Global ELT

40
Global ELT

Transcript of Global ELT

Page 1: Global ELT

8

Global ELT

Page 2: Global ELT

Global ELTBrighton, East Sussex, UK

tel: (0044) 01273251906 fax: (0044) 01273688232email: [email protected] website: www.globalelt.co.uk

Dear Teacher,

Global ELT is an independent publishing house that specialises in the

production of Exam Preparation books for the main international ELT exams.

We have tried to provide teachers and ELT exam candidates with books

of Practice Tests and Exam Preparation materials for all the international

ELT Examination boards.

More specifically, we publish Practice Tests and Exam Preparation materials for:

● Cambridge English: FCE - First, CAE - Advanced (NEW 2015 Format),

CPE - Proficiency, PET - Preliminary, KET - Key, YLE (Starters, Movers, Flyers)

● Cambridge/Michigan (CAMLA): ECCE (B2), ECPE (C2)

● BULATS: BULATS Practice Tests

● IELTS: Academic as well as General Training (Practice Tests & separate Skills books:

Reading, Listening, Speaking, Writing etc)

● Trinity College London’s Exams: GESE & ISE (NEW 2015 Format)

● ETS: TOEIC, TOEFL and TOEFL Junior

● PEARSON TESTS OF ENGLISH - PTE General: B1 - B2 - C1 - C2

● EDI / LCCI: Level B1, Level B2, Level C1, Level C2

● Ascentis-Anglia: Level B2

● ESB: B1 - B2 - C1 - C2

● TIE: (Test of Interactive English) B2 - C2

● MSU: (Michigan State University): CELC B2, CELP C2

● City & Guilds: A1, A2, B1, B2, C1, C2.

● NOCN - National Open College Network Exams

These books can help teachers tackle the difficult task of having to prepare their students for

these exams and can be used along with other Coursebooks, Skills or Grammar books.

Besides exam preparation materials, we also publish a wide variety of other ELT books such as

COURSEBOOKS, GRAMMAR books, SKILLS books, ELT DICTIONARIES, books for

VOCABULARY building, IDIOMS and PHRASAL VERBS, as well as GRADED ELT

READERS.

You can go through our ELT catalogue or visit our website: www.globalelt.co.uk

Like us on Facebook http://www.facebook.com/GlobalELTPublishing?ref=hl

Follow us on Twitter @GlobalELT

Global ELT

Available September

2016

Page 3: Global ELT

Upgrade your English Coursebooks A2 - B1 - B2 - C1 �������

IELTS �������� ���& IELTS �������� �� �������

IELTS ������� ����& IELTS ��������� � �������

IELTS Academic 9 ������������� �������

IELTS General 7 ���������������& BULATS 5 ������������� �������

Simply IELTS � Upgrade IELTS �������

IELTS Life Skills A1 � IELTS Life Skills B1 �������

��� �����!�� �"# Succeed in $�%����� CAE ��������������� Advanced Writing �����&'

��� �����!�� �"# Simply $�%����� CAE �������������� �����&&

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Contents

Page 4: Global ELT

Upgrade your EnglishC

ATA

LOG

UE

2016

GLO

BA

LELT

EN

T’S

BO

OK

Student’s BookStudent’s Book

your English for

CEFR

A2

Cambridge: KEY (KET)

UP

dl

hf

bid

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(KET)

COURSEBOOK Pre-Intermediate

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� Upgrade your English ������=������?������+ �%� ��*3�����"����*%�����!(�� �%� ��$���"�*3�"��*��&7�=�"�� � �%� �� ���� �����*���������*)��"����@3��������*)� �"���!(�������������*�� ��?���6!����� .�����.��* �����*��*�;��1�!�(*3����*�7�1�!�17�1�!�11�����1�!�1117����=� ������� �����!�� �"#�Key,Preliminary, First & Advanced.

