomes more difficult again for people and animals.

1 Look at the photos. Which of the animals can

• Culture lessons encourage students to think and talk about life in other countries and how it compares with their own.

• How to teach remotely with Think, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

A1 A2 B1 B1+ B2 C1

OBJECTIVES FUNCTIONS:

Valuing our world 1 Read and tick (✓) the statements that show that the natural world is important.

Work in pairs or small groups. Think about and answer these questions. SPEAKING

Would you like to go to the Kalahari? Why (not)? Are you interested in wildlife? Why (not)?

I’d love to / I wouldn’t like to … because … I’m (not) interested in …

Think Workbook with Online Practice (Dutch edition) • Extra Reading & Literature pages • Grammar reference translated into Dutch • Unit-by-unit English-Dutch wordlist You may be interested in: view.ceros.com/cambridge/think-in-the-netherlands

8 | cambridge.org/secondary

3 4 5

Special Edition for the Netherlands

Every year, thousands of tourists from all over the world visit the Kalahari. They love driving around the bushland in open jeeps. They love watching the wild animals. Their guides are often San bushmen and the tourists love listening to their stories about the wonders of the Kalahari. The tourists stay in small huts called ‘lodges’. They have comfortable beds and showers, but there is no electricity in the huts. When they go out of their hut, they have to be very careful. Sometimes there are lions or leopards around!

I think it’s too dangerous to ... / wonderful to ... I love / hate taking photos. watching … / staying in …

Why should I want to go on a safari? There’s a nice zoo in my city where I can see lots of animals. I want to build a hotel for 800 people in the Kalahari Desert. We can make a lot of money like that. It’s great to learn about wild animals. It helps me to understand more about the world. Who needs lions, leopards and hyenas? They’re dangerous animals and that’s it! I watch a lot of nature programmes on TV. I support a project to save the tiger in India.

SPEAKING

Compare your ideas in pairs.

Statement 1 shows that the natural world is not important for this person. Why do you think that? Because the person doesn’t want to see wild animals in nature. But maybe that’s not true. Maybe he or she thinks flying to other places is not good for nature. 85

Secondary

Think big in English!

Powerful digital support • Easy-to-use digital resources give you access to everything you need to plan and deliver great lessons. • Extend and consolidate language and track students’ progress with the Online Workbook and extra Online Practice on the Cambridge Learning Management System. • Create and customise tests with the Think Test Generator on the Cambridge Learning Management System. • NEW Kahoot! quizzes for Think make practice and formative assessment fun and engaging. Visit cambridge.org/think Informed by research • Research into teen cognitive development creates more effective learning experiences. • Think is informed by the Cambridge English Corpus, ensuring students learn English as it is actually used. Prepare for success • Exam content checked by Cambridge Assessment English builds students’ confidence in preparation for the Cambridge A2 Key, B1 Preliminary, B2 First, and C1 Advanced Exams.

“Teaching teenagers successfully is about more than just language. It’s about working with the whole person.” Herbert Puchta

“Can’t stop thinking about Think. In this modern day and age it is really important to have motivational and inspiring books and online training methods to support and bring out the best in pupils. Think has all of this and more. Social skills, 21st century skills, Literature assignments are about to be unlocked. Teacher support, exchange and guidance are of additional value. ”

DOWNLOAD SAMPLE CONTENT cambridge.org/think

Anna Noens, Amstelveen College

cambridge.org/think

The digital resources

Online Tools

Presentation Plus

Interactive eBook

Think Student’s Book with Online Workbook and Online Practice Student’s Book Workbook with Online Practice (Dutch edition) Workbook with Online Practice (International edition) Teacher’s Book Class Audio CDs (3) Video DVD Presentation Plus DVD-ROM Think Combos Combo A with Online Workbook and Online Practice Combo B with Online Workbook and Online Practice Combo A Presentation Plus DVD-ROM Combo B Presentation Plus DVD-ROM

Online Workbook

Test Centre

Kahoot! Quizzes

Starter 978-1-107-58721-2 978-1-107-58572-0 – 978-1-107-58784-7 978-1-107-58618-5 978-1-107-58630-7 978-1-107-58638-3 978-1-107-58641-3

Teacher Training cambridge.org/training

Level 1 978-1-107-50880-4 978-1-107-50882-8 978-1-107-58835-6 978-1-107-50883-5 978-1-107-50888-0 978-1-107-50893-4 978-1-107-50900-9 978-1-107-50907-8

Level 2 978-1-107-50910-8 978-1-107-50915-3 978-1-107-58846-2 978-1-107-50917-7 978-1-107-50922-1 978-1-107-50923-8 978-1-107-50925-2 978-1-107-50931-3

Level 3 978-1-107-56262-2 978-1-107-56270-7 978-1-107-58861-5 978-1-107-56325-4 978-1-107-56353-7 978-1-107-56354-4 978-1-107-56358-2 978-1-107-56363-6

Level 4 978-1-107-57325-3 978-1-107-57328-4 978-1-107-58877-6 978-1-107-57369-7 978-1-107-57416-8 978-1-107-57423-6 978-1-107-57428-1 978-1-107-57432-8

Level 5 978-1-107-57476-2 978-1-107-57470-0 – 978-1-107-57550-9 978-1-107-56139-7 978-1-107-56892-1 978-1-107-56900-3 978-1-107-56909-6

Starter 978-1-107-58815-8 978-1-107-58822-6 978-1-107-58671-0 978-1-107-58683-3

Level 1 978-1-107-50884-2 978-1-107-50885-9 978-1-107-50908-5 978-1-107-50909-2

Level 2 978-1-107-50918-4 978-1-107-50921-4 978-1-107-50932-0 978-1-107-50933-7

Level 3 978-1-107-56349-0 978-1-107-56352-0 978-1-107-56371-1 978-1-107-56382-7

For the Test Generator and standalone Online Workbooks, please contact your local Cambridge University Press representative. Think Levels Starter to 3 are also available as split edition Student’s Book and Workbook Combos for courses with fewer available hours (40-45 hours, extendable to 75). Interactive Student eBooks are available. For information, please visit cambridge.org/bookshelf cambridge.org/secondary | 9

Secondary

Watch a video overview and download sample content, maps of the books, and a guide to teaching Prepare remotely.

cambridge.org/prepare

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Joanna Kosta, Melanie Williams, James Styring, Nicholas Tims, Niki Joseph and Helen Chilton A1 A2 B1 B2

Beginner to Upper Intermediate 7 Levels Levels 1, 2, 4, 6: 70 teaching hours, extendable to 150 Levels 3, 5, 7: 80 teaching hours, extendable to 160 Prepare Second edition combines ‘teen-appeal’ topics with extensive preparation for the revised 2020 A2 Key for Schools and B1 Preliminary for Schools exams, as well as B2 First for Schools. • Enjoy interactive, personalised lessons with themes and resources relevant to school-aged learners. • Relax knowing Prepare’s unique exam journey drives students to exam success.

