Richmond ELT 2018

Music

Introduction to Music and History of Music are multi-level secondary courses which Components &
Resources:
cover the curricular objectives in all areas of musical education: The Language
of Music (Music Theory), Practice and Interpretation. In accordance with recent For Students
methodology in the field of Content and Language Integrated Learning (CLIL), its
approach is characterised by its clarity of presentation and carefully controlled use Student’s Book
of language. Student’s Audio CD

The learner-centred methodology of Introduction to Music and History of Music For Teachers

places the individual students at the heart of things – asking questions, carrying Teacher’s Book
out research and project work, cooperating in pair and groups. In this way, they can Class CDs
reach their own level of excellence. DVD
- mini-documentary style
Introduction to Music and History of Music combine academic rigour with
videos
straightforward explanations. The series carefully maintains coherence between
the concepts presented in the Music Theory section and the skills required in order
to interpret the proposed pieces of music. In addition to providing students with
lots of musical practice and teachers with all the necessary Music Scores, the
series also comes with a unique DVD with mini-documentary style videos on how
to play different musical instruments.

In terms of competency based-learning, Introduction to Music and History of Music

contain a carefully selected collection of projects and literature to work on the Key
Competences.

50

Student’s Book More about...

The Student’s Book consists of six units organised into three main sections: Music
Musical context, Music theory and Musical culture, as well as an Activity
round-up and a Going further section. Each unit starts with a presentation Classroom Resources
of the main content. This is followed by the Musical context section, which
links the content to the present day, practical applications, etc.

1 Rhythm in our blood Find out about and Know
how to: the main content
of the unit.

FIND OUT ABOUT MUSICAL CONTEXT 1 Starting points:
• Body percussion questions
• Introduction to musical notation 1 Our body as a musical instrument KNOW HOW TO that relate
• Properties of sound the students’
• Sound waves Since the beginning of time, humans have made sounds with their 1.2 1 Listen and clap quietly to personal Secondary
• The hearing organs bodies to express different things. We can make the sound 'psst' to 1.3 the beat of Samba Lelé experience to the
• Sound and noise get someone's attention; we can applaud at the end of a concert to by Barbatuques. subject covered
KNOW HOW TO show the musicians that we have enjoyed their performance, or we in the unit.
• Perform a vocal and instrumental can tap a rhythm with our feet to accompany a flamenco guitarist 2 Listen and clap to the beat.
or singer. Emphasise the louder
repertoire beats.
• Do an active listening to the William The human body is the perfect instrument. We can sing
beautiful melodies with our voices and make all types of •  Ever t o beat
Tell Overture by Gioachino Rossini rhythms with body percussion, like clapping our hands, (The Syncopated Clock
• Perform soundscapes snapping our fingers or patting our legs. b L. nder on :
IIIIII
We're surrounded by sounds. Some sounds Beat and rhythm Teacher’s Book
are pleasant, like birds singing. Other sounds are •  Ever three beat - Unit Introduction
annoying, like traffic in the city. We call the The word 'rhythm' comes from the Greek word rythmos, which (Waltz of the Flowers - Teaching suggestions
pleasant ones sounds and the unpleasant ones means something that flows and doesn't stop. Rhythm is with us from b P.  . chai ov : - Assessment Model
noises. There are so many sounds and noises the day we're born: We can identify it in our heartbeat, the waves IIII - Answer Keys
around us that we can't pay attention to all of in the sea, the cycle of day and night, the seasons of the year, etc. - Scores
them. Our own bodies make sounds that are so •  Ever our beat Baby - “Cinema in the Music
quiet that we almost can't hear them. These In music, rhythm is a series of sounds of different durations. These Elephant Walk b . ancini :
sounds accompany us all our lives, like our sounds are organised into beats. A beat is each of the equal parts III Classroom”
heartbeat and our breathing. in which musical time is divided and it determines the speed of the - Variety of additional
6 piece of music. We have to stress one beat in every two, in every
three or in every four. resources

STARTING POINTS Body percussion DVD
- DVD – Musical
•  How Body percussion is the name for the different rhythms that we can
with your body? make with our bodies. Instruments. This
unique DVD for the
•  When Every culture has its own body-percussion traditions. It can be teacher contains
can we call it music? used to accompany music or as a way of dancing; for example, mini-documentary
zapateado and palmas in the Spanish flamenco or the Maori haka, style videos on how to
•  How in which dancers slap their chests hard. We can also enjoy the play different musical
instrument? performances of contemporary percussion groups like the British instruments.
group STOMP, the Israelite Mayumana or the Brazilian
•  Do you Barbatuques. Class CDs
only their - The Teacher’s Class CDs

Know how to: practical KNOW HOW TO (3) have been exclusively
suggestions to put the recorded using real
theory into practice. 3 Practise the rhythm with body percussion and accompany Where Is instruments.
1.4 the Love? by he lack Eyed Peas.

1  lap our hand .
2  Snap our in er ith our ri ht hand.
3  Pat our che t ith our le t hand.
4  Snap our in er ith our ri ht hand.

7

MUSICAL CONTEXT Activities to help the students to
understand the theoretical content.

2 Musical traditions

Zapateado and palmas in flamenco

Body percussion is a fundamental part of flamenco.

Zapateado is performed with special flamenco shoes. They have MUSIC THEORY 1
a hard sole and nails on the toe and the heel. The dancer makes a KEEP IN MIND
characteristic sound by tapping the floor with the whole foot, When quavers go together,
half the foot, the heel, the edge of the heel or the toe. These basic we call them beamed
movements are combined to make the musicality of percussion. quavers and we
write them like
lamenco ha ome traditional t le called There are two types of flamenco handclaps, calleNdame Note value Rest Duration this:
palos. Each palo ha a name, ori in and which go on the beat, and redoblás our beat And we write beamed
mu ical characteri tic that de ine it. t o beat semiquavers
off-beat, contrasting with the semibreve one beat like this

secas (normal) or sordas, performed with cupped hands. DID YOU KNOW?
minim
Some animal communicate ith
KNOW HOW TO crotchet ound that human can t hear.
or e ample, dolphin and bat u e
4 Learn the rhythm of the soleá quaver hal a beat ver hi h ound , called
semiquaver a uarter o a beat ultrasound, to communicate and
1.5 •  lap our hand and tr to orientate them elve . nd
Per orm the rh thm o one KNOW HOW TO elephant u e infrasound, hich
soleá. on t or et the accent i a ver lo ound that the ma e
2 hen the tamp their eet.

•  Li ten and accompan the

7 Stamp to the beat and perform the rhythms with handclaps.

Rhythms to accompany work

In the past, many people accompanied their work with music to

make it more interesting. For example,

on the table when they were doing boring, repetitive work like

kneading bread. With this body percussion they performed

rhythms that made them feel happy and this cr8eaMteadkeaurphaytnhemw irchythm to perform with body percussion. hen write
base for their songs.
it with note values and rests.

KNOW HOW TO

5 Learn this rhythm and accompany the music. Pitch
1.6
We write musical notes at different heights on the stave to show
it the table Pat the table Pat the table it our ri ht the pitch of a sound. Did you know?:
ith our le t ith the bac o ith our ri ht hand ith our supplementary
our ri ht hand. The names and the letters for the notes and their position on the information about
i t. hand. le t i t. stave are: Do or C, Re or D, Mi or E, Fa or F, Sol or G, La or A the content.
and Si or B. We write the note low Do or middle C outside the
•  Practi e each percu ion eparatel and then combine •  Li ten and stave. This is why we need a leger line.
them ver lo l . ou ve learnt.

