17
| Date post: | 23-Feb-2023 |
| Category: |
Documents |
| Upload: | khangminh22 |
| View: | 0 times |
| Download: | 0 times |
Connect with us:ELT
alphapublishinguae
www.alphapublishing.com
@alphapubuae
ESP
Secondary
Primary
Young Adult
English Leader 18English Leader KSA 20
Target English 22
More Recipes for the Wireless Classroom
Pandy and Friends 10
English Vision 1–6 14
alpha publishing
ISBN Listing
ELT ISBN 28
Pre-Primary
NEW
Present English 2624NEW
alpha.publishing
alpha publishing
Ongoing Teacher SupportProfessional Development & Product Training
Providing ongoing professional development for educators is one of the most critical success factors for better learning and teaching outcomes.
Alpha Publishing, in partnership with KDSL Global and a selection of highly qualified independent trainers, provides tailored program support, PD sessions, school and campus conferences, and leadership and school management courses.
Our professional development programs are ongoing, include training, practice, and feedback, and are tailored to the needs and requirements of the teachers and institutions.
For more information and PD resources, please visitwww.alphapublishing.com.
English Language Teaching (ELT)
For our complete range of ELT titles visit
www.alphapublishing.com/ELT
Alpha Publishing offers a wide range of educational resources for learners of all ages and abilities covering Pre-Primary, Primary, Secondary and Adult. To find the right course for you, examine our titles below which are listed by age, ability, Common European Framework rating and Cambridge English exams level.
Our courses are supported by a unique set of tools including our online platform, comprehensive teacher resources and much, much more.
Level
Common European Framework(CEFR)
Cambridge English
Leading to Beginner Beginner Elementary Intermediate IntermediateElementary Upper-
Intermediate
Pre-A1 A1 A2 A2+ B1 B1+ B2
Movers Flyers KEY Flyers KEY Preliminary Preliminary First
Pre-School Courses
Pandy and Friends: Level 1–3
Primary Courses
Secondary Courses
English Leader: Level 1–4
Young Adult Courses
ESP (English for Specific Purposes)
Target English: Level 1–6
English Vision: Level 1–6
Present English for Tourism
Present English for Transport & Logistics
Present English for Cooking,Catering & Reception
Present English for Commerce
Present English for Mechanics,Electronics & Technical Assistance
Present English for Construction
Advanced
C1
AdvancedStarters
Beginner
A1+
Movers
www.alphapublishing.com [email protected]
Pre-Primary
• Numbers, alphabet and letters, and phonics worksheets at every level with step-by-step teacher instructions.
Features
The colourful and beautifully illustrated books are filled with activities to promote pre-reading skills, develop vocabulary, comprehension, observation and fine motor skills. The stories link to morals and values and celebrate diversity and culture. Reward stickers are supplied to help little learners experience a sense of achievement.
Program Components
Student’s Book(includes audio and stickers)
• Expanded Starter Units in Student’s Book and Activity Book.
• Songs and class audio: numbers song; alphabet song; chants and rhymes.
• Phonics resources: audio; poster; flashcards and colouring worksheets.
• Stories, story cards and audio with strong focus on age-appropriate values and non-linguistic objectives (learning skills and strategies).
• Expanded and improved Teacher’s Guide.
11
Starters Common European Framework: Pre-A1–A1
Pandy and Friends
Pandy and Friends is a three-level English language course for pre-school children aged between 3 and 5 years old.
The program offers a wide range of materials to ensure fun lessons for very young learners, and is designed to motivate children through entertaining chants, songs, pen-to-paper activities, games, stickers and stories.
The methodology of the course is based on child-centered active learning. It is based on a spiral syllabus with frequent opportunities to revisit language and structures. The course is extremely flexible and can be adapted to fit into programs with more or fewer contact hours.
Key Features
Video Clips
Online Reporting
Online Resources
Interactive Content
British English
• Provides a global learning experience with local content connections.
• New language acquisition is at the heart of the program.