10 Watch the video and then answer the questions. Where and when do you take selfies? Describe your favourite selfie. Which photo apps do you use? Have you ever used #NoFilter with one of your photos? What does the hashtag mean?

VOCABULARY 1

Social media

Listen to a teenager. Which ‘after’ picture does she describe, A2 or B2?

Listen again and complete the text with the words in the box.

block posted

• How to teach remotely with Prepare, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

IRBRUSHING is when photos are changed by using computer software to make people look even better in them. In the beginning, it was used to ‘tidy up’ small problems in photos: a hair standing up on someone’s head was removed, or a spot on their skin was hidden. These days, digital tecÚology and editing are more advanced, and it’s difficult to find a photo of a model or celebrity in a magazine which hasn’t been ‘improved’ by airbrushing.

10 | cambridge.org/secondary

UNIT 13

Match the words you added in Exercise 3 to the meanings. 1 put something on a website or social media page 2 stop someone from seeing your social media page 3 wrote something, for example, your opinion 4 remove something so that it can’t be seen any more 5 choose to see everything that someone posts on social media 6 included someone using @ or their name 7 showed that you had read, and that you approved of a message 8 put someone else’s message on your social media page, or a friend’s social media page

Discuss the questions. 1 How often do you post on social media? Why? / Why not? 2 When might you block someone? 3 What is the most number of ‘likes’ you have ever received for a post? What was the post? 4 How do you feel when you get lots of likes for your posts?

‘You see these women with legs like sticks and perfect skin and you know they aren’t real,’ says 15-year-old Shelly. ‘But when you’re reading an article about a celebrity you admire, you forget that, and just want to look like them.’ Corey, also 15, says, ‘People think it’s just girls that are upset by this stuff but it’s boys, too. We’re supposed to have big muscles, like sportspeople, but that’s impossible to achieve if it isn’t your natural body shape.’ Research has shown that seeing pictures of ‘perfect’ models in magazines leads readers to feel less confident about the way they look. This also leads to negative body image. Mobile phone apps aren’t helping the situation. They allow us to change photos of ourselves until we feel happy enough with the way we look to post them online. And although stricter rules are now in place for adverts, unfortunately, there is still a long way to go in changing the media industry’s attitudes towards what is thought beautiful. Fortunately, there are plenty of people campaigning to change things. Former actress Meghan Markle and singer Paloma Faith have both spoken out about not liking magazines to airbrush their photos. Politicians have fought for even stricter rules on how airbrushing can be used. On a smaller scale, the Girl Guides (a UK Scouts organisation for young women) have already approached the government to get labels put on airbrushed photos (with no positive result so far). They’ve also introduced the ‘Free being me’ badge, which members can achieve by showing they can recognise airbrushed pictures and by spreading messages in their local community about how positive it is to have a natural look. These are small steps, but if people keep taking them, perhaps one day we’ll find that the natural look is considered beautiful again.

For each question, choose the correct answer. 1 In the first paragraph, the writer says that A airbrushing did not provide good results at first. B celebrities prefer their photos to be airbrushed. C almost all pictures in magazines are airbrushed. D it is easier to access airbrushing equipment than it used to be. 2 What is the purpose of the second paragraph? A to provide examples of how airbrushing is done B to explain the effect that airbrushed photos have on people C to warn young people against believing what they see in photos D to advise readers to choose what magazines they read carefully

me!

commented follow liked shared tagged take down

So here I am on the red carpet with Hollywood actress it on social media and Pippa Cox! Straight away, I 1 2 Pippa, of course! Loads of my friends 3 it and they then started to 4 her. I think someone must have 5 it and then there were people who 6 on it, asking me to 7 it because it wasn’t real. Well, of course not … duh! I 8 people like that. I mean, it was just a bit of fun!

Reading Part 3 Look at the photo. Do you think the woman looks like this in real life? What message does this give to readers?

Don’t

Look at these ‘before and after’ pictures, where digital changes were made to the original photos. What changes do you notice in each one?

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3 In the third paragraph, the writer shows that she is feeling A surprised that some adverts were never shown. B pleased that some mobile phone apps help people feel better. C unhappy that the media is ignoring airbrushing rules. D disappointed that things are not changing more quickly. 4 In the final paragraph, the writer says that A famous people are more likely to change people’s opinions. B there is hope people will have different ideas in future. C new laws will stop airbrushing being allowed in photos. D not enough people are trying to give out positive messages. 5 What might a Girl Guide write in her diary? A The work we’re doing is already helping me to accept my body the way it is. B The ‘Free being me’ badge is great – we’re learning how to look better through exercise and food. C We’ve just had an interesting session about making airbrushed photos look more natural. D It isn’t necessary to label airbrushed photos because it’s our responsibility to understand what’s been done to them.

TALKING POINTS Should there be limits on how photos are changed in advertising? Why? / Why not? Why do companies use models, celebrities or sportspeople to advertise their products?

#NOFILTER

Secondary

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EMOTIONAL LIFE SKILLS SKILLS

MANAGING STRESS LIFE SKILLS How to manage stress It’s normal to have some problems at school, at home or with friends. These problems can cause negative feelings, or stress. Everyone has some stress in life, but too much stress can be bad for a person’s health. That’s why it’s important to deal with stress and reduce its eﬀects.

What things are stressful for you? Rate the issues below from 1 (not stressful) to 4 (very stressful). a b c d e f g

2 3

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B1_Preliminary_for_Schools_1.indd 1-3

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R KEY

ANSWE

D RY AN IMINA OLS PREL R SCHO FOR B1 NARY FO ELIMI edition B1 PR Second

Photocopiable exam resources for teachers Helen Chilton, Sheila Dignen and Mark Little

1 Paul 2 Emma 3 Marco 4 Vicky

Match the following ideas with the tips in the text. 1 Doing your homework at the last minute isn’t a good habit. 2 Take some time to enjoy yourself after your work is done. 3 Make sure you have a good diet and get plenty of rest. 4 It’s important to think about the possible causes of your stress. 5 Talking to someone about your worries can make you feel better. 6 Sports and exercise are good ways to reduce feelings of stress. Match the highlighted words in the text to the meanings. 1 2 3 4 5 6

based on good decisions spend your free time in a place or with someone feeling nervous or worried related to school and studies when you feel how something happens to you have something inside or as a part

Listen to four people: Paul, Emma, Marco and Vicky. Match them with the problems they mention. arguments bullying homework money parents sisters social media sports

Read the text on the opposite page. Which suggestions would be the most helpful for you?