•  hen ou re read , per orm the rh thmic pattern more •  r other
uic l . tappin

leger line Do Re Mi Fa Sol La Si Do' Re'
or C or D or E or F or G or A or B or C' or D'

8

KNOW HOW TO

9 Sing the scores with the names for the notes.

11

51

English In motion

Robert Campbell, Gill Holley and Robert Metcalf

A1 A2 B1 B2 C1 C2

English In motion is a dynamic four-level course that integrates skills practice with Components &
Resources:
work on vocabulary, grammar and pronunciation. The Student’s Multi-ROM provides
carefully graded grammar practice with interactive activities, as well as audio, a For Students
speaking dictionary and progress reports, for use on an interactive whiteboard or
at home. The course website for teachers and students provides extra activities, Student’s Book
while the DVD (with optional subtitles) extends the course topics and revises core Workbook
language using authentic footage from around the UK, giving students the chance Student’s Multi-ROM
to see real teenagers talk about their lives.
For Teachers
With English In motion students will: focus on cross-curricular
and -cultural issues Teacher’s Book
develop the four language skills through All-in-one Resource Book
a range of exciting topics and multimedia publish work on the course Tests Pack
components website in their own online - Test Book
dossier - Editable and printable Test CD
be guided by clear speaking and writing DVD
models Digital Book

For Students Level 1 Level 2 Level 3 Level 4

Students Book 9788466810029 9788466814928 9788466815123 9788466815147
Workbook (WB+Multi-ROM) 7506009834149 7506009834156 7506009834163 7506009834170

For Teachers Level 1 Level 2 Level 3 Level 4

Teacher’s Book 9788466808538 9788466813594 9788466813884 9788466814072
Class CD 8431300228733 8431300228740 8431300228757 8431300228771
Tests Pack (Test Book+Test CD) 7506009838833 7506009838840 7506009838857 7506009838864
DVD 8431300228788 8431300228801 8431300228818 8431300228825
Digital Book 8431300230415 8431300230422 8431300230439 8431300230446
All-in-one Resource Book 9788466812856 9788466813624 9788466814041 9788466814102

52

Spotlight on Literature

New Edition

Secondary

A1 A2 B1 B2 C1 C2

Spotlight on Literature New Edition is a literature-based program that consolidates Components &
Resources:
English skills for teenagers. It features culturally diverse literary texts together with
varied activities that strengthen reading comprehension and critical literary analysis. For Students

The program also includes lessons on grammar and vocabulary from the reading Student’s Book
selections and activities to develop critical thinking, classroom discussion, group (with integrated workbook)
work, individual work and creative writing.
For Teachers
With Spotlight on Literature New Edition students will:
Teacher’s Guide
Teacher’s CD-ROM
- Audio recordings, tests
and answer keys

explore literary texts, supported by brief develop creative writing skills
biographies and interesting facts, by authors
as diverse as Jane Austen, Paul Laurence perform projects and grammar tests
Dunbar, Edgar Allen Poe, Arthur Rimbaud based on the themes
and Vincent van Gogh

For Students Level A Level B Level C Level D Level E Level F

Student’s Book (SB+WB) 9786070607943 9786070607950 9786070607967 9786070607974 9786070607981 9786070607998

For Teachers Level A Level B Level C Level D Level E Level F

Teacher’s Guide (TG+CD-ROM) 7506009838161 7506009838178 7506009838185 7506009838192 7506009838208 7506009838215

53

...education

Students in the young adult classroom today have
characteristics unique to the digital age. They expect to be
engaged in their learning and do not do well as passive learners.
They can be more engaged and motivated to learn by authentic
learning experiences rather than factual lectures. For these
learners, doing is more important than knowing and multi-
tasking is a way of life. Teachers must offer meaningful learning
experiences in which students can see the connection between
teaching material and its application to the real world.

...culture ...clarity

Technology, information and Young adults look for clarity
telecommunications have brought the in what they do. Make sure
world closer to young adults. Promoting you visibly state the purpose
cultural awareness in class helps students of the activities you ask them
develop an understanding of social to do. Giving young adults
variables and values that can be conveyed multiple opportunities for practice
through language, making them reflect helps them feel confident about
on their own culture and increasing their learning.
curiosity about learning.

Let's talk
Young Adults...

...frame of mind ...learning environment

When working with young adults, teachers need to see The young adult classroom has to be a flexible learning environment that
themselves as agents of change. Some of the positive supports students’ need for structure while simultaneously enabling
practices that need to be fostered in class include: them to take ownership of their learning. Learning experiences in the
classroom must encourage independent, critical thinking. Young adults
• challenging students can be given some freedom in choosing topics and objectives.
• teaching learning strategies
• promoting high expectations for all students
• developing assessment-capable students
• promoting the understanding that criticism and errors are
powerful learning opportunities

www.richmondelt.com • [email protected]

54

55

Personal Best

Jim Scrivener, Luiz Otávio Barros, Graham Fruen,
Louis Rogers, Bess Bradfield, Graham Burton and James
Styring

A1 A2 B1 B2 C1 C2
With Personal Best students will:

reach their full potential, as the course Student’s Book: 12 units of class Components &
focuses on the vital role of practice. material, Review and Practice sections Resources:
every 2 units, Grammar Practice,
develop a variety of sub-skills, presented Vocabulary Practice and Communication For Students
in the Listening Builder, Conversation Practice sections, plus an access code
Builder, Text Builder and Skill boxes. for Richmond Learning Platform. Student’s Book (with
portal access code)
be challenged to make use of selected Teacher’s Book: With fully interleaved Workbook with Audio
functional language to improve specific Student’s Book, guidance notes, answer Language App
speaking or writing skills. keys, audio and video scripts, plus an Downloadable audio online
access code for Richmond Learning Richmond Learning Platform
be encouraged to play around with new Platform.
language and experiment with forms and For Teachers
meanings. Teacher’s Resource Book: Over 60
supplementary photocopiable resources, Teacher’s Book (with
have access to real on-the-go learning grammar, vocabulary and skills activities portal access code)
with the Language App. with Teacher’s notes and Copy-and-go Digital Book
grammar and vocabulary progress tests. Teacher’s Resource Book
be exposed to authentic language in Richmond Testing
everyday use with the Learning Curve Richmond Learning Platform: Extended Class Audio and Video Pack
video progam. practice activities for grammar, Richmond Learning Platform
vocabulary and skills, class audio MP3
and video MP4. Teachers can assign,
track and mark activities and tests.

56 For Students A1 A2 B1 B1+

Student's Book 9788466824743 9788466820929 9788466820950 9788466820981
Workbook 9788466825030 9788466820936 9788466820967 9788466820998

For Teachers A1 A2 B1 B1+

Teacher's Book 9788466825078 9788466820943 9788466820974 9788466821001
Teacher's Resource Book 9788466827973 9788466826341 9788466827027 9788466825795
Digital Book 9788466827386 9788466816892 9788466813815 9788466813853
Audio/Video Pack 9788466825900 9788466828994 9788466825894 9788466828147

www.richmond.com.mx • Toll Free: 01 800 718 0313

Lessons A and C focus on Language. They cover grammar, vocabulary and

pronunciation and use graded texts or audio to contextualize language. There More about...

is an emphasis on practice via staged activities, with additional practice in Learning Curve:

the Grammar, Vocabulary and Communication Practice sections, the Personal the Web show for
Personal Best
Best Language App, the workbook and the Richmond Learning Platform.
What is Learning Curve?
Each unit is constructed around Every grammar Learning Curve
a useful and stimulating topic. point is practised is an exciting
Web show about
on the Personal
Best Language App. interesting things from
around the world. Located
1UNIT present simple and adverbs and expressions of frequency ■ personality adjectives LANGUAGE 1A and filmed in New York
All about me 5 A Complete the diagram with the adverbs of frequency in the box. and London, the Learning
hardly ever never often usually Curve hosts present
LANGUAGE present simple and adverbs and expressions of frequency ■ personality adjectives documentaries, interview
100% 0% people on the street,
1A The only friends you need always and also talk about their
1 Here are some words to describe a good friend. Order the words from 1 (very important) to 1 2 sometimes 3 4 personal lives through
video diaries.
6 (less important). B Underline the adverbs of frequency in the text and complete the rule. Then read the Grammar box. Clear grammar
Adverbs of frequency go before / after most verbs, but they go before / after the verb be. boxes give a Personal Best
honest funny patient kind polite generous summary of the
structures being Language App
Go to Vocabulary practice: personality adjectives, page 136 Grammar present simple and adverbs and expressions of frequency taught.
The Personal Best
2 Read the introduction to the text. Are the sentences true (T) or false (F)? Things that are always true: Routines and habits: The language Language App, for each
presentation level of the course, is
1 You need lots of friends to be happy. 3 It is important to have di erent types of Does Ahmet live in Ankara? No, he lives in Istanbul. How often do you see him? I usually see him at the weekend. texts are short closely linked to the
and carefully grammar and vocabulary
2 There are four di erent types of friends. friends in your life. Do you speak Spanish? Yes, I speak a little. How often are you late? I’m never late! graded to allow in the Student’s Book.
students to It has a clean, modern
3 A 1.3 Match the types of friend in the box with descriptions 1–4. Listen and check. Look! We also use expressions of frequency for regular routines e.g. once a week, every month focus on the design, a user-friendly
teaching point. interface and a sound
the super planner the party animal the good listener the straight talker Go to Grammar practice: present simple and adverbs and expressions of frequency, page 112 pedagogical rationale.