� 1������������� �)*3�� ���3����� �#��������7�������7�����������������6���3������"�%���"���"�����*�����������=� ���3�����"�*3�"���%����.�*)��*��3����%�����%���6

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AVAILABLEAUGUST

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AVAILABLEOCTOBER

2016

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Coursebooks Levels: A2 - B1 - B2 - C1

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A brand new series of coursebooks CEFR Levels:

A2 -B1 - B2 - C1

AVAILABLESEPTEMBER

2016

AVAILABLEJULY 2016

Page 6: Global ELT

Succeed in IELTS Reading & Vocabulary� 1!�������������������3��������+ .+������"�*3�"��"���))������

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IELTS Academic Reading Exam Guide

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Succeed in IELTS Speaking & Vocabulary

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Academic

Skills:Speaking & ReadingC

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Succeed in IELTS Listening & Vocabulary

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Succeed in IELTS Writing General & Academic

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Skills: Writing & ListeningIELTS

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AcademicSucceed in IELTS 9 Practice Tests

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Bands: 6.0 -8.0Common European Framework

A1 A2 B1 B2 C1 C2

CA

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Page 9: Global ELT

IELTS General IELTS General

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Succeed in BULATS 5 Practice Tests

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Page 10: Global ELT

Practice Tests

Simply IELTS

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Page 11: Global ELT

IELTS LIFE SKILLS

Common European Framework

A1 A2 B1 B2 C1 C2

Common European Framework

A1 A2 B1 B2 C1 C2

Succeed in IELTS LIFE SKILLS CEFR A1Speaking & Listening

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Speaking & Listening

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IELTS Life Skills

STUDENT’S BOOK

Download for FREE the Audio files and the Audioscript.

Use tthis llink:http://www.globalelt.co.uk/Succeed-IELTS-LIFE-SKILLS-B1.html

Components:� ��3����;��:**�+�1�:4#����+&+��&��+���+��� ����"��;��:**�+�1�:4#����+&+��&��+���+��� $3�*��<��+�1�:4#����+&+��&��+���+�

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Cambridge English AdvancedSucceed in CAE Advanced Practice Tests

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Making decisions

Interlocutor: Now, I’d like you to talk about something together for about two minutes.

(3 minutes for groups of three)

Here are some resources that people use when studying history and a question for you to

discuss. First you have some time to look at the task.

Look at the box below. (You have15 seconds to look at the task)

Now, talk to each other about what resources are the best to use in order to learn about

history.

Candidates 2 minutes (3 minutes for groups of three) .....................................................................

Interlocutor: Thank you. Now you have about a minute (2 minutes for groups of three) to decide

which resource is the most useful for you.

Candidates 1 minute (2 minutes for groups of three) .....................................................................

Interlocutor: Thank you.

Part 3 4 minutes (6 minutes for groups of three)

the Internet

the library

historical documentaries

older people

What resources are the best

to use in order to learn

about history?

old newspapers

Interlocutor: Use the following questions, in order, as appropriate:

• How could learning history be made more appealing

to young people?

• What can we learn from history? ... (Why?)

• Should it be compulsory to study history at school?

... (Why? / Why not?)

• Should history focus more on the lives of ordinary people?

... (Why? / Why not?)

• Does history ever apply to our everyday lives?

• Which person from history would you most like to meet?

Thank you. That is the end of the test.

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Select any of the following

prompts, as appropriate:

• What do you think?

• Do you agree?• How about you?

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Cambridge English: Preliminary PET

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Succeed in YLE: Starters Movers Flyers

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Covering the Lexis, the Grammar and the Language functions for all the Trinity GESE exams

AVAILABLEJULY 2016

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Page 22: Global ELT

CA

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Trinity ISE exams

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Preparing )*�Trinity ISE III (C1)

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Key Features

6

Task 1 Long reading

What do I have to do? Read 1 long text and answer 15 questions.

What kind of text?

The text will be factual. It will be about one of the following subject areas:

• Holidays• Shopping• School and work• Hobbies and sports• Food• Weekend and seasonal activities

• Jobs• Places in the local area

• Place of study• Home life• Weather• Free time• Times and dates• The natural world

How long and hard will the text be?The text will be about 300 words. There will always be 5 paragraphs.

There may be some words you don’t know but the text will be at level

A2, which means you will know most of the words.