Listen again. Answer the questions.

Work in pairs. Think of suggestions to help Paul, Emma, Marco and Vicky.

Read the Useful language phrases. Complete them with your own ideas.

1 How did Paul finally solve his problem? 2 Why hasn’t Emma got very much free time? 3 Why does Marco tell his friends that he’s busy? 4 What does her sisters do that annoys Vicky so much?

USEFUL LANGUAGE Describing stress 1 I can’t relax when … 2 It’s annoying when … 3 I feel upset when … 4 I get stressed when … 5 I really hate it when …

Chilton, Dignen and Little

See page 23 for details

978-1-108-68215-2 Exam Booster for Preliminary and Preliminary for Schools Chilton, Dignan and Little CMYK

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Focus on essential exam practice for the revised 2020 exams with the Exam Booster for B1 Preliminary and B1 Preliminary for Schools. Maximise potential with dedicated exam task practice for class or home study. Use with or without a coursebook to develop a deeper understanding of the exam and boost test takers’ confidence.

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Each Exam Booster features effective exam and language practice. The Exam Booster can be used flexibly by skill or exam task alongside a course book.

homework and school projects personal problems with friends worries about tests and exams nasty messages on social media not having enough pocket money looking good and being in style bullies and other negative people

WITH AUDIO

For the revised exams from 2020

116 DOWNLOAD SAMPLE CONTENT

LIFE SKILLS

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Secondary

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Clare Kennedy, Ciaran Ward, Teresa Ting, Audrey Cowen, Liz Kilbey Pre-intermediate to Upper Intermediate 3 Levels 80–90 teaching hours, extendable to 150 Talent prepares students for further study, travel or work; wherever their talent may take them!

Twenty-five videos per level!

Integrated language, life and academic skills prepare students for success. From strategies for checking understanding, to interpreting data and evaluating information, these vital skills will serve students well throughout their lives. • Journey beyond textbook English, using videos filmed on the streets of London and activities informed by cutting-edge research from the Cambridge English Corpus. • Spark students’ interest and promote academic debate with contemporary topics, from antibiotic resistance to space archaeology. • Exam strategies and practice build students’ confidence and prepare them for a range of international exams, including B2 First, IELTS and IGCSE.

A2 B1 B2

• Documentary-style videos at the beginning of each unit capture students’ attention and present the unit’s target language. • Functional language videos help students develop speaking skills and strategies. • ‘Changing Language’ videos present language in context in a fun, memorable way using the latest findings from corpus research to show English as it is really spoken today. A balance of language, life and academic skills • The skills-based syllabus supports student’s language development and confidence.

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Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones Complete Beginner to Advanced 6 Levels 80–120 teaching hours Finalist British Council ELTons Awards 2017 | Excellence in Course Innovation Empower combines course content from Cambridge University Press with validated assessment from the experts at Cambridge Assessment English. • Thought-provoking content keeps students engaged in the classroom and gets them talking. • Tests developed by Cambridge Assessment English, world leaders in language assessment, ensure reliable results. • With a syllabus informed by the Cambridge English Corpus and English Vocabulary Profile, students encounter the most useful language at the right point in their learning. Remote teaching guide • How to teach remotely with Empower, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

Online Assessment with Extra Practice, and Online Workbook*

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• Complete package available, includes the Student Book with Online Assessment and Practice, and Online Workbook. • Complete learning and assessment cycle with auto-marking and automatic follow-up activities saves teachers time and provides instant visibility of results and progress. • Unit Progress Tests are provided for every unit. Students are directed to personalised practice depending on their score so they focus on the areas that will benefit them most. • Skills-based mid- and end-of course Competency Tests assess each learner’s language proficiency. A unique CEFR report is provided which reliably benchmarks their level in each of the four skills, showing results and progress.

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Empower Student's Book with Online Assessment and Practice, and Online Workbook Student's Book Pack with Online Access, Academic Skills and Reading Plus Student's Book Workbook with Answers plus Downloadable Audio Workbook without Answers plus Downloadable Audio Teacher's Book Class Audio CDs (3) Class DVD Presentation Plus DVD-ROM

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Grammar

ENGLISH GRAMMAR IN USE Fifth Edition

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Raymond Murphy

B1 B2

Intermediate to Upper intermediate English Grammar in Use Fifth edition is the world’s best-selling grammar book for learners of English. Clear • Easy-to-use two-page units cover grammar points with clear explanations and example sentences on the left-hand page, and exercises to check understanding on the right.

Unit

Present continuous (I am doing)

1.1

Study this example situation:

am is are

(= I’m) (= he’s etc.) (= we’re etc.)

1 2 3 4 5 6 7 8

Steve is talking to a friend on the phone. He says: I’m reading a really good book at the moment. It’s about a man who …

1.3

Some more examples: Kate wants to work in Italy, so she’s learning Italian. (but perhaps she isn’t learning Italian at the time of speaking) Some friends of mine are building their own house. They hope to finish it next summer.

• All of the content from the printed book plus integrated audio. • Can be purchased with the printed books, or through the Cambridge Bookshelf app on the App Store and on Google Play.

You can use the present continuous with today / this week / this year etc. (periods around now): A: You’re working hard today. (not You work hard today) B: Yes, I have a lot to do. The company I work for isn’t doing so well this year.

We use the present continuous when we talk about a change that has started to happen. We often use these verbs in this way: getting, becoming starting, beginning

changing, improving increasing, rising, falling, growing

Is your English getting better? (not Does your English get better) The population of the world is increasing very fast. (not increases) At first I didn’t like my job, but I’m starting to enjoy it now. (not I start)

Present continuous and present simple ➜ Units 3–4

Present tenses for the future ➜ Unit 19

1.4

a shoelace. the road.

Bookmark

Write questions. Use the present continuous. What’s all that noise? What’s happening? What’s the matter? Where’s your mother? I haven’t seen you for ages. Amy is a student. Who are those people? I heard you started a new job. We’re not in a hurry.

4 5 6

a b c d e f g h

his head. behind a tree. to somebody.