B Do you have any friends like these? What type of friend are you? 6 A 1.5 Pronunciation: final -s/-es sound Listen and repeat the sentences. Then match the Further optional self-study
practice of grammar
verb endings in bold with the sounds: /s/, /z/ or /ɪz/. and vocabulary allows
students to practice what
1 She likes Italian food. 2 He teaches at the university. 3 My brother knows him. they want, when they
want.
THE FOUR We all know that friends are important … but do we have the ‘right’ B 1.6 How do you say the verbs? Listen, check and repeat.
FRIENDS friends? Dr Adam Greenberg, a psychologist, doesn’t think we need lots The wide range of
of friends to be happy. Instead, he says the types of friends we have is believes says changes thinks uses wants goes watches hopes interactive games brings
YOU NEED more important. He believes that there are four types of friends and they choice, variety and
all help us in different ways. So, what are these four friends like? 7 A Add adverbs and expressions of frequency to make sentences about your partner. challenge to language
learning.
She usually catches the bus to work. He catches the bus to university every day.

1 He/She catches the bus to work/university. 4 He/She drinks co ee in the morning.
2 He/She goes to bed at 11.00 at night. 5 He/She watches films in English.
3 He/She is patient. 6 He/She is late for class.

B Read your sentences to your partner. He/She will tell you if you are correct.

Go to Communication practice: Student A page 158, Student B page 166

8 Read the text about two friends. Complete the text with the correct form of the verbs in the box.

get have not have invite like think

1 2 3 4 MY BEST FRIEND IS THE EXACT OPPOSITE OF ME
You share everything with These friends know you very These friends are very These friends are very Lots of people 1
these friends and you often well and they‘re honest … sociable and you usually organized, but they‘re I’m really serious and I never go out, but that’s not true! I’m
tell them all your secrets. really honest. They always have a good time when you sometimes a bit serious. They very hard-working and my job in the bank is difficult, so I 2
They’re patient when you tell you the truth, even are with them. They’re very hardly ever forget important much free time.
ring them late at night with when you don’t want to funny and they make you dates … like your birthday!
a problem and they don’t hear it, but this is because laugh when you’re sad. All They’re very busy and have I play the guitar in a jazz group and we usually practise two or three times a week.
complain when you tell they care about you and they your friends and family love lots of things to do every day, I 3 cooking, so I often 4 people to my house for dinner.
them the same stories again don’t want you to make a them, too. With friends like but they always nd time to
… and again! mistake and get hurt. these, life is never boring! have a coffee with you. My best friend is Luca. He’s the singer in the group and he’s completely different from

me. He’s a student at university and, to be honest, he’s a bit lazy and he hardly ever
5 to lessons on time. But he’s funny and generous and we always
6 a great time when we go out.
Young Adult
4 Choose the correct words to complete the sentences. Check your answers in the text. 9 A Choose a friend and tell your partner his/her name.
B In pairs, use the prompts to ask and answer questions about your friends.
1 Do / Does we have the ‘right’ friends? 4 They don’t / doesn’t want you to make

2 Dr Greenberg don’t / doesn’t think we need lots a mistake and get hurt. 1 What / be / he/she / like? 5 How often / you / talk to / him/her?
2 Where / he/she / live? 6 What / you / usually / talk about?
of friends to be happy. 5 You usually have a good time when you is / are 3 What / he/she / do? 7 How often / you / see / him/her?
4 Where / he/she / work/study? 8 Where / you / meet / him/her?
3 He say / says the types of friends we have is with them.

more important. 6 They hardly ever forget / forgets important dates.

4

Personal Best Write a description of yourself and of someone you know who is the opposite of you. 5

Lessons B and D focus on development of one of the four skills. B lessons focus
on listening or reading, while D lessons focus on speaking or writing. The listening
and speaking lessons feature a Learning Curve video.

2 SKILLS SPEAKING telling a personal story ■ showing interest Each lesson has
clear aims for the
Learning 2D That reminds me of ... telling a personal story ■ showing interest SPEAKING SKILLS 2D Conversation Builder
Curve and Speaking Skill
1 2.13 Look at the pictures. In pairs, predict what happened on Taylor’s first day at work. 5 A 2.15 In pairs, order phrases a–h from Penny’s story. Watch or listen to the second part features.

Watch or listen to the first part of Learning Curve and check. of the show, and check. Each Speaking lesson
focuses on and
a I sent the message to him by mistake! practices a particular
b My boss had the same name as my friend – Steve Jones. function, such as
c He thought it was funny, but can you imagine how I felt? telling a personal
d Everyone in the office could hear him! It was quite embarrassing. story or speaking
e Something similar happened to me at my last job. on the phone. The
f You’ll never guess what he said. ‘I’m glad you think I’m handsome Conversation
Builder highlights the
and amazing, but it isn’t my birthday!’ functional language
g I worked at a radio station in London before I moved to New York. from the video and
h I sent my good friend Steve an email message for his birthday. It said, gives students target
expressions to take
‘Happy birthday to my handsome, amazing friend!’ away.

B 2.15 Watch or listen again. How are Taylor and Penny's stories similar? Stronger students,
or those who finish
6 2.16 Listen and repeat the phrases when you hear the beeps. How do Taylor quickly, can engage
with the language
and Penny show they are interested in each other’s stories?
further in a Personal
Skill showing interest Best activity.
Alternatives for weaker
Good listeners show that they are interested in what someone else is saying. students are provided
• Use short response expressions such as Oh, no! Really? etc. in the Teacher’s Book.
• Ask questions about what happened.
• Use the correct intonation to show you are interested.

2 2.13 Are the sentences true (T) or false (F)? Watch or listen again and check. 7 Read the Skill box. Put the phrases in the correct columns.

1 Taylor’s new job is in a fitness centre. 4 A big car hit her car. What happened? That’s amazing! Really? What did he do then?
Oh no! You’re kidding! That’s awful! Lucky you! Poor you! Great!
2 She was worried about being late. 5 The man in the car shouted at her.

3 She arrived at work fifteen minutes early. 6 She was embarrassed. Responding to something positive Responding to something negative Showing interest or asking
for more information

Conversation builder telling a personal story

Starting the story: Involving the listener: Saying how you felt: 8 A 2.17 Listen to phrases 1–6. Which speaker sounds more interested: A or B?
Something similar happened to me. You’ll never guess … (who it was / what It was so …
That reminds me of … I felt really … 1 What happened? 3 Really? 5 You’re kidding!
Let me tell you about … happened next / what she said) At first, I felt ... 2 That’s amazing! 4 Oh no, that’s awful! 6 Lucky you!
Can you imagine?
But that's not all. B 2.18 In pairs, say phrases 1–6 to show you are interested. Listen, check and repeat.

3 2.14 Read the Conversation builder. Match the sentence halves from the conversation. Go to Communication practice: Student A page 158, Student B page 166

Listen, check and repeat. 9 A PREPARE Choose one of the ideas. Make notes on what happened and how you felt.

1 Let me tell you about a embarrassing.

2 At first, I felt b not all.

3 I felt c my first day.

4 But that’s d great.

5 You’ll never guess e really angry.

6 It was so f who took my parking spot. your first day at work/ a birthday or a time when you lost a di cult day
school/university celebration something important
4 In pairs, write three phrases that Taylor’s new boss could use to tell the story of what happened.

18 B PRACTISE In pairs, take turns to tell your stories. Listen to your partner and show you are interested
by responding to what he/she says or by asking questions.

C PERSONAL BEST Find another partner and tell your story again. How is your storytelling better this time?