• Innovative, colourful and engaging resources to encourage learning.
• Activities for all learning and teaching styles.
• Stimulates the development of social skills and helps develop observation and oral skills.
• Full-colour Teacher’s Guide with step-by-step instructions on how to use the material and carry out lessons.
• Online content on eAlpha, dynamic Learning Management System, allowing you to work both online and offline with interactive content on any device. *ISBN details available on page 28
10
www.alphapublishing.com [email protected]
Pre-Primary
Puppet
Children love puppets. The Pandy puppet can be used by the teacher in a variety of ways to help present and practise language. It allows the teacher to interact and communicate with the children in their real and fantasy worlds.
Story Cards
Story Cards serve to develop comprehension and concentration skills and present values in an engaging way. They encourage active participation, while teaching values and social skills. Stories help transmit authentic rhythm and intonation: they train the ear and help the children to recognise and imitate the music of the language. The illustrations help to convey meaning, while both the context and the situation anchor the vocabulary.
Flashcards
The full-colour Flashcards represent the key vocabulary of the entire course. The Teacher’s Guide carries clear guidelines for using them in the presentation, practice and consolidation stages, as well as their use in many games. Additional flashcard resources have been added to the series to assist teachers in helping children learn about the alphabet, numbers and phonics.
Posters
Pandy and Friends now has an expanded series of interactive posters which offer teachers and students visual supports in the following areas: colours and shapes, the alphabet, numbers, phonics. There is also a special ‘Pandy Playhouse’ poster.
13
Teacher’s Guide - Digital
The digital book contains all the course materials for an interactive whiteboard and the ‘Heads-up’ interactive lessons.
Activity Book
(with Picture Dictionary and take-home pages)
The Activity Book accompanies the Student’s Book and reinforces each unit’s target language through a wide variety of engaging activities. Pen-to-paper activities; pre-reading and pre-writing exercises; consolidation activities and pull-out pages to help learners revise vocabulary.
Teacher’s Guide
• Phonics lessons.
The full-colour Teacher’s Guide contains step-by-step instructions on how to use the materials (worksheets, flashcards, the Pandy puppet) and carry out lessons. It includes sections on routines and extra ideas and material for engaging class activities. It also features the following elements:
• Reinforcement and extension activities at the end of the lessons.
• Panda Pointers: tips and pointers to assist teachers with classroom management.
• Establish Routines section with routine chants and transitions to structure the lesson.
• Lyrics for the chants and songs, as well as audio scripts for the dialogues and listening activities.
• Pre-story and post-story pages.
Pandy and Friends
12
Primary
www.alphapublishing.com [email protected]
The latest addition to the Alpha ELT portfolio focuses on Levels 1 to 6, and includes the following components;
Program Components
Student’s Book
Workbook
Each module includes:
The Workbook accompanies the Student’s Book and reinforces each unit’s target language through a wide variety of engaging activities.
Teaching Guide
• Teach individual units.• Extend and reinforce the target language.
Teaching Guide includes unit-by-unit walk-throughs for all levels, highlighting how to;
• Extensive signposting between Teaching Guides and individual books.
• Explanation of the standards used.
THE WORLD’SFAVOURITE
FOOD
Before You Read
Identifying Supporting Details
1 Look at the title and pictures. Answer the question.
• What is the world’s favourite food?
2 Which sentence best supports the idea that pizza is very popular?
a You can cut it in squares or slices.
b Different people like different toppings.
c People all over the world eat it.
3 Read the first two paragraphs. Which statement does NOT support the idea that pizza was perfect for something to eat quickly?
a People have loved pizza for centuries.
b The crust made it easy to eat.
c It could be topped with anything.
d It was good hot or cold.
Read04.05
Do you love pizza? You’re not alone! Pizza is one of the world’s favourite foods. People have loved this simple food for centuries. In the 1700s, it became the pizza we know today.