What about the 15 questions?

The 15 questions are in three sections.

Section 1Questions 1-5 (Title matching)

You must choose the best title for each of the 5 paragraphs. There are

6 titles to choose from, so there is an extra one you don’t need.

Section 2Questions 6-10 (Selecting the true statements)

You read 8 statements and you must pick the 5 statements that are

true. You can choose your answers in any order. Because 5 statements

are true, the other 3 are false.

Section 3Questions 11-15 (Completing sentences)

You must write a word, phrase or number (up to 3 words) from the

text in a gap to complete each sentence. You must use an exact word

or phrase from the original text – you can’t use your own words.

How many marks is each question worth? Each question is worth 1 mark.

How long should I spend on this task? Spend about 20 minutes on Task 1.

TRINITY ISE FoundationPreparation for Task 1 Long reading

7

Section 1: Questions 1-5 (Title matching)

A When holidays will change

B Why travel agents know everything

C Where people will travel

Soon we’re going to look at our first long reading text. The text is about holidays in the future. This text is on the exam subject

area of Holidays. First let’s think about what we already know about holidays. Look at the pictures and answer the questions (1-5).

Write notes for your answers. Then talk with a classmate if you can.

Exercise 11. A. Now let’s read the text. When you are reading a text, always try to understand what each paragraph talks about.

So, read the text about holidays in the future and choose the correct title, A, B or C, for each paragraph.

1. Do you like going on holiday? Why? Why not?

2. Where do you usually go on holiday?

3. How do you usually travel?

4. Do you like summer or winter holidays more? Why?

5. What do you think holidays will be like in the future?

Holidays of the Future

Paragraph 1 We asked travel agent John Holmes what he thinks holidays in the future will be like. He told us: “People will

want to go on holiday to more unusual places. Maybe they would like to visit Dracula’s Castle in Romania or the Hobbit

Village in New Zealand.” Well, if you ask me these travel destinations do sound strange.

A The importance of local sports

B Learning something new on holiday

C What tourists want: relaxing on holiday

Paragraph 2 And when people get to the place they want to visit, they

won’t simply want to relax all day. They will be interested in doing all kinds

of sports and other activities too. They may learn to play a local sport, such

as hurling in Ireland. Some will even want to learn new skills, like cooking

or painting.

TRINITY ISE FoundationPreparation for Task 1 Long reading

Don’t worry if you don’t know some words. You don’t have to understand everything.

Try to understand what the text talks about in general.

6

TRINITY ISE III Preparation for the Reading Test - Task 1

Section 1: Title Matching

Pre-reading 1

Reading for gist

1. Give 3 examples of how modern life benefits from technology.

2. When can technology become intrusive and what can be done about it?

3. Are there any modern technologies that we would be better without? Why?

4. In general, do you believe technology has improved our quality of life? How?

5. How do you think technology will change our lives over the next 50 years?

Write down as many ideas as you can think of for your answers to these questions.

Then, if possible, discuss your notes with a partner.

Exercise 1This is NOT an exam task, but it will help you practise reading for gist. Think about how texts are structured and how the

different ideas/topics are usually linked together in a logical order. When you have finished this task, you should find the actual

exam task which follows easier. Why? Because Exercise 1 will help you get a general understanding of what each paragraph is

about. Read the following text about Smart toys. The paragraphs are not in the correct order. Put the paragraphs in order from

1-5. Write the correct paragraph number on the answer line.

Smart toys

Paragraph ...............

Possibly, Carr is worrying unduly as there is no guarantee that Google’s concept will ever become reality, as is the fate of

many ideas published in patents; but then again, she may not. Qualcomm has already floated the idea of a smart teddy

bear in its ‘house of the future’ at Mobile World Congress, in Barcelona. A concept bear was able to say ‘good morning’ or

‘good night’ to a child in synchrony with lights being turned on or off. Indeed, as if to confirm Carr’s worst fears, Mattel

has already debuted Hello Barbie; a doll that taps into a Wi-Fi connection to chat with young girls and record conversa-

tions with children. The concept understandably has come under fire from critics who claim the doll’s ability to record

potentially sensitive information could place children at harm. Despite the maker’s insistence that recorded information

will remain secure and settings will be in place to permit parental control over information stored by the company’s

servers, many might be unwilling to buy into the idea of ‘smart toys’.