Personal Best How well did you listen to your partner’s story? Write about what happened and how he/she felt. 19

Richmond Learning Platform

The Richmond Learning Platform complements the practice offered in the
workbook and on the Personal Best Language App with extra practice activities,
a forum, messaging and storage areas, and a powerful test management
system.
www.richmondlp.com

57

The BIG Picture

Ben Goldstein, Ceri Jones, Bess Bradfield, Carol Lethaby,
Alastair Lane, Simon Brewster and Mark Lloyd

A1 A2 B1 B2 C1 C2

The Big Picture is a beautifully designed six-level general English course for adult Components &
Resources:
and young adult learners. It uses striking imagery to present core vocabulary and
encourage critical discussion. The content is genuinely international and the course For Students
takes a refreshingly new look at many familiar topics. It also offers both students and
teachers access to the Richmond Learning Platform, a comprehensive online resource Student’s Book
which includes interactive activities and a user-friendly test generator. Workbook
Audio CD
With The Big Picture students will: Richmond Learning Platform

develop their language skills through experience blogs, vodcasts and For Teachers
an integrated core vocabulary syllabus, other fun widgets on the Richmond
functional language pages focusing on Learning Platform Teacher’s Book
practical, everyday English, and extra skills Class Audio CD
development sections in the workbook Digital Book
Test Studio
Richmond Learning Platform

perform Bring It Together skills-based tasks

For Students A1 A2 B1 B1+ B2 C1
9788466810555 9788466810586 9788466810616 9788466810647 9788466815727
The BIG Picture Student’s Book 9788466815673 9788466810562 9788466810593 9788466810623 9788466810654 9788466815734

The BIG Picture Pack Workbook + CD 9788466815680 A2 B1 B1+ B2 C1
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For Teachers A1 9788466812801 9788466812825 9788466812849 9788466812870 9788466815758
9788466812818 9788466812832 9788466812863 9788466813556 9788466815765
The BIG Picture Teacher’s Book 9788466815697

The BIG Picture Class Audio CDs 9788466815703

The BIG Picture Digital Book 9788466815710

58 www.richmond.com.mx • Toll Free: 01 800 718 0313

American Big Picture

Ben Goldstein, Ceri Jones, Bess Bradfield, Carol Lethaby,
Alastair Lane, Simon Brewster and Mark Lloyd

A1 A2 B1 B2 C1 C2 Young Adult

American Big Picture is a highly visual six-level course for adult and young adult Components &
Resources:
learners. Real-life, relevant, international contexts combine with striking images to
engage the learner in this beautifully designed series which provides 90-120 hours of For Students
core classroom material, complemented by a wealth of digital and print resources.
Student’s Book
With American Big Picture students will: Workbook
Audio CD
develop their visual literacy through a wealth experience the diversity of spoken Richmond Learning Platform
of activities based on meaningful, thought- English today with a large variety of
provoking images native and nonnative voices For Teachers

explore cultural contexts through different improve their vocabulary and everyday Teacher’s Book
global perspectives conversation skills through a fully Class Audio CD
integrated core vocabulary syllabus Digital Book
with functional language - Test Studio
Richmond Learning Platform

For Students A1 A2 B1 B1+ B2 C1
American Big Picture Student’s Book 9786070608704 9786070605697 9786070605772 9786070607066 9786070607561 9786070608728
Pack American Big Picture (Wb + CD) 7506009834965 7506009834972 7506009834989 7506009834996 7506009835009 7506009835016
For Teachers
Pack American Big Picture (Tch + CD) A1 A2 B1 B1+ B2 C1
American Big Picture Digital Book CD-ROM 7506009835436 7506009835443 7506009835450 7506009835467 7506009835474 7506009835481
9786070608742 9786070607059 9786070607356 9786070607363 9786070608124 9786070608759

59

English ID

Paul Seligson, Tom Abraham, Cris Gontow, Carol Lethaby,
Jose Luiz Morales, Luiz Otávio Barros, Ray Shoulder,
Ricardo Sili and Pamela Vittorio

ALSO AVAILABLE...

English ID

British Edition

A1 A2 B1 B2 C1 C2

English ID is a fun, engaging four-level series for adults and young adults with an Components &
Resources:
emphasis on speaking both accurately and fluently. It accelerates the learning process with
a range of exciting strategies that encourage students to express themselves and build their
new identity in English. The material builds on students’ existing knowledge of English and
introduces new language through authentic texts and audiovisual material. With its user-
friendly format, English ID is a highly flexible course that offers 80–120 hours of material per level.

With English ID students will:

learn more quickly through a pedagogy which benefit from varied vocabulary For Students
respects the needs and strengths of speakers input which builds on their existing
of Romance languages knowledge Student’s Book
Workbook
develop accuracy by avoiding typical errors learn a motivating song line in every Learning Platform
highlighted in Common Mistakes lesson which reinforces the language
area learned For Teachers
improve their speaking and pronunciation
through a syllabus and activities focused on personalize their learning with a wealth Teacher’s Book
their needs of opportunities to talk about their own Class CD
experience and opinions DVD (ID Café)
Digital Book
Learning Platform with a full
range of digital resources

enjoy language in context with the practice as much as they want in class,
entertaining videos of the ID Café sitcom on paper and online with the Richmond
Learning Platform

For Students Starter Level 1 Level 2 Level 3
English ID Starter Student's & Workbook 9786070607776 ---- ---- ----

English ID Student’s Book ---- 9786070607615 9786070607639 9786070607653
9786070607622 9786070607646 9786070607660
English ID Workbook ----
For Teachers Starter Level 1 Level 2 Level 3
English ID Teacher’s Book 9786070607714 9786070607752 9786070607721 9786070607738
7506009836730 7506009839137 7506009839076
English ID Class CD 7506009836716 7506009836747 7506009836761 7506009836785
9786070607882 9786070607905 9786070607912
English ID DVD 7506009836723

English ID Digital Book CD-ROM 9786070607899

60 www.richmond.com.mx • Toll Free: 01 800 718 0313

Lessons begin with a question title, which can be More about...
used for a quick review or diagnostic test.
Language Friendly
8 How much technology do you use?
English ID embraces
ab c Song lines with a direct link to each students’ existing language
lesson illustrate grammatical points, knowledge and background,
lexis or topics in a fun and memorable to help them better
way. understand how English
works. Word forms and
Always seem to be governed by this love we have 8.1 grammatical concepts
for useless, twisting, our new technology… are familiar to young adult
students, and ID helps them
2 Reading to see how much and how
quickly they can use the
A 8.2 Insert sentences 1-6 from 1A in the story. Listen and check. language by transferring
these patters into English,
Thursday and also how to avoid all the
obvious traps.
Thursday’s finally here, after a relatively busy working week. So, somebody tell me, why on earth did the
9:00 . . home entertainment system decide he should wake me up at 9? (a) I specifically requested Mozart! Learner Friendly

9:30 . . Smart bathroom seems worried about my health. Apparently, I’ve gained two pounds in the past week. So, here’s English ID supports
what it does: (b) No breakfast for me today, thanks to the bathroom-fridge conspiracy. How about that? students, helping them
de f avoid obvious errors in
form, word order and
10:00 . . Kitchen appliances still refusing to cooperate, so on my way to McDonald’s now. Yes, McDonald’s, of all places. pronunciation. Motivates
(c) I never thought I’d say this, but sometimes I miss human attendants and all their inefficiency. students, as they discover
they can recognize a
1 Vocabulary: Technology 11:00 . . Get into the car. same o(dl)dThseircdutriimtyeqtuheisstwioeneska. nCdoutrldy it be the two extra pounds? Guess I have no choice lot of English. Offers a
but to answer the to find his sarcasm funny. vast range of activities,
resources and recycling in
2:00 p. . After three hours stuck in the car, trying to prove that I was not an impostor, I get home, sit down and tell theTV I want order to ensure students
6:00 p. . to watch soccer. Guess what, it looks like she has decided that I’m in the mood for classical ballet today. have enough practice to
A Sentences 1-6 come from a sci-fi story. Match the bold words to the photos a-f. (e) finally be able to use the
language effectively.
1 “The face recognition device doesn’t know who I am again.” World of English Having a great time at my mother-in-law’s 102nd birthday party, especially with the sound cancellation ear
2 “And her skin looks better too, thanks to the active contact lenses plugs I bought last week. What a fantastic device! It makes her voice sound much nicer. Teacher Friendly
Household equipment such as (f)
that came as a free gift.” fridges, washing machines and English ID respects each
3 “It sends this information to the surveillance camera in the kitchen, toasters are appliances. B What do the underlined pronouns refer to? Draw an arrow connecting them. teachers’ need to teach
as they want to. Some
and now the smart fridge has locked its doors.” A “device” is more techno C In pairs, look only at the photos and reconstruct the main events in the story. wish to teach off the page
4 “Hope their vending machine’s not broken again.” advanced: iPads, cell phones with little preparation,
5 “Why are the speakers playing Justin Bieber’s old songs?” and GPSs. others dip in and out, while
others largely follow the
6 “Oh, I miss the days when I could simply press a button and decide Hmm… Let’s see. When he woke up, the Teacher´s Book. All these
speakers were playing Mozart, right? options have been built
what to watch.” No, they were into ID from the start. The
playing… flexibility of the lesson
structure helps teachers to
B 8.1 In pairs, say the bold words. Listen to check, then cover A and test each other with the photos. D In pairs, answer 1-4. Do you agree with each other? Any surprises? Common Mistakes individualize, personalize
1 When do you think this story takes place? and vary classes, as
82 I think the story takes place oinn well as focus on what is
2040 / the 21st century. important for them.
2 Why do you think the author refers to the machines as “he” and “she”?
pages 61
3 What problems does technology cause for you?
Young Adult
World of English boxes provide useful and 4 Do you think we will live like this in the future?
interesting tips from the authors about
language learning. E Which technologies, 1-7, can you see in the text? In pairs, which three you’d most like to have? Any similarities?