In Italy, people wanted something to eat quickly as they worked. Pizza was perfect. Its bread crust made it easy to eat. It could be topped with anything. It was good hot or cold.
At first, pizza was sold from carts on the street. Later, people bought it at shops. One Italian shop has been making pizza since 1738.
42
L3_M2_U04_SE_5R.indd 42 05/11/19 3:34 AM
Other, the other and another are ‘difference words’. They talk about things or people that are different or additional. Other can be used with plural nouns and uncountable nouns. The other can be used with singular and plural nouns. Another can be used with a singular countable noun.
A Read and listen to the examples. 06.06
Grammar Difference Words
1 2 3
4 5 6
1 2 3
Some students walk to school. Other students take the bus.
I don’t like bananas. Do you have any other fruit?
One shirt is black. The other shirt is green.
4 5 6
The classroom is almost empty. Where are the other students?
I’m still hungry. Can I have another sandwich, please?
Can I have another glass of milk, please?
B Use other, the other or another to complete the sentences.
1 She speaks two languages. One is Spanish and is English.
2 Excuse me. My pen doesn’t work. Do you have one?
3 You are always with Kim. Do you have friends?
4 I don’t like this. Is there any food?
5 It’s so delicious that I’m going to have bowl of soup.
TipA noun like milk is not countable. But if you put milk in a container, like a glass, it becomes countable.
a €1.20 b $3.50 c £2.79
d €4.00 e $7.00 f £1.00
C Practise. Ask and answer. Work with a partner. Think of a type of food or drink. Think of a possible price.
Listening
A How much is it? Listen and circle.
1 £2.79 £2.97 2 $3.05 $3.50
3 €1.12 €1.20 4 £1.00 €1.00
5 $7.00 €7.00 6 €4.00 $4.00
06.07
C Practise. Ask and answer. Work with a partner. Use difference words to talk about food and drink.
B Listen again. Match the food and drinks with the price.06.07
How much is a burger?
A burger is five pounds.
60 Unit 6 • It’s my favourite dish 61
L3_M2_U06_SE_5R.indd 60-61 11/2/19 1:07 AM
Grammar Difference Words
• Read aloud the information for Difference Words.
06.06
A Read and listen to the examples.
• Play the audio and tell the learners to follow along. Answer any questions about vocabulary they may have.
• Play the audio again. Pause after each sentence and ask the learners to repeat.
Differentiated Learning
Support Make sure the learners understand the difference between countable and uncountable nouns mentioned in the Tip box. For example, You can’t say two breads, but you can say two pieces of bread.
Expand Ask the learners to restate the rules for using other, the other and another with countable and uncountable nouns. For example, You can use ‘other’ with uncountable nouns. You can use ‘another’ with a singular countable noun.
B Use other, the other or another to complete the sentences.
• Ask the learners to complete the activity. Monitor and answer questions as needed.
• Ask volunteers to read aloud their sentences. Check the answers with the class. Ask the learners to say the sentences aloud. Answer any additional questions the learners may have about the difference words.
• For additional practice, have the learners identify countable and uncountable nouns in the activity. Answers: 1 the other 2 another 3 other 4 other 5 another
C Practise. Ask and answer. Work with a partner. Use difference words to talk about food and drink.
• Remind the learners that they did a similar activity in the Vocabulary section, but now they are also using difference words.
• Model the activity by writing a question on the board. For example, A: You can fry chicken. What’s another way to cook it?
• Wait for an answer, even if the learners just shout out a verb (bake). Then write the complete answer on the board. B: Another way to cook chicken is to bake it. Ask volunteers to practise asking and answering the question aloud.
• Get the learners to work in pairs to do the activity, taking turns asking and answering questions. Remind them to think about countable and uncountable nouns. Monitor and help pairs as needed.
• Ask several pairs to present examples from their discussions to the class. Note any new ideas on the board and review any new language that comes up.