I’m getting hungry. They’re lying. It’s starting to rain. They’re trying to sell it. It’s getting late. I’m trying to work. I’m staying with friends. The company is losing money.

Check answers

1 2 3 4 5 6 7 8

(what / happen?) (why / you / cry?) (she / work / today?) (what / you / do / these days?) (what / she / study?) (what / they / do?) (you / enjoy / it?) (why / you / walk / so fast?)

Put the verb into the correct form, positive (I’m doing etc.) or negative (I’m not doing etc.). Please don’t make so much noise. I’m trying (I / try) to work. Let’s go out now. It isn’t raining (it / rain) any more. You can turn off the radio. (I / listen) to it. Kate phoned last night. She’s on holiday with friends. (She / have) a great time and doesn’t want to come back. 5 Andrew started evening classes recently. (He / learn) Japanese. 6 Paul and Sarah have had an argument and now (they / speak) to one another. 7 The situation is already very bad and now (it / get) worse. 8 Tim (work) today. He’s taken the day off. 9 (I / look) for Sophie. Do you know where she is? 10 The washing machine has been repaired. (It / work) now. 11 (They / build) a new hospital. It will be finished next year. 12 Ben is a student, but he’s not very happy. (He / enjoy) his course. 13 (The weather / change). Look at those clouds. I think it’s going to rain. 14 Dan has been in the same job for a long time. (He / start) to get bored with it. 1 2 3 4

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a picture.

Please don’t make so much noise. We need to leave soon. I don’t have anywhere to live right now. I need to eat something soon. They don’t need their car any more. Things are not so good at work. It isn’t true what they say. We’re going to get wet.

1 2 3 4 5 6 7 8

Steve says ‘I’m reading …’ but he is not reading the book at the time of speaking. He means that he has started reading the book, but has not finished it yet. He is in the middle of reading it.

• Study with the interactive eBook for iPads, Android tablets, and desktop and laptop computers.

English Grammar in Use Supplementary Exercises Book with answers 978-1-108-45773-6

wave

The sentences on the right follow those on the left. Which sentence goes with which?

I am doing something = I started doing it and I haven’t finished; I’m in the middle of doing it.

Sometimes the action is not happening at the time of speaking. For example:

On-the-go

978-1-108-58662-7 978-1-108-45765-1 978-1-108-45768-2 978-1-108-45771-2

tie

Make notes

Please don’t make so much noise. I’m trying to work. (not I try) ‘Where’s Mark?’ ‘He’s having a shower.’ (not He has a shower) Let’s go out now. It isn’t raining any more. (not It doesn’t rain) How’s your new job? Are you enjoying it? What’s all that noise? What’s going on? or What’s happening?

• Perfect for self-study or as supplementary classroom material.

English Grammar in Use Fifth edition Book with answers and interactive eBook Book with answers Book without answers Interactive eBook

take

Highlight

1 She’s taking 2 He 3

driving working doing etc. 1.2

• Available with or without answers.

The digital resources

scratch

am/is/are + -ing is the present continuous: I he/she/it we/you/they

• Supports learners preparing for B1 Preliminary and B2 First examinations.

hide

This means: she is driving now, at the time of speaking. The action is not finished.

Flexible

Extra support

What’s happening in the pictures? Choose from these verbs: cross

Sarah is in her car. She is on her way to work. She’s driving to work. (= She is driving …)

Unit

Listen

Exercises

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Fourth edition Raymond Murphy ELEMENTARY TO PRE-INTERMEDIATE Book with answers and Interactive eBook Book with answers Book without answers Interactive eBook

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B1 B2

English Grammar in Use Fifth edition

Elementary, Upper-intermediate and Advanced: Michael McCarthy and Felicity O’Dell Pre-intermediate and Intermediate: Stuart Redman ELEMENTARY TO ADVANCED Ideal for classroom use or self-study, these popular books are specially designed to boost learners’ confidence along with their vocabulary skills. • The printed books are available with eBooks that can be used on iPads and Android tablets,as well as desktop and laptop computers. • All four levels have been revised and updated.

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C1 C2

Advanced Grammar in Use

Elementary Third edition Book with answers and Enhanced eBook 978-1-316-63152-2 Book with answers 978-1-316-63153-9 Enhanced eBook 978-1-316-63154-6 Pre-intermediate and Intermediate Fourth edition Book with answers and Enhanced eBook 978-1-316-62831-7 Book with answers 978-1-316-63171-3 Enhanced eBook 978-1-316-63172-0 Upper-intermediate Fourth edition Book with answers and Enhanced eBook 978-1-316-63174-4 Book with answers 978-1-316-63175-1 Enhanced eBook 978-1-316-63177-5 Advanced Third edition Book with answers and Enhanced eBook 978-1-316-63006-8 Book with answers 978-1-316-63117-1 Enhanced eBook 978-1-316-63118-8

Third edition A2 B1 B2 C1

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Business Vocabulary in Use Second and Third editions

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English Collocations in Use Second edition These books present and practise hundreds of collocations in typical contexts to help students improve their written and spoken English. Book with answers Intermediate Book with answers Advanced

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English Idioms in Use Second edition English Idioms in Use present and practise over 1,000 idioms in typical contexts to help students understand the everyday English spoken by native speakers. Book with answers Intermediate Book with answers Advanced

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English Phrasal Verbs in Use Second edition Using short texts, dialogues, tables and charts, these books explain and practise over 1,000 phrasal verbs at each level to help students develop more natural-sounding English. Book with answers Intermediate Book with answers Advanced

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cambridge.org/chooseinuse | 15

Exams

Experts together cambridge.org/exams ‘Cambridge English is een verrijking op het bestaande aanbod waarin je alle facetten van de taal (spreken, lezen, luisteren en schrijven) op een natuurlijke manier en op eigen niveau kan volgen. Het biedt handvatten voor differentiatie en sluit aan bij het reguliere lesconcept.

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16 |

HAVO 4

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Exams

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STUDENT’S BOOK FAST, FOCUSED EXAM PREPARATION Compact – intensive revision and practice to quickly maximise student performance Consolidate language and skills for exam success through clear, concise training Build confidence with Compact’s unique step-by-step approach Learn essential strategies through user-friendly Exam tips Deepen understanding of language structures with exam-specific Grammar sections and Grammar reference

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50-60 teaching hours Ideal for shorter courses and easily integrated with a general English course, Compact offers intensive revision and practice to quickly maximise student performance. • NEW Compact First Third edition • Consolidate language and skills for exam success through clear, concise training. • Build confidence with Compact’s unique step-by-step approach. • Learn essential strategies through user-friendly Exam tips. • Deepen understanding of language structures with exam-specific Grammar sections and Grammar reference.