1 decision-making devices 5 self-locking appliances I’d love to have a self-driving
2 voice-changing devices 6 house-cleaning robots car. I’m such a bad driver!

3 identity-checking devices 7 sleep-monitoring cameras Really? I’d find it kind of boring.
4 self-driving cars

F MAKE IT PERSONAL In groups, use these words to create five innovative technologies. Share your lists

and choose your two favorite devices.

Make it Personal sections teach changing cleaning controlling doing learning monitoring R 1 Use -ing to describe what things do.
students to use the language they have ➤ A money-counting machine.
learned in a personal and meaningful 1 house-cleaning robots
way. 2 In compound nouns, the stress is
My number one choice is the English-learning Workbook p. 39 usually on the first word.
device. I’d love to become fluent automatically!
3 Use self- when no one else is
involved in operating a machine. 83

➤ A self-updating program.

R5 Grammar and Vocabulary

A Picture dictionary. Cover the words on the pages E MAKE IT PERSONAL Choose the correct option. Do you

below below and remember. agree with the predictions? Discuss in pairs.

72 6 movie words Life in the Future

76 the description of the 3 fans 1 CDs and DVDs disappear before 2020.

81 4 phrases for giving your opinion a probably won’t b won’t probably

82 6 technological items 2 People will download and stream entire movies in minutes.
a can b be able to
84 4 phrasal verbs

155 the 8 pairs of picture words in lines 3 and 4 3 less online piracy.
of the consonants chart a There will have

b There will be

B 5.1 Complete the quiz with these verbs in the 4 Apple some serious competition in the next few years.

passive. Circle the answers and listen to check. a will have b is going have

call consider find sell write 5 In 100 years there won’t be to live on dry land.

a anywhere b nowhere

1 “Imagine” by John Lennon / Paul I think CDs and DVDs are actually
going to disappear before 2018.
McCartney in 1971. Skills Practice R5

2 Nearly 400,000 iPhones / iPods

around the globe every day. F Correct the mistakes. Check your answers in units

3 Lady Gaga’s first album 7 & 8. What’s your score, 1-10? A Dictation. Listen to the first two facts in 7.11 F MAKE IT PERSONAL In groups, play 20 Questions. A:
The Fame / Little Monsters. Common Mistakes
and write all you can remember. Do this three Think of a movie. The others ask Yes / No questions

4 Amy Winehouse was only 27 / 31 when she 1 I’m really into watch adventure movies. more times, then check your spelling on p. 77. to try and guess the movie.
dead in her apartment. 2 We didn’t do nothing over the weekend. Was it released this year?
3 I’m lucky to have such intelligents parents. B 5.2 Listen to four short dialogs. After the beep Is it an American movie?
5 British / American singer Adele 4 Thousands of songs is downloaded illegal every
one of the world’s best vocalists. you have four seconds to choose the correct phrase.
Listen to check. There are two extra phrases.

C Complete these sentences using the passive voice. day. (2 mistakes) I’ll turn it down. G 5.4 MAKE IT PERSONAL Question time!
I’ll turn it up.
Compare in groups and try to sound convincing. 5 I thought the latest Coldplay album great I’ll charge it up. 1 Listen to and answer the 12 lesson titles in units 7 & 8.
Do you think your partners’ ideas are true or false? 6 “Where did you born?” “On 1988.” (3 mistakes) I’m going to print it out. 2 In pairs, practice asking and answering. Use the map
7 How long do you study here? (1 mistake) I’m going to turn it on.
1 TV / invent / by… (person) 8 “Do you go to the party tonight?” I’m going to turn it off. on p. 3. Ask at least two follow-up questions. Can you
2 Machu Picchu / construct / by… (people) have a short conversation about each one?
3 Jurassic Park / direct / by… (person) “I think yes.” (2 mistakes) C 5.3 Listen to the news stories and circle the
4 100 Years of Solitude / write / by… (person) 9 Will have fewer languages 100 years from now. Who was the Steve Jobs, right?
5 The first gasoline car / make / in… in… (year / place) right option. iPad created by?
(2 mistakes) 1 More / Fewer people are out of work.
2 This news item is about a power outage / politics.
10 I will meet the woman of my dreams some day? 3 Orange is probably a computer / car company.

(1 mistake)

TV was invented No! TV was invented by
by my grandfather. an American company.

ü ûD Complete with so, such or such a / an. Choose the best and worst line. Compare in pairs. 4 This news item is about a natural disaster / alien life.
D 5.3 Listen again and write the numbers. Practice
Meeting someone for the first time? the sentences out loud. Don’t stress the gray words.

The right and the wrong things to say. 1 Unemployment has increased by .

Group 2: Your boy / girlfriend’s parents 2 cities were affected.
It’s honor to meet you.
I’ve heard great things about you. 3 of all iTads produced in May were
Group 1: A blind date I’ve heard many great things about considered defective.
I’m happy to finally get a your food that I have to try it myself. , was
chance to meet you. 4 The town, with a population of only
Wow! It feels like we’ve known each Group 3: Your boss visited by UFOs in the past.

other for long time. It’s privilege to work with someone like you. E Match review extracts 1-3 to the correct genre.
Hmm… You didn’t look short in You look much younger in person. There’s one extra genre.
the photos. It’s
92 great to finally meet you.

detective disaster documentary drama

Every unit features a double-page spread Review 1 Review 3
with a colorful story. A pre-reading The plot is so unintelligent that it can be described in What can you expect from a movie starring Bruce Willis and
activity at the top of the spread provides a sentence: Girl falls in love with boy, boy dies, girl gets Arnold Schwarzenegger? Lots of violence and action scenes,
an opportunity for students to practice depressed. Period. Think of all the Hollywood clichés right? Well, wrong. In Gone, BW and AS reconstruct the events
the vocabulary using the comic strip you’ve ever heard. They’re in this movie. But I bet it’ll leading to September 11 with such sensitivity, precision and
illustrations be a box office success in the U.S. and abroad. attention to detail that you instantly forget they have ever made
another movie. Their interviews with firefighters alone are
Review 2 worth the price of admission. Gone is a masterpiece of factual
This movie is truly spectacular. If you think a silent movie about movie-making and it truly deserves to win an Oscar.
an unsolved murder in 1870 is a recipe for disaster, think again.
The main character (Inspector Reid) is played by George Clooney
with such skill that, honestly, you don’t miss hearing the man’s
voice. Trap is a classic example of images speaking louder than
words, which perhaps explains why subtitles are used only five
times in this movie.