5

7

TRINITY ISE III Preparation for the Reading Test - Task 1

Paragraph ...............Until now, voice-controlled toys capable of operating household appliances were a mere flight of fancy. Now, it seems, toys,

modelled on animated cartoon characters, Buzz Lightyear and Woody, may soon become reality if Google’s recent patent

for voice-responsive Teddy and rabbit-shaped machines is approved. However, Google’s voice-sensitive toys will not

merely flip light switches and drive remote controlled cars, like their cartoon counterparts. In addition to controlling domes-

tic devices like TVs, music systems and lights, they will potentially be capable of interacting with humans; not merely

responding to requests, but additionally, displaying rudimentary emotions, reflecting those of the speaker.

Paragraph ...............Google’s new toy has been trumpeted by its designers as a ‘cute’ home accessory and accordingly marketed in child-friend-

ly forms which may extend to dragons, robots or even aliens to make them more compatible playmates for young chil-

dren. Google suggests that by looking cute, “young children might find these forms to be attractive” and adults would be

more likely to interact more naturally with them than a traditional computer interface. Homes, it suggests, could use one

or a number of such toys spread around the home to facilitate family members and enable them to effortlessly perform

tasks around the house. An added bonus of these toys, claims Google, is that such devices can also store conversations on

the internet and would be permanently listening for instructions from homeowners to which they would respond.

Paragraph ...............It is envisaged that these anthropomorphic devices will be connected to the internet, responding to commands given by

homeowners. Embedded in the devices will be microphones, speakers and cameras, enabling the ‘toys’ to respond to and

execute commands relayed to them upon a simple voice command. In addition, these sophisticated gadgets will feature

motors to change the toys’ facial expressions. Google’s patent suggests that the toy will listen for a trigger word and upon

hearing it will turn to face the speaker. Using cameras, the gadget will then scan the emotional expressions of the person

making eye contact with the toy. It will then respond vocally or adopt a new facial expression to exhibit surprise, for example,

before carrying out domestic chores remotely, such as switching on a washing machine. According to the blurb on the

patent, the device will be able “to express interest, may open its eyes, lift its head and/or focus its gaze on the user”.

Paragraph ...............There is a fine line, however, between anthropomorphic wizardry and downright creepiness. Whilst Google might like to

portray the toys as the cute toys in Disney’s Toy Story, some believe that these anthropomorphic devices are more remi-

niscent of the human-like toys featured in horror and science fiction films such as Stephen Spielberg’s film, ‘Al’. In the lat-

ter instance, the intelligent, ‘super toy’ teddy bear, capable of turning its head, talking and changing facial expressions is

more beast than bear in its manipulative machinations. In fact, the unnerving capability of Google’s toys to eavesdrop on

conversations, store information and connect to the internet seems just one step too far for some. Emma Carr, director of

surveillance monitoring group Big Brother Watch, voices her concern over privacy issues regarding such devices that

record conversations and log activity. She states, “When those devices are aimed specifically at children, then for many

this will step over the creep line. Children should be able to play in private and shouldn’t have to fear this sort of passive

invasion of their privacy. It is simply unnecessary.”

1

3

2

4

Did you get the questions right? Check below. The answers are given upside down. Turn your book around to see what they are.

Correct any answers you got wrong.

Paragraph: 5 - 1 - 3 - 2 - 4

Exercise 2Now that you have completed Exercise 1, you should have a good idea what each paragraph is about. Write a short summary

note of the paragraph topics in your own words on the answer lines below. Write no more than 8 words for each answer.

Paragraph 1:

..................................................................................................................

....................................................................................

Paragraph 2:

..................................................................................................................

....................................................................................

Paragraph 3:

..................................................................................................................

....................................................................................

Paragraph 4:

..................................................................................................................

....................................................................................

Paragraph 5:

..................................................................................................................