Workbook page 41
A Match the difference words with the correct explanation. Answers: 1 c 2 a 3 b
B Tick () the difference words that can be used with the nouns. There are two answers for each noun. Answers: 1 the other other 2 the other another 3 the other other 4 the other another 5 the other another 6 the other other 7 the other other 8 the other another
20
L3_M2_U06_TG_5R.indd 20 11/2/19 5:38 AM
Unit
5 Let’s stop to get a snack Vocabulary
café food court market supermarket
local shop bakery fast food restaurant pizza place
A Write the name of each food place.
1 2 3 4
5 6 7 8
B Circle the correct place to complete the sentences.
1 My mother buys fresh fruit and vegetables at the outdoor café / market.
2 We stopped at the local shop / bakery to get a cold drink.
3 My father likes to sit in the supermarket / café and have a cup of coffee.
4 Sometimes the bread at the bakery / market is so fresh that it’s still warm.
5 The food court / pizza place has several different fast food restaurants.
6 My parents don’t like me to eat at fast food restaurants / supermarkets too often.
7 The pizza place / local shop can deliver hot food to our house.
8 We go to the bakery / supermarket to buy many different kinds of food.
32 Use with Student Book page 48.
L3_M2_U05_WB_4R.indd 32 07/11/19 11:14 PM
THE WORLD’SFAVOURITE
FOOD
After You Read
A Answer with a partner. Find the information in the text.
1 Why did Italians want something quick to eat?
2 For how long has one shop in Italy been making pizzas?
3 Which country eats the most pizza?
4 Which country puts coconut on pizza?
B Which detail in the text best supports the fact that Americans eat a lot of pizza?
1 They eat pizza at every meal.
2 They eat more than 3 billion pizzas a year.
3 They love eating pizza.
C Work with a partner. Talk about the text.
• In what ways can pizza be different?
D Answer with a partner.
• Why do you think different toppings are loved in different countries?
Americans love pizza! They eat more pizza than any country in the world. Americans eat more than three billion pizzas a year! They not only eat it for lunch and dinner; some Americans even eat it for breakfast!
Pizza can be made in so many different ways. The crust can be chewy or crunchy. The toppings can be spicy, salty or sweet. Every country has a favourite pizza. What is the favourite pizza where you live?
Favourite Pizzas in Different Countries
Place Topping
Japan squidBrazil green peasCosta Rica coconutRussia fishGreat Britain mushroomsUnited States cheese
Unit 4 • I like to eat spicy food 43
L3_M2_U04_SE_5R.indd 43 05/11/19 3:34 AM
Listening
06.07
A How much is it? Listen and circle.
• Tell the learners that they are going to hear six very short conversations. In each conversation people are talking about the price of different kinds of food and drink. Tell the learners that they will also hear different kinds of money – dollar, euro, pound – being talked about.
• Play the audio. Ask the learners to circle the correct answer to each question. Monitor and help as needed.
• Check the answers with the class. Play the audio again if necessary. Answers: 1 £2.79 2 $3.50 3 €1.20 4 £1.00 5 $7.00 6 €4.00
1Man any nationality (same voice in all 6): How much
is it?Woman British (can be same voice in #1,#3, #4 and #6): A
bag of oranges is two pounds and seventy-nine pence.
2 Man (same voice in all 6): How much is it?Woman American (can be same voice in #2 and #5): A box
of cereal is three dollars and fifty cents.3 Man (same voice in all 6): How much is it?:Woman British (can be same voice in #1,#3, #4 and #6): A
bottle of water is one euro and twenty cents.4 Man (same voice in all 6): How much is it?Woman British (can be same voice in #1,#3, #4 and #6): A
glass of lemonade costs one pound.5 Man (same voice in all 6): How much is it?Woman American (can be same voice in #2 and #5): A
pizza is seven dollars.6 Man (same voice in all 6): How much is it?Woman British (can be same voice in #1,#3, #4 and #6): A
bag of onions is four euros.
06.07
B Listen again. Match the food and drink to the price.
• Tell the learners that they are going to listen to the conversations again.