93

Essential English 5

Paul Seligson LEVELS

A1 A2 B1 B2 C1 C2

RICHMOND ESSENTIAL ENGLISH is a flexible five-level short course, designed for adult CROESMOPUORNCEENST:S &

and young adult learners who want to improve their English quickly. It takes students For Students
from beginner to upper intermediate level and is ideal for intensive courses with 30-
60 hours and particularly summer schools. The integrated Activity Book and CD-ROM Course Book with
package provides plenty of practice and makes Essential English the ideal one-stop integrated Activity Book
component for learners. Students will improve their English and build their confidence Student CD-ROM
in record time.
For Teachers
Key Features:
Teacher’s Book
All-in-one Course Book and Activity Book Focus on building skills and Photocopiable resource
with CD-ROM, phrasebook and writing and confidence for real-life situations pages
grammar sections Class Audio CDs
Illustrated dictionary for fun Website
Entertaining contemporary content vocabulary practice Digital Book

Frequent opportunities for personalisation Built-in recycling, revision and test
material for all levels

ESSENTIAL ENGLISH Beginner Elementary Pre-intermediate Intermediate Upper Intermediate
Course Book Pack 9788466805988 9788466806015 9788466807012 9788466818568 9788466818575
Teacher’s Book Pack 9788466818605 9788466818612 9788466818629 9788466818636 9788466818643
Digital Book 9788466802796 9788466803328 9788466803496 9788466810982 9788466810999

62 www.richmond.com.mx • Toll Free: 01 800 718 0313

@work

Louis Rogers, Anna Cowper, James Greenan,
Marion Grussendorf and Pete Sharma

A1 A2 B1 B2 C1 C2 Young Adult

@Work is the perfect course for anyone who needs to communicate in English Components &
at work, regardless of their profession or job title. @Work brings a light-hearted, Resources:

non-executive approach to English learning and is also suitable for pre-work tertiary For Students

students. Available at four levels, the material offers a minimum of 60 hours of study, Student’s Book (with
portal access code)
but can be extended with additional digital components to meet the varying needs of Workbook
Audio CD
different students. These include the interactive digital workbook, Richmond Business eWorkbook
Theories and Richmond Business Skills and the award-winning Richmond Mazes.
Whatever the industry, whatever the job, @Work will suit any employee, preparing For Teachers

them to conduct business outside the classroom. Teacher’s Book
Class Audio CD
With @Work students will: Digital Book
Richmond Learning Platform
learn get-the-job done language while follow video modules comprising
avoiding business English clichés presentations, negotiations,
communications and meetings
practice writing emails with a 12-page email
writing section including tips covering style,
tone, grammar, punctuation and spelling

For Students Elementary Pre-intermediate Intermediate Upper-intermediate

Student’s Book 9788466813570 9788466813631 9788466814058 9788466814119
Pack @work (WB+CD) 7506009838888 7506009841420 7506009839632 7506009841444
eWorkbook 8431300228429 8431300228450 8431300228481 8431300228511

For Teachers Elementary Pre-intermediate Intermediate Upper-intermediate

Teacher’s Book 9788466813600 9788466814027 9788466814089 9788466814157
Class Audio CD 8431300228405 8431300228436 8431300228467 8431300228498
Digital Book 8431300228412 8431300228443 8431300228474 8431300228504

63

Welcome to...

www.richmondlp.com

The Richmond Learning Platform complements the practice with

exclusive extra practice activities, a forum, messaging and storage
areas, and a powerful and ground-breaking test management system.

64 www.richmondelt.com • [email protected]

Teachers Students Testing

Teachers can track students’ Students can practise all the The Richmond Test Bank offers
progress and level of self-study language and skills from the ready-made, interactive, editable
activity and assign ready-made Student’s Book on the platform and or PDF tests, and the Test Manager
activities from the platform or receive instant feedback. They can enables teachers to create their
their own tailored tasks. A set of try exercises up to three times to own interactive or print tests from
sophisticated tools enable teachers learn from their mistakes. a wide range of activities and tailor
to see at a glance how students them to their students’ needs.
are progressing and to analyze and
compare the progress made by
individual students and groups.

65

...education ...authenticity

Language learning is not prescriptive. Language teaching is more than a
Teachers should cater for different coursebook. Teachers need to bring a
students’ needs and differentiate variety of materials to the classroom so
instruction by using supplementary students can see how language works
material that might be useful for learners. and enjoy the process of learning a
foreign language.

Let's talk
Supplementary...

...sca olding ...update

Students learn in different ways. Teaching is a field of constant change and
Teachers need to make sure research. As educators, we need to be as
they have a variety of resources informed as possible to better understand
available to make their learning our practice. One way of doing this is through
memorable and stress-free. reading books. These help us understand
effective teaching and its theoretical
background.

www.richmondelt.com • [email protected]

66

67

Visual Grammar A1 A2 B1 B2 C1 C2

Jim Scrivener

Visual Grammar is a two-level series enabling young adult learners

to see how grammar functions through clear visual presentations.

Key Features:

Digital Books and app offer animated video explanations and
interactive practice activities
Print, digital or app versions allow complete learner autonomy
Online quizzes encourage students to discover their own examples
All course audio downloadable online from the Learning Platform

Student’s Book with answers A2 B1
Student’s Book without answers
9788466815291 9788466815666
9788466815215 9788466815246

Vocabulary Builder A1 A2 B1 B2 C1 C2

Elizabeth Walter and Kate Woodford

Vocabulary Builder enables young adults and adults to

develop their vocabulary in useful lexical sets, while also improving

knowledge of collocations and grammar patterns.

Key Features:

Typical lexis used in Cambridge English exams

Dialog audio with a mix of accents downloadable online

from the Learning Platform

Vocabulary practice in personalized activities and online

B1 B2

Student’s Book with answers 9788466815277 9788466815284
Student’s Book without answers 9788466815260 9788466815444

English Grammar in Steps A1 A2 B1 B2 C1 C2

David Bolton and Noel Goodey

English Grammar in Steps is a concise reference and practice

grammar book for pre-intermediate to upper intermediate students, ideal

for both self-study and classroom use. The Practice Book offers comprehensive

practice that can be worked on alongside the grammar book, or independently.

Key Features: NEW
EDITION
Grammar in context with clear step-by-step explanations
Required grammar for the Cambridge English: First (FCE) exam,
with exam-type activities in the Practice Book

Grammar Book with answers (New Edition) 9788466817530
Grammar Book without answers (New Edition) 9788466817554
Practice Book with answers (New Edition) 9788466817523
Practice Book without answers (New Edition) 9788466817547

68

Primary Methodology Handbook

Practical Ideas ELT

Patricia Grounds, Suzanne Guerrero, Carol Lethaby,
Caroline Moore and Joep van der Werff

Richmond’s Primary Methodology Handbook provides clear Chapter1 Approaches and Methods in
English Language Teaching
explanations of key teaching methodology concepts in a way that is Supplementary
accessible to new and experienced teachers alike. Comprehension and by Patricia Grounds and Suzanne Guerrero
reflection activities engage and guide the reader, consolidating new
information and facilitating its application in the classroom. The Handbook gGeettttiinngg sSttaarrtteedd
covers essential areas of study for English instruction in primary schools. A 1 Read and comment on the beliefs about language learning.
genuinely practical handbook for primary teachers that links ELT theory to
real-life classroom situations! Beliefs about Language Learning I agree/disagree because…

1.“Students should never use their rst
language (L1) in English class.”

2.“Students do not need to learn
grammar rules in order to use
English.”

3.“Students can learn English if they
memorize rules and vocabulary
words.”

4.“Students can learn English the same
way they learned their L1.”

5.“Students cannot become pro cient
if they don’t use English to
communicate.”

2 Read the names of approaches and methods in the list. Mark (✓) the ones that
are familiar to you. In this chapter, you will read more about these topics.

Grammar Translation The Communicative Approach

The Direct Method Task-Based Language Teaching

The Audio-Lingual Method The Lexical Approach

The Situational-Structural Approach Dogme

The Silent Way Content and Language Integrated
Suggestopedia Learning (CLIL)

Total Physical Response

9

Key Features: Handbook 7506009841536

Characteristics of primary learners and childhood Guidelines for test writing and assessment
development Tips for integrating technology in the learning
Help with teaching mixed-ability groups and support process
strategies for special needs students Fun language games and activities for all
Suggestions for improving classroom management primary levels
and student motivation Video tutorials demonstrate teaching
A guide for lesson planning with textbooks, strategies from the Handbook
supplementary, and self-made materials

Richmond Handbooks for Teachers

Paul Seligson, Andy Baxter,
Amanda Cant, Emma Dafouz,
Michele C. Guerrini, Susan House,
Ricky Lowes, Genevieve Roth,
Wendy Superfine, Francesca Target
and Julie Tice

The Richmond Handbooks for Teachers are highly practical and accessible methodology guides written by

teachers for teachers. Ideal for both new and experienced teachers, they contain a mixture of analysis, development work,
ideas and photocopiable resources for the classroom and can be used in training courses or for personal development.
Each title offers practical solutions to the everyday problems faced by English teachers in the primary or secondary
classroom but will also be of use to any language teacher, teacher of young adults or trainee teacher. The classroom

activities are designed for lower level classes but most can be easily adapted to higher levels.

The series also includes a handbook for CLIL practitioners which features a collection of CLIL case studies and
experiences from the primary, secondary and tertiary sectors.

CLIL Across Educational Levels 9788466802598
Helping Students to Learn 9788429454475
The Mixed Ability Class 9788429449273
An Introduction to Teaching English to Children 9788429450682
Helping Students to Speak 9788429449266
Evaluating your Students 9788429450675
Developing Resources for Primary 9788429450668
Teaching Very Young Children 9788429454468

69

...education

International exams help students certify their
language competence and access academic
and work opportunities in the future.