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Exams

Open World

OPEN WORLD

Advanced

YOU FURTHER! G YOU TAKING TAKIN

Embark on a journey beyond the traditional boundaries between exam preparation and real-world language in Open World C1 Advanced.

Student’s Book without answers with Online

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OPEN WORLD

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C1 ADVANCED

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without answers with Online Practice

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NEW Anthony Cosgrove, Anna Cowper, Sheila Dignan, Deborah Hobbs, Niamh Humphreys, Susan Kingsley, Susan White and Claire Wijayatilake

A2 B1 B2 C1

Elementary to Advanced 4 Levels 90–120+ teaching hours A

VOCABULARY

Embark on a journey beyond the traditional boundaries between exam preparation and real-world language in Open World.

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034 In Extract 3 in the Listening, the speakers use different multi-word verbs connected to computers. Listen again and write the correct form of one of the multi-word verbs in each gap.

back up

go down

Jim:

TRAINING 2

about what makes an online post go viral. Who makes the following points? Write M (Mario), J (Jacintha) or B (both). 1 2 3 4

Most viral posts relate to something that has just happened or is ongoing. It is very difficult to define what makes content go viral. Posts will not go viral without a strong appeal to the emotions. Posts may go viral if they are unlike anything else on the net.

How would you describe the attitude of Zara to AI? A impressed by how useful it could be B unsure what it should be used for C distrustful of how effective it will be How would you describe the attitude of Jake to AI? A impressed by how useful it could be B unsure what it should be used for C distrustful of how effective it will be Why does Jake mention his cat? A to promote a particular website B to illustrate the diagnostic potential of AI C to highlight the potential risks involved in using AI

Which technical problem have both speakers had? A the inability to log into a certain website B possible damage to files saved on the computer C an inability to make hard copies of files How do the both speakers react to the solution offered by a technical support assistant? A They are concerned by what is suggested. B They are worried that it will affect their passwords. C They aren’t surprised by it.

scroll up hack into drop down opt in

put in

speed up

Presentation Plus

the grammar reference on page 207. Then decide which type (1–4) you think each multi-word verb is.

Once in a while a computer programming genius will appear who is able to gain unauthorised access to important government files. Such individuals have the ability to steal or even obliterate vital information. There have even been cases where they have managed to prevent entire systems from working.

meaning as the first. You must use the word given. Use 3–6 words for each gap.

Don’t forget that due to a change in the law, you now have to actively choose to receive emails from companies. If you move the page upwards, you will see an arrow. Click on that and the options ‘send me emails’ or ‘don’t send me emails’ will appear underneath.

We changed our provider and speeds are much higher now. UP sped up since we The internet has changed our provider. It is vital to save a copy of your work in the cloud. UP in the cloud is essential. You need to enter your username and password to access the site. IN You cannot enter the site unless . I want to move to a different area because the internet is unreliable here. DOWN , so I don’t want to The internet stay here. I didn’t have my key, so I couldn’t get into the building. OUT Because I didn’t have my key of the building.

3 Today’s top tips Avoid irrelevant results in your search by using negative key words with a minus symbol. Did you know you could prevent those annoying adverts from appearing when you’re trying to write your assignment? Go to settings, type ‘pop ups’ and select ‘block’.

UNIT 5

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SURFING, SCROLLING AND SWIPING

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18 | cambridge.org/exams

switch on/off

4 Complete the second sentence so that it has a similar

The digital resources

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slow down

3 Look at the multi-word verbs in Exercises 1 and 2 and

034 Listen to Rosie and Jim discuss technical problems they are having with their computers. Answer the questions.

032 Now listen again and answer the exam question.

What do the two speakers agree about viral posts? A Strong personal feelings play a key part. B They tend to relate to important international developments. C There’s no magic formula for understanding their success.

shut down pop up filter out wipe out

033 Now listen to Jake and Zara discussing AI (Artificial Intelligence) and answer the questions.

032 You will hear Mario and Jacintha talking

print out

words or phrases in bold with a multi-word verb from the box in the correct form and make any other changes that are needed.

What is a meme? What memes do you know that have gone viral? Look at the photos. Can you write a comment for each to make them into memes?

LISTENING PART 1

log onto

2 Read the extracts from blog posts. Replace the

1 Work with a partner and answer the questions. 1 2 3

lock out

two days ago. After we had the fibre optic I haven’t been able to finish the project because my internet (1) connection (2) , the connection had really (3) but for some reason, it’s now (4) again. I’ve been on the phone to them three times, but you know what they said … Let me guess – (5) and again! That’s what they usually suggest. Exactly. Not rocket science, right? Anyway, have you got your project done? the VLE to download the topics and guidelines but No, I’ve got technical problems too. I really need to (6) I’ve mysteriously been (7) . When they prompt me to (8) , I can’t enter my username or password. I’m also a bit worried about some of my files being corrupted. I haven’t bothered to (9) in ages. I know what you mean. I always forget to do that and occasionally I pay the price when I find an important file won’t open just when I need it. And another thing – there’s a problem with the ink in my printer, so even if I manage to do the research on my phone and write the paper, I often can’t (10) . It’s driving me crazy.

Rosie: Jim: Rosie:

GETTING STARTED

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Jim:

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Exams

Taking you further!

B2 C1 C2

Objective Remote teaching guide • How to teach remotely with Open World, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

UPPER INTERMEDIATE TO ADVANCED

Digital resources • Presentation Plus – An easy-to-use classroom tool puts all your multimedia resources into one place. • Test Generator – Create your own Unit, Term and Final tests to measure progress. • Online Teacher Resources – Access to our downloadable Teacher´s Resource Pack. This includes listening, reading and speaking worksheets at two difficulty levels to help mixed ability classes, 2 practice tests and speaking test videos. • eBooks – Student’s Book and Workbook eBooks are also available. For information, please visit cambridge.org/bookshelf • Build exam strategies and skills to inspire exam day success in the digital test environment, and access grammar, vocabulary and exam practice when it suits you on your mobile device.

Online teacher training A

BUYING A COFFEE AND A SNACK IN …

VIENNA

3 Read the reviews of some coffee houses in Vienna.

Which café … 1 2 3 4

1 Look at the photos (A–D) of cafés in Vienna.

What do you think is special about the cafés in Vienna? Do people often go to cafés in your country? 2 Read the text about coffee houses in Vienna.