....................................................................................

Page 23: Global ELT

Trinity College London ISE examsApproved by Trinity College London

as suitable exam preparation material.

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Key Features

60

Test

1

Task 1 – Long reading

Test 1

Read the following text about a method of foreign language learning and answer the 15 questions on the next page.

Learning a foreign language

Paragraph 1Tandem language learning is a new and exciting method of language learning. It involves two part-

ners who are, most preferably, native speakers of different languages. Both speakers want to learn a for-

eign language and will do so by helping each other. The word ‘tandem’ itself means a bicycle with

two bicycle seats for two people to sit on, one behind the other. Therefore, one can easily under-

stand how the method got its name.

Paragraph 2Tandem learning can vary. The language-partners can meet either in person or learn by e-mail, phone

or other media. Learning can be supported by various materials and methods: worksheets, textbooks

or simply informal conversation. The classic style in Tandem learning, though, is that half the time is

given to one partner, the other half to the other partner. For example, a Greek and an English speaker

usually can talk half an hour in Greek and afterwards half an hour in English.

Paragraph 3The "language learning by exchange" approach first appeared in 19th century England, in what was

called the "mutual system", where pupils were helping each other in order to help the teacher with his

or her work. The Tandem method, though, appeared much later on, in 1971, in connection with the

"audio-visual method" and since then has developed up to the present day, taking different forms as

time went by.

Paragraph 4Tandem learning is an approach suitable for every age group, from children to senior citizens. It can

be used at all levels of education; that is to say, preschool, elementary school, secondary school and

even university. Research has also shown that it is one of the most successful methods of language

learning for adults, particularly in companies.

Paragraph 5At first, many people questioned this method’s success when compared to traditional language

learning methods. However, research over the years has shown that this method greatly helps to

improve listening and speaking skills. The reason why, is that the two language partners speak, as

well as listen to each other much more than they would in a traditional class. Another benefit gained

through the Tandem method is cultural understanding, as speakers get to learn about the culture of

other countries through conversation. Some speakers have even noticed that they seem to under-

stand their native language more after Tandem sessions, as they start to think more about it.

61

Test 1

Preparing for TRINITY ISE ITEST 1 - Task 1

1. Paragraph 1 …………………………

2. Paragraph 2 …………………………

3. Paragraph 3 …………………………

4. Paragraph 4 …………………………

5. Paragraph 5 …………………………

A Definition of the method

B Suitable candidates for the method

C Origins and history of the method

D Advantages of the method

E Disadvantages of the method

F General background information on the method

6. …………………………

7. …………………………

8. …………………………

9. …………………………

10. …………………………

A Tandem learning was first used in the 19th century.

B Tandem learning was immediately accepted when first used.

C The two partners don’t need to be face to face in order to learn.

D The two partners can practise languages in which they are not

native speakers.

E It is possible to gain more inside knowledge of how one’s own

language works though Tandem language learning.

F Employees may successfully use Tandem language learning.

G Tandem language learning can also help with reading and writing.

H Partners should participate in equal turns when learning.

Questions 1-5 (one mark per question)

The text on the previous page has five paragraphs (1-5). Choose the best title for each paragraph from A-F below and

write the letter (A-F) on the lines below. There is one title you don’t need.

Questions 6-10 (one mark per question)

Choose the five statements from A-H below that are TRUE according to the information given in the text on the

previous page. Write the letters of the TRUE statements on the lines below (in any order).

11. The main idea behind Tandem language learning is that two speakers are ……………………………………………........…...…… to

learn a foreign language.

12. Speakers may choose to simply have a talk, or this may ……………………………………………….....…… by extra work.

13. Tandem language learning has not remained the same over years; it …….....……………………………………………… .

14. Learning by Tandem is ….....………………………………………………… anyone; there are no age restrictions.

15. By getting to know the other speaker and where he/she comes from, one gains …………………………………………….....……… .

helping each other

cultural understandingsuitable for

has developed

be supported

C/D/E/F/H

C/D/E/F/H

C/D/E/F/H

C/D/E/F/H

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F

C

B

D

Questions 11-15 (one mark per question)

Complete sentences 11-15 with a word, phrase or number from the text (maximum three words). Write the word,

phrase or number in the space provided.