...systematization ...confidence

One advantage of preparing students for an Students who sit international examinations
international exam is that they systematize and organize develop an array of different study skills to
their knowledge. What's more, students generally face testing situations. This helps them build
become better at organizing their study time. greater confidence for any future challenge
they may face.

Let's talk

Exams...

...strategies ...trustworthiness

Preparing for international exams helps We look to international examinations for an
students become aware of strategy. This accurate evaluation of language proficiency levels.
strategy training increases their cognitive These exams are standarized tests and they provide
and metacognitive skills. a clear, trusted assessement of a students’ language
competence.

...preparation

Most international exams are standardized
tests. It's important for teachers to remember
not to just teach language for an exam, but
to teach it for real life use. After all, language
learning is more than a test itself.

www.richmondelt.com • [email protected]

70

71

Richmond Practice Tests: A1 A2 B1 B2 C1 C2
Young Learners English

Richmond Practice Tests Starters, Movers and Flyers offer

a friendly, accessible way to familiarize children with the three
levels of the Cambridge Young Learners English Tests. Written by
experienced examiners, each book is illustrated in full color and
includes three complete practice tests.

The series is accompanied by the Teacher’s Resources,
containing audio transcripts, answer keys, mark schemes and
useful information about the tests, downloadable from:
http://bit.ly/2xDuFsZ

With Richmond Practice Tests: YLE students will:

become familiar with the style and layout of the Cambridge
Young Learners’ Tests

practice the Cambridge YLE grammar and vocabulary syllabus

gain confidence by practicing the language and test format

For Students Starters Movers Flyers Components & Resources:
Pack Rich Prac Test (SB+CD)
9788466816632 9788466816649 9788466816656 For Students

Student’s Book
Audio CD

Target A1 A2 B1 B2 C1 C2 Richmond Practice
Tests: KET
KET for Schools
ALSO AVAILABLE...

Sue Ireland and Joanna Kosta

Target KET for Schools is a course preparing students for the

Cambridge English: Key (KET) exam. It provides essential exam practice

and training, practice of the key language needed for the exam, tips and

strategies. With 40-50 hours of core material in the Student’s Book,

Target KET for Schools offers a quick, effective route to exam success.

The interactive CD-ROM offers two options: Exam Trainer and Practice

Exam, giving students practice in the computer-based exam. Find online

practice, tips and more information at www.exams.richmondelt.com

For Students Components & Resources:
:For Students Student’s Book Workbook CD-ROM
Target KET for Schools Student Pack (SB+CD-ROM) 9788466806817
For Teachers: Teacher’s Book Class Audio CD
Target KET for Schools Workbook 9788466806824

For Teachers

Target KET for Schools Teacher’s Pack (TB+Audio CD) 9788466808637

72

Richmond Practice Tests: A1 A2 B1 B2 C1 C2
KET and PET

Sue Elliott, Sue Ireland, Karen Saxby and Diana L. Fried-Booth

These Richmond Practice Tests will familiarize students
with the form and layout of the Cambridge English: Key (KET)
or Preliminary (PET) tests, giving them vital practice in the

language, skills and strategies they need to do well in the
exam. Both books have been written by experienced examiners
and as well as exam preparation, support or any KET or PET
level general English course.

With Richmond Practice Tests students will:

take five complete practice tests that mirror the actual exam
practice for the Speaking paper with realistic visuals
do two additional computer-based tests on the CD-ROMs

For Students Richmond KET Practice Tests Richmond PET Practice Tests Components & Resources:
Student’s Book Pack (ST+CD-ROM) 9788466812443 9788466812962
For Teachers For Students For Teachers
Teacher’s Book Richmond KET Practice Richmond PET Practice
9788466812450 9788466812979 Student’s Book Teacher’s Book
Audio CDs
9788466812993 9788466813006 Student’s CD-ROM Class Audio CD

Website

Target PET A1 A2 B1 B2 C1 C2 Exams

Sue Ireland and Joanna Kosta

Target PET is a short preparation course providing essential training and

exam practice for the Cambridge English: Preliminary (PET) exam. With 40-

50 hours of core material in the Student’s Book, and 20-30 hours more in

the Workbook and CD-ROM Target PET offers a quick, effective route

to exam success, and is perfect for both teenagers and young adults.

The innovative Exam Trainer section of the interactive CD-ROM offers an
animated step-by-step guide to each part of the exam, while the Practice
Exam section gives students practice in the computer-based exam. Find
online practice, tips and more information at www.exams.richmondelt.com

For Students 9788466808675 Components & Resources:
Target PET Student Pack (SB+CD-ROM) 9788466808712
Target PET Workbook For Students: Student’s Book Workbook CD-ROM
For Teachers 9788466808767 For Teachers: Teacher’s Book Class Audio CD
Target PET Teacher’s Pack (TB+Audio CD)

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Target Cambridge A1 A2 B1 B2 C1 C2 Online
English: First Practice Tests
Components & Resources:
Bess Bradfield and Caroline Krantz Included
For Students
Target Cambridge English: First is the updated
Student’s Book Workbook with Audio CD
edition of Target FCE, Richmond’s popular exam preparation Richmond Learning Platform
course for teenagers and young adult students. The digital
components now offer more support for students, including For Teachers
two complete online practice tests, with a step-by-step
guide to the exam in Trainer mode, and extra practice Teacher’s Book Class Audio CDs
activities online. Teachers can access a range of unit
tests in the Test Studio. The print material has been fully Online
updated by experienced exam item writers, but maintains Practice Tests
its user-friendly format and focus on personalization. A
word-building focus in every unit trains students for the Included
Reading and Use of English papers, and there are extensive
writing sections and additional material in the Workbook
and Teacher’s Book, including progress tests, photocopiable
activities and common errors worksheets.

Target Cambridge English: First can be used as

part of the Target series or as a stand-alone resource for FCE
preparation.

For Students Target Cambridge English: First
Student’s Book 9788466817493

Workbook Pack 9788466817516
For Teachers Target Cambridge English: First
Teacher’s Book Pack
9788466817509

Richmond A1 A2 B1 B2 C1 C2
Practice Tests
Cambridge English:
Advanced

Richmond Practice Tests for the Advanced Cambridge English Components & Resources:

exam has been written by experienced examiners and offers For Students: Student’s Book with answers
comprehensive exam preparation and practice in print and online. It
provides five complete practice tests for Cambridge English: Advanced Richmond Learning Platform
(CAE). Interactive versions of the tests are also provided on the Richmond
Learning Platform, along with two additional online practice tests.

For Students 9788466820714

Student’s Book

74

Richmond Practice A1 A2 B1 B2 C1 C2
Tests Cambridge
English: First Online
Practice Tests
Diana L. Fried-Booth
Included

Richmond Practice Tests for the First Cambridge

English: has been written by experienced examiners and offers
comprehensive exam preparation and practice, in print and
online. The Student’s Book provides five complete practice tests,
mirroring the format in the real Cambridge English: First exam,
with realistic visual material for the speaking papers.

Interactive versions of the tests are also provided on the
Richmond Learning Platform, along with two additional online
practice tests, a step-by-step guide to the exam, helpful
information about each paper and tips to help with exam
technique.

Find out more at practicefirst.richmondelt.com

For Students 9788466817479 Components & Resources:
9788466820257
Student’s Book For Students
Student’s Book with answers 9788466817486
Student’s Book Student’s Book with answers
For Teachers
Richmond Learning Platform
Pack Practice Tests First (TB+CD)
For Teachers

Teacher’s Book Class Audio CDs

Richmond Exams
Practice Tests IELTS
Online
Richmond Practice Tests for IELTS helps students prepare for the Practice Tests

International English Language Testing System (IELTS). The tests have Included
been written by experienced exam item writers and offer comprehensive
support and practice in print and online. With four complete practice
tests for the Academic module and two Reading and Writing
components for the General Training module, it is perfect for anyone
who is preparing to take IELTS. Interactive versions of these tests, plus
two further Academic tests are also provided on the Richmond Learning
Platform, along with the audio material for all the tests.

For Students 9788466817455 Components & Resources:

Student’s Book For Students: Student’s Book with answers

Richmond Learning Platform

75

...education

Avid readers become more literate
reading extensively increases one’s
cultural awareness. You gain an insight
into different places, cultures and
historical periods.