Are these statements true (T) or false (F)? Correct the false statements. 1 2 3 4

serves the customers quickly? looks nice from the outside? is expensive? serves large pieces of cake to the customers?

The tradition of coffee houses is very old. You can spend a long time drinking coffee and reading the newspaper in a coffee house. You have to pay if you want a glass of water. The waiters want you to leave quite quickly.

YOU MUST VISIT … a coﬀee house in Vienna

Vienna is full of traditional coffee houses (or cafés) where you can enjoy a good cup of coffee, as well as delicious cakes, pastries and small snacks. Visiting one or two of these famous coffee houses is a must for every visitor to Vienna. Coffee houses first appeared in Vienna in the 17th century and they have remained popular because of their relaxed atmosphere. Friends can stay and chat for as long as they want, and it is completely normal for a customer to stay there alone for hours and read the newspaper. The waiter will always serve a glass of cold tap water with your coffee and, if you stay for a long time, they will bring you more water from time to time. The idea is that you are a guest who should feel welcome and you shouldn’t feel that you have to leave quickly.

So, which Viennese coﬀee house should you visit? Café Vienna

Customer review We never felt rushed here. The quality of the coffee was excellent and the portions of chocolate cake with whipped cream were generous. There’s table service. The waitress was busy, but friendly and still smiling. Better than a big chain.

Café 100

Customer review Excellent coffee and fast service! They also have all sorts of snacks including gluten free, if you’re hungry. Very, very friendly staff. Good location in the Old City. Not cheap, but then if you want great food you don’t mind paying a bit extra! Well worth a visit.

Café Schokolade

Customer review Every tourist comes here to take photos and eat. The building is lovely, outside and inside, and there’s a nice atmosphere, but the food and cakes here are nothing special. The level of service is not up to standard.

Annette Capel, Wendy Sharp, Louise Hashemi, Barbara Thomas, Felicity O’Dell, Annie Broadhead, Erica Whettem, Peter Sunderland, Susan Kingsley

Maximise your use of the Open World features and tools with five new FREE How to teach with Open World online teacher training modules at cambridge.org/openworld

First and Advanced: 70 teaching hours, extendable to 90 Proficiency: 90 teaching hours, extendable to 120 Objective courses provide the perfect solution for the demands of the modern classroom; short units emphasising progress, motivating students and getting results. The Objective series provides solid language development, lively class discussion and thorough training in exam skills. cambridge.org/objective

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cambridge.org/exams cambridge.org/exams | 19

Exams FIRST Third edition

COMPLETE FIRST

Student ’s Book without answers

Student’s Book without answers Third edition

Brook-Hart, Hutchinson, Passmore and Uddin

WITH PRACTICE EXTRA

Guy Brook-Hart, Jishan Uddin, Lucy Passmore and Alice Copello 29/06/2020 11:28

Watch a video overview and download sample content and a guide to teaching Complete remotely.

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Get in touch

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NEW Alice Copello, Guy Brook-Hart, Emma Heyderman, Susan Hutchison, Peter May, David McKeegan, Lucy Passmore, Jishan Uddin Elementary to Upper Intermediate

5 Levels Key for Schools: 80–120 teaching hours

Preliminary: 70 teaching hours, extendable to 120

A1 A2 B1 B2

First and First for Schools: 90 teaching hours, extendable to 120 Complete is the most thorough preparation for B2 First for Schools, B2 First and the revised A2 Key for Schools, B1 Preliminary for Schools and B1 Preliminary. Complete is trusted by millions of candidates worldwide. • NEW Complete First Third edition • Maximise students’ performance with the Complete approach to language development and exam training. • Create a stimulating learning environment with eye-catching images, easy-to-navigate units and fun topics. • Build confidence through our unique understanding of the exam and insights from previous candidate performance.

“The best book there is.” Eloisa Aznar, Mexico

• eBooks – Student’s Book and Workbook eBooks are also available. For information, please visit cambridge.org/bookshelf • Build exam strategies and skills to inspire exam day success in the digital test environment, and access grammar, vocabulary and exam practice when it suits you on your mobile device.

• Exploit Complete’s unique exam journey through Exam advice and integrated exam practice. • Deliver successful and stress-free outcomes knowing the Complete formula covers everything. • How to teach remotely with Complete, available as a free download from the website, supports teachers working with the course and our digital resources in a virtual classroom.

DOWNLOAD SAMPLE CONTENT cambridge.org/complete

20 | cambridge.org/exams

Exams

Complete – covers everything! B1 B2 C1 C2

Complete

FOR B1 PRELIMINARY AND B1 PRELIMINARY FOR SCHOOLS

Experts together

See page 23 for details

Preliminary

CMYK

for Schools

Trainer

➤

How to use it? ➤ Build confidence in each exam paper by following the step-by-step guidance, tips and strategies in the Training and Exam Practice exercises in the first two tests. ➤ Develop exam technique with the final four tests, applying the lessons, techniques and hints acquired in Tests 1 and 2.

Experts together

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Trainer

Also available: Student’s Book without answers Audio CD

• • WITH ANSWERS

Six Practice Tests with answers and Teacher’s Notes

Second edition

WITH AUDIO DOWNLOAD

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9 781108 528887 >

For the revised exam from 2020

ISBN: 978-1-108-52888-7

AUTHENTIC PRACTICE TESTS

Experts together

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Prepare for the exam with practice tests from Cambridge

• • •

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Get it right! boxes highlight typical candidate errors in the exam

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WITH ANSWERS

Second edition

• •

Exam tips provide useful advice on how to approach each task

•

WITH ANSWERS

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•

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FOR SCHOOLS 1

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•

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WITH ANSWERS

•

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Suitable for B1 Preliminary PRELIMINARY 1 or B1 Preliminary for Schools • • 48 Exam tasks practise each part of the exam • • three times

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WITH

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ANSWE

D RY AN IMINA OLS PREL R SCHO FOR B1 NARY FO ELIMI edition B1 PR Second

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Complete offers an integrated approach with exam information, advice and practice alongside language development.