Page 24: Global ELT

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Page 26: Global ELT

Illustrated Phrasal Verbs Level B2� �"�� **������*� 3 ��3����3�����B��*= �����*)��"���� �2�� ���"�*3�")3 +�* *3�� 3�����*��6 �"���"���� �2�� ���������.� ��������"�3����"�*3�"���%����.�*)��?������6

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Unit 1Illustrated Phrasal Verbs

1. If you're not sure when the plane is leaving,

why don't you ask someone and ................ ?4. Before leaving, Tom .............. his new bicycle carefully.

2. It can be a challenge to ................. your glasses

if you cannot see without them.

3. John .................... the number of a plumber in the tele-

phone book because the kitchen tap would not stop dripping.6. I think you should call the police. They will ................. why

the baby was abandoned.

5. Anna .................. the shop quickly and then decided on a

pair of light blue shoes.

7. Amy certainly ............... her mother, doesn't she!

They look just alike!

10. Can you believe that Maria is turning 18 next week?

It seems like she ................ so fast!

8. Mrs. Smith ................... her children to be kind,

considerate adults.

11. They wanted to find an old cottage in the country

that they could buy cheaply, and then .......... .

9. Jessica ........................ her grandmother so well; she always

has time to help her with her shopping, or even just

take her out for excursions.

12. My grandfather always likes to ................... when

my mother and uncle were my age.

A. Fill in the gaps in the sentences below with the correct Phrasal Verb.

Common European Framework

A1 A2 B1 B2 C1 C2

Common European Framework

A1 A2 B1 B2 C1 C2

Common European Framework

A1 A2 B1 B2 C1 C2

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PHRASAL VERBS & IDIOMS ILLUSTRATED

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Page 27: Global ELT

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DICTIONARIES: IDIOMS & PHRASAL VERBS

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Idioms Dictionary

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Page 28: Global ELT

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Succeed in TOEFL Practice Tests

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Grammar Files

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Vocabulary Files

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Pre-Listening ���Pre-Reading exercises

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Page 35: Global ELT

Upgrade your Grammar

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AvailableJune 2016

Student’s BookStudent’s Book

Upper Intermediate

CEFR

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your GRAMMAR

Available June 2016

Available July 2016

Page 36: Global ELT

Global ELT - Dictionary of Business:� ISBN: 9781781641156

Global ELT - Learner’s Dictionary:� ISBN: 9781781641040

Dictionaries

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Page 37: Global ELT

Global ELT - Dictionary of Economics:� ISBN: 9781781641163

Global ELT - Dictionary of Synonyms:� ISBN: 9781781642320

Dictionaries

Global ELT - Dictionary of Economics

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Picture Dictionary � ISBN: 9781781641033

Picture Dictionary ● �"���� ������=*���������� �� ���*����"���&7'''������"�.�=����

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� 12 �*�� ������������������)*� �"����=�)*�����*)��"���?��

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Page 39: Global ELT

ELT Graded ReadersELT Graded Readers

Carefully designed to retell the stories using vocabulary and sentence structure appropriate for oneof six different grade levels, each reader will help English language learners enjoy developing theirvocabulary and fluency as they read about the stories.

All books come with MP3 Audio CD.

Level 3: Average number of family words per reader: 950Number of family words for level 3: 2500

Level 4: Average number of family words per reader: 1150Number of family words for level 4: 3000

Level 5: Average number of family words per reader: 1350Number of family words for level 5: 3500

Level 6:Average number of family words per reader: 1550Number of family words for level 6: 4000

Classic ELT Readers

Available September

2016

LEVEL 3 LEVEL 4

LEVEL 5 LEVEL 6

37

Page 40: Global ELT

tel: (0044) 01273251906 fax: (0044) 01273688232 email: [email protected]

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Student’s BookStudent’s Book

your GRAMMAR

Intermediate

CEFR

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Student’s BookStudent’s Book

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CEFR

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your GRAMMAR