...pleasure ...creativity

Reading a book of your choice helps A good book is a journey into
you unplug from your every day imagination and discovery. When
concerns. Reading for pleasure is a students read extensively, they
joyful experience that relaxes and imagine more and they experience
teaches at the same time. the stories as if they were theirs.

Let's talk

Readers...

...lexis

...consolidation Reading extensively helps students
meaningfully acquire a large range of
When students read extensively, they vocabulary. This will enable them to become
unconsciously recycle and consolidate language better and more articulate future language
forms and styles they formally studied before, users.
but didn’t fully gain ownership of.
...writing

Readers become better writers. The more we
expose students to reading the better prepared
they are to produce texts of their own. By
reading well-written texts, students naturally
gain a sense of fluidity, style and genre.

www.richmondelt.com • [email protected]

76

77 Readers

Richmond Readers

Jane Austen, Charlotte Brontë, John Davage, John Escott, Ann
Gianola, Julia Newsome, Jane Rollason , Mary Shelley, Rod Smith,
Robert Louis Stevenson, Bram Stoker, Jeremy Taylor, Mark Twain,
Lester Vaughan and Oscar Wilde

A1 A2 B1 B2 C1 C2

The Richmond Readers are a multi-genre, five-level series of carefully graded readers for young adults and

adults. They range from adaptations of classic literature to original titles and can be used as a supplement to
any main course or as a stand-alone resource. Highlights of this popular collection include our contemporary
titles such as the Richmond Romantic Readers and William and Kate: A Royal Romance. There’s also the chance
for fans of Sherlock Holmes to enjoy The Oxford Murders, an original mystery written especially for Richmond.

Key Features:

Grading scheme, structures and headword count
in each reader

Comprehension activities and detailed glossary

Worksheets and accompanying teacher’s notes
available

Headwords CEF CAMBRIDGE ESOL

Level 1 500–600 A1 KET
Level 2 600–800 A2 PET
Level 3 1000–1200 B1 FCE
Level 4 1400–1800 B2 CAE
Level 5 2000–2500 C1

78

Chapter 14 OTMOOR
...............................................................................
CD3
the place she used to go bird-watching with her father.
5 Otmoor The murderer of Annie Lawson and Douglas Crenshaw
now has that information. If it wasn’t for you, Eleanor
I was about to get undressed for bed when I heard the would be dead already.”
sound of someone running along the passage outside my
room. They stopped and knocked loudly on the door. I “Me? What did I do?”
opened it to find Holmes facing me, breathing heavily and “You found Crenshaw’s body. It delayed the murderer.”
covered in sweat.
“How? And how do you know all this?”
“Put your coat on, Watson. We don’t have much time.” “Remember I said your account was wrong?” I nodded.
“Time for what, Holmes? We’re not on the case “I admit I was exaggerating a little; many of the points
anymore. And where on earth have you been?” you made were accurate. But your focus was completely
Holmes ignored the questions, caught hold of my wrong. I’ve just returned from Oban, Scotland, which is
shoulders and looked me in the eyes. “Just listen. We need where the answer to this mystery lies – not here in
to get to Robert Lawson’s as quickly as possible.” Oxford. I’ll explain more later. Are you ready to
“Why?” continue?”
“We need two horses. We’re going for a ride. To save a “Of course,” I replied. I needed more time to
life, if we’re not too late! It’s Sunday night and there seem understand the importance of this new information, but
to be no cabs around – I had to run here from the station; time was the one thing we didn’t have.
so we’ll have to get to Lawson’s on foot. And bring your
gun. We’ll definitely need it.” Before I had a chance to 101
reply, Holmes was gone. I grabbed my coat and gun, and
followed him down the stairs.
We ran all the way to the footbridge over the river
Cherwell. Halfway across, I stopped for a moment to get
my breath back. “Carry on, Holmes,” I gasped, “I’ll catch
you up.”
“No, it’s better that we stay together.”
“So perhaps you can tell me what on earth’s
happening?”
“Briefly. Eleanor Taylor is in a cottage just beyond a
little village called Noke. It’s on the edge of Otmoor –

100

From SHERLOCK HOLMES AND THE OXFORD MURDERS

Level 1 - Elementary 9788466813266 Level 2 - Pre-intermediate 9788466815901 Level 3 - Intermediate 9788466815956
9788466815550 9788466815918 9788466812771
Jack’s Game 9788466815543 Craigen Castle Mystery 9788466815925 A Trip to the Stars 9788466815963
Maria’s Dilemma 9788466815888 9788466815932 9788466815970
Oscar 9788466815895 Jason Causes Chaos 9788466815949 Cold Feet 9788466817370
The Black Mountain Saturday Storm 9788466815987
The Boy from Yesterday The Road Through the Hills Dr Jekyll and Mr Hyde
Where’s Mauriac?
Frankenstein
Readers
PR and Prejudice
The Canterville Ghost and Other
Stories

Level 4 - Upper Intermediate 9788466817387 Level 5 - Advanced 9788466816113
9788466817363 9788466816069
A Floral Arrangement 9788466815994 Sherlock Holmes 9788466816076
9788466816007 & the Oxford Murders
A Medical Match 9788466816014
A Trip to London 9788466816021 Steve Jobs
Dracula 9788466816038
Jane Eyre The Diamond Queen
Sense and Sensibility 9788466816052
The Adventures of Tom Sawyer
William and Kate:
A Royal Romance

79

Richmond Primary Readers

Maria Bentley, Jane Cadwallader, Mo Choy, Julie Davies, Brendan Dunne,
John Escott, John Foley, Susan House, Aurora Martorell, Robin Newton,
Gaynor Ramsey, Colin Stobbart and Wendy Superfine

The Richmond Primary Readers series is an original collection of 18 beautifully illustrated graded

readers over six levels. The language has been adapted for each level of primary education and the

series is fully mapped to the Cambridge Young Learners’ suite.

Each title includes an audio CD and a picture dictionary section and the series is accompanied by
extra teachers’ resources, including worksheets and an animated DVD.

Key Features:

Humorous stories that will appeal to each age Teacher Support:

group

A worksheet and accompanying teacher’s

Perfect for self-study or the classroom notes for each title are available on demand

from [email protected]

DVD-ROM with one animated story from each

level and three accompanying worksheets with

teacher’s notes

80

Somebody special is coming for tea.
Who is it, mum?

Wait and see.

2 3

From WHO’S COMING FOR TEA?

Level 1 - Pre-Starters 9788466810692 Level 2 - Starters 9788466810708 Level 3 - Pre-intermediate 9788466811507
9788466810388 9788466810401 9788466810722
Callum the Caterpillar The Magic Carpet Who’s Coming for Tea? 9788466810418
Mole at the Seaside 9788466810524 Smellybear Teamwork
9788466810449 Ozzie and the Summer Sun 9788466811545
Level 4 - Movers 9788466810166 Level 5 - Movers 9788466811514 9788466811521 Readers
9788466811538 Level 6 - Flyers 9788466810494
The Christmas Mouse 8431300041134 Professor Wong and King Arthur 9788466810463 9788466810470
Pedro’s Project Aladdin and Other Stories 9788466810456 A Maori Story
CC Goes to India Mystery Island Footprints in the Forest
When the Sea came in Rubbish Rivals
DVD Set (ALL LEVELS) The Rockpool

81www.richmondelt.com • [email protected]

Richmond Mazes

James Styring, Alastair Lane and Victoria Boobyer

A1 A2 B1 B2 C1 C2

The Richmond Mazes are a brand-new series of interactive readers with a difference. Available as both apps

and printed readers, they offer students a challenging but fun way of improving and extending their knowledge
of the English language. Each one focuses on a realistic scenario from the world of work. Each original piece of
fiction offers students a series of choices, allowing them to steer their own path through the story and create
alternative outcomes. They can win bonus points by selecting the most appropriate route or even be sent back
to the very beginning if they make the wrong choice! The lively range of characters and surprising storylines will
keep readers hooked for hours.

Key Features:

Graded language to suit students at all four levels Rich mixture of audio and color illustrations
brings the stories to life
Glossary section with explanations of key business
vocabulary “My-route” option lets students re-read the maze
and explore alternative endings
Focus on working situations helps students see business
language in context

Richmond Mazes Elementary Pre-intermediate Intermediate Upper Intermediate

Escape from Pizza Palace 9788466817431
Trouble at Paradise Hotel
Crisis at Clifton 9788466817448
Feeling the heat at Radio Flame
9788466818513

9788466818520

82