Exam Booster

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FOR B1 PRELIMINARY AND B1 PRELIMINARY FOR SCHOOLS WITH ANSWER KEY

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Advanced: 90 teaching hours, extendable to 120 IELTS: 50–70 teaching hours per level

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978 1 108 52888 7

Language development

978-1-108-68215-2 Exam Booster for Preliminary and Preliminary for Schools Chilton, Dignan and Little CMYK

Exam advice

Guy Brook-Hart, David McKeegan, Emma Heyderman, Peter May, Simon Haines, Vanessa Jakeman, with Helen Tiliouine

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Photocopiable exam resources for teachers Helen Chilton, Sheila Dignen and Mark Little

For the revised exams from 2020

The digital resources

Online Tools

Presentation Plus

eBook

Online Practice/ Online Teacher Downloadable Test Generator Workbook Resources Audio

Complete new editions Student's Book without answers Student's Book with answers Student’s Book without answers with Online Workbook Student's Book with answers with Online Workbook Workbook with answers with Audio Workbook without answers with Audio Online Workbook Student's Pack (Student's Book without answers and Workbook without answers with Audio) Student's Pack with answers (Student's Book with answers and Workbook with answers with Audio) Teacher's Book Presentation Plus* Test Generator*

Complete Preliminary for Complete Key for Schools for revised Schools for revised exam from 2020 exam from 2020 978-1-108-53933-3 978-1-108-53905-0 – – 978-1-108-53937-1 978-1-108-53908-1 – – – – 978-1-108-53940-1 978-1-108-53911-1 978-1-009-00155-7 978-1-009-00148-9 978-1-108-53936-4 978-1-108-53906-7 – – 978-1-108-53941-8 978-1-108-53910-4 978-1-108-71613-0 978-1-108-71614-7 978-1-108-43923-7 978-1-108-43911-4

Complete Preliminary for revised exam from 2020 978-1-108-52521-3 978-1-108-52524-4 978-1-108-52522-0 978-1-108-52529-9 978-1-108-52579-4 978-1-108-52576-3 978-1-009-00156-4 978-1-108-52523-7 978-1-108-52530-5 978-1-108-39958-6 978-1-108-73173-7 978-1-108-43742-4

Complete First for Schools Second edition

NEW Complete First Third edition

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Complete IELTS Bands 4–5 B1 978-0-521-17957-7 978-0-521-17956-0 978-1-316-60198-3 978-1-316-60199-0 978-0-521-18515-8 978-0-521-17958-4 978-1-107-60244-1 978-1-107-60245-8 978-0-521-17960-7 –

Complete IELTS Bands 5–6.5 B2 978-0-521-17949-2 978-0-521-17948-5 978-1-316-60200-3 978-1-316-60201-0 978-0-521-18516-5 978-0-521-17950-8 978-1-107-40196-9 978-1-107-40197-6 978-0-521-17953-9 –

Complete IELTS Bands 6.5–7.5 C1 978-1-107-65760-1 978-1-107-62508-2 978-1-316-60202-7 978-1-316-60204-1 978-1-107-60964-8 978-1-107-64281-2 978-1-107-66444-9 978-1-107-63438-1 978-1-107-68863-6 –

*Contact your local Cambridge University Press representative for details. NEW Complete First Third edition Student’s Book includes extra online grammar and vocabulary practice Complete Student’s Book without answers with CD-ROM Student’s Book with answers with CD-ROM Student's Book without answers with CD-ROM with Testbank Student's Book with answers with CD-ROM with Testbank Teacher’s Book* Class Audio CDs (2)** Workbook without answers with Audio CD Workbook with answers with Audio CD Student’s Pack (Student’s Book without answers with CD-ROM, Workbook without answers with Audio CD) Student’s Book Pack (Student’s Book with answers and CD -ROM and Audio CDs (2)** Presentation Plus DVD-ROM

Complete First Complete Advanced Second edition Second edition 978-1-107-63390-2 978-1-107-63106-9 978-1-107-65617-8 978-1-107-67090-7 978-1-107-50173-7 978-1-107-50131-7 978-1-107-50180-5 978-1-107-50141-6 978-1-107-64394-9 978-1-107-69838-3 978-1-107-68734-9 978-1-107-64450-2 978-1-107-65220-0 978-1-107-63148-9 978-1-107-66339-8 978-1-107-67517-9 978-1-107-65186-9 978-1-107-68823-0 978-1-107-69835-2 978-1-107-66289-6 978-1-107-66666-5

* For Complete First and Complete Advanced Second editions – Teacher’s Book with Teacher’s Resources CD-ROM **For Complete Advanced Second edition – Class Audio CDs (3) eBooks are also available. For information, please visit cambridge.org/bookshelf

cambridge.org/exams | 21

Exams

A2 B1 B2 C1 C2

Practice Tests BEGINNER TO PROFICIENCY The only official range of authentic practice material available anywhere. Each set contains four complete tests to help you prepare for test day. Each set contains a helpful overview of the exam to familiarise you with its format. • NEW B2 First for Schools 4 cambridge.org/exams

A2 Key for Schools For 2020 Revised Exam A2 Key for Schools 1 Student's Book without 978-1-108-71832-5 answers Audio CDs 978-1-108-71833-2 Student's Book with answers 978-1-108-67659-5 with Audio with Resource Bank

A2 Key

B2 First for Schools

C1 Advanced

Cambridge English First for Schools 1 Student’s Book without 978-1-107-69267-1 answers Student’s Book with answers 978-1-107-64703-9 Audio CDs (2) 978-1-107-66907-9 Student’s Book Pack (Student’s Book with answers and Audio 978-1-107-67209-3 CDs (2))

Cambridge English Advanced 1 Student’s Book without 978-1-107-68958-9 answers Student’s Book with answers 978-1-107-65351-1 Audio CDs (2) 978-1-107-66804-1 Student’s Book Pack (Student’s Book with answers and Audio 978-1-107-65496-9 CDs (2))

Cambridge English First for Schools 2* Student’s Book without 978-1-316-50351-5 answers Student’s Book with answers 978-1-316-50348-5 Audio CDs (2) 978-1-316-50349-2 Student’s Book with answers 978-1-316-50352-2 with Audio

Cambridge English Advanced 2* Student’s Book without 978-1-316-50447-5 answers Student’s Book with answers 978-1-316-50450-5 Audio CDs (2) 978-1-316-50448-2 Student’s Book with answers 978-1-316-50449-9 with Audio

Cambridge English First for Schools 3 Student's Book with answers 978-1-108-38085-0 with Audio Student's Book without 978-1-108-43376-1 answers Student's Book with answers 978-1-108-43378-5 Audio CDs 978-1-108-43381-5

Cambridge English Advanced 3 Student's Book without 978-1-108-43120-0 answers Student's Book with answers 978-1-108-43121-7 Student's Book with answers 978-1-108-43122-4 with Audio Audio CDs (2) 978-1-108-43123-1

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*Online versions of these tests also available on

For 2020 Revised Exam A2 Key 1 Student's Book without 978-1-108-71812-7 answers Audio CDs 978-1-108-71813-4 Student's Book with answers 978-1-108-69463-6 with Audio with Resource Bank A2 Key 2 Student's Book without 978-1-108-74878-0 answers Student's Book with answers 978-1-108-78158-9 with Audio with Resource Bank

B1 Preliminary for Schools For 2020 Revised Exam B1 Preliminary for Schools 1 Student's Book without 978-1-108-71835-6 answers Audio CDs 978-1-108-71837-0 Student's Book with answers 978-1-108-65229-2 with Audio with Resource Bank

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B2 First Cambridge English First 1 Student’s Book without 978-1-107-66857-7 answers Student’s Book with answers 978-1-107-69591-7 Audio CDs (2) 978-1-107-69448-4 Student’s Book Pack (Student’s Book with answers and Audio 978-1-107-66331-2 CDs (2)) Cambridge English First 2* Student’s Book without 978-1-316-50298-3 answers Student’s Book with answers 978-1-316-50357-7 Audio CDs (2) 978-1-316-50354-6 Student’s Book with answers 978-1-316-50356-0 with Audio

C2 Proficiency Cambridge English Proficiency 1 Student’s Book without 978-1-107-60953-2 answers Student’s Book with answers 978-1-107-69504-7 Audio CDs (2) 978-1-107-63746-7 Student’s Book Pack (Student’s Book with answers and Audio 978-1-107-69164-3 CDs (2)) Cambridge English Proficiency 2 Student’s Book without 978-1-107-63792-4 answers Student’s Book with answers 978-1-107-68693-9 Audio CDs (2) 978-1-107-64764-0 Student’s Book with answers 978-1-107-64651-3 with Audio

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practicemakesperfect.cambridge.org  Find Lesson Plans for Cambridge English Qualifications and IELTS  Share Practice Test Tips with other teachers. Watch our favourites here: practicemakesperfect.cambridge. org/teacher-tips-videos  Explore our Exam Teaching Support for Cambridge teachers

Cambridge English First 3 Student's Book without 978-1-108-43372-3 answers Student's Book with answers 978-1-108-38078-2 with Audio Student's Book with answers 978-1-108-43373-0 Audio CDs (2) 978-1-108-43374-7 B2 First 4 Student's Book without 978-1-108-74810-0 answers Student's Book with answers 978-1-108-78014-8 with Audio with Resource Bank *Online versions of these tests also available on

B1 Preliminary 2 Student's Book without 978-1-108-74875-9 answers Student's Book with answers 978-1-108-78155-8 with Audio with Resource Bank

practicemakesperfect.cambridge.org 22 | cambridge.org/exams

Practice Makes Perfect

Exams

A2 B1 B2 C1 C2

Trainers The Trainer books contain six full practice tests, expert guidance, and exam tips. The first two tests are fully guided, with step-by-step advice on tackling each paper. Answer keys provide clear explanations, including model answers for the Writing papers. • Extra practice activities, informed by the Cambridge Learner Corpus, focus on areas where students at each level typically need most help and train them to avoid common mistakes. • ‘For Schools’ Trainers offer full teacher’s notes in the ‘with answers’ editions. For 2020 Revised Exam A2 Key for Schools Trainer 1 Six Practice Tests with Answers and Teacher’s Notes with Downloadable Audio Six Practice Tests without answers with Downloadable Audio B1 Preliminary for Schools Trainer 1 Six Practice Tests with Answers and Teacher's Notes with Downloadable Audio Six Practice Tests without Answers with Downloadable Audio First for Schools Trainer Six Practice Tests with answers and Teacher’s Notes with Audio Six Practice Tests without answers with Audio Audio CDs (3) First for Schools Trainer 2 Six Practice Tests with answers and Teacher’s Notes with Audio Six Practice Tests without answers with Audio First Trainer Six Practice Tests with answers with Audio Six Practice Tests without answers with Audio Audio CDs (3) First Trainer 2 Six Practice Tests without answers with Audio Six Practice Tests with answers with Audio Advanced Trainer Six Practice Tests with answers with Audio Six Practice Tests without answers with Audio Audio CDs (3) C1 Advanced Trainer 2 Six Practice Tests with answers with Resources Download Six Practice Tests without answers with Audio Download

A2 B1 B2 C1

A2 B1 B2 C1 C2

978-1-108-52580-0 978-1-108-52581-7

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Common Mistakes… and how to avoid them

Cambridge English Exam Boosters

Common Mistakes with Testbank

Caroline Chapman, Helen Chilton, Sheila Dignen, Mark Fountain, Frances Treloar and Susan White

Maximise your chances of exam success. ‘With Testbank’ editions include access to four authentic online practice tests. Common Mistakes at KET... and how to avoid them Liz Driscoll Paperback Common Mistakes at PET... and how to avoid them Liz Driscoll Paperback Common Mistakes at First Certificate... and how to avoid them Susanne Tayfoor Paperback Paperback with Testbank Common Mistakes at CAE... and how to avoid them Debra Powell Paperback Paperback with Testbank Common Mistakes at Proficiency... and how to avoid them Julie Moore Paperback

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B1 B2 C1 C2

Cambridge Grammar and Vocabulary Grammar and Vocabulary for First and First for Schools Louise Hashemi, Barbara Thomas and Laura Matthews Book with answers with Audio Grammar and Vocabulary for Advanced Martin Hewings and Simon Haines Book with answers with Audio

Focus on essential exam practice with the Exam Boosters. Maximise learners’ potential with dedicated exam task practice for class or home study. Use alongside a courseBook or as intensive exam practice. Over 40 ‘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. For 2020 Revised Exam A2 Key and Key for Schools Student’s Book without Answer Key with Audio A2 Key and Key for Schools Teacher’s Book with Answer Key with Audio B1 Preliminary and Preliminary for Schools Student’s Book without Answer Key with Audio B1 Preliminary and Preliminary for Schools Teacher’s Book with Answer Key with Audio First and First for Schools Student’s Book without Answer Key with Audio First and First for Schools Teacher’s Book with Answer Key with Audio Advanced Student's Book without Answer Key with Audio Advanced Teacher's Book with Answer Key with Audio

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• Download exam practice Lesson Plans practicemakesperfect.cambridge.org

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cambridge.org/exams | 23

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2021

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