• Play the audio. Ask the learners to listen and match the food and drink to the correct price. Monitor and help as needed.
• Check the answers with the class. Play the audio again if necessary. Answers: 1 e 2 b 3 f 4 c 5 a 6 d
Differentiated Learning
Support Write on the board the three symbols for money, $, € and £. Ask the learners what money these symbols represent and write on board: $ = dollar, € = euro, £ = pound
Expand Ask the learners what the money, or currency, of their country is. Then ask if they know the names of any other currencies in the world.
C Practise. Ask and answer. Work with a partner. Think of a type of food or drink. Think of a possible price.
• Model the activity by writing a question and answer on the board. For example, A: How much is a burger? B: A burger is five pounds. (£5.00)
• Tell the learners to work in pairs to do the activity, taking turns asking and answering questions. Tell them that they can use different kinds of money in their answers. Monitor and help pairs as needed.
• Ask several pairs to present examples from their discussions to the class. Note any new ideas on the board and review any new language that comes up.
Critical Thinking
• Write this sentence on the board: There are many different currencies in the world. Make sure the learners understand that a currency is a kind of money.
• Ask the learners why they think there are so many different currencies in the world.
• Ask the learners how different countries can do business together if they have different currencies. And ask how people pay for things when they go to a different country. You might talk a little bit about how one currency can be changed into another, without getting too technical.
Unit 6 • It’s my favourite dish 21
L3_M2_U06_TG_5R.indd 21 11/2/19 5:38 AM
Sounds and Spelling
A Circle the word in the sentence with the long o sound.
1 My father goes to work at 8.00 in the morning.
2 I need to wear my coat during the winter months.
3 Will you show me where the office is?
4 Our house is on Spring Road.
5 Do you own a computer?
6 Be careful! You trod on my toe.
7 I take my pillow with me when I sleep at a friend’s house.
8 We were in the woods and saw a doe with her fawn.
9 I like to use lots of soap when I wash my hands.
10 My friend Oscar lives in the flat below ours.
B Think of as many other words as you can with the long o sound.
oa ow oe
Unit 5 • Let’s stop to get a snack 33Use with Student Book page 49.
L3_M2_U05_WB_4R.indd 33 07/11/19 11:14 PM
15
English Vision 1–6
Starters to Intermediate Common European Framework: Pre-A1–B1+
English Vision is a six-level course aimed at young English language learners. The course is based on the latest CEFR and Cambridge YLE standards with a strong focus on phonics and grammar, along with the skills of reading, writing, speaking and listening. The comprehensive course provides for differentiated learning in the classroom and includes, at its core, vital student criteria such as CLIL, Critical Thinking and 21st Century Skills. Along with an extensive range of project-based learning initiatives, the course provides Social Emotional Learning centred on the concepts of Living Values, Language for Developing Life Skills and Digital Citizenship.
Key Features
• Vocabulary• Skills: Reading, Writing, Speaking, Listening• Grammar• Functions
• Phonics• Songs• Sounds and Spelling
• Projects• Posters
• 21st Century Skills• Critical Thinking • CLIL / Cross-Curricular features
• Differentiated Learning
*ISBN details available on page 28
NEW
14
Before You Read Making Conclusions
Read. What is a conclusion? Tick ().
the beginning of a text the last part of a text
The sun is up! And I am, too. It’s time to get ready To go to school.
Hurry! Hurry! It’s time to go. It’s getting late. I can’t be slow.
Where is my bag? It’s on the hook. I put in the pencils. I put in the books.
Time for School? Read06.07
58
L1_M2_U06_SE_5R.indd 58 11/11/19 10:36 PM
Before You Read
Differentiate Between Facts and Opinions
Work in a small group. Take it in turns to answer each question and share your opinions.
1 What is your favourite food?
2 What hobby do you enjoy? Why do you like it?
3 Who is a person you admire? Why do you admire that person?
Tip
Everyone’s answer will be different because everyone has their own opinion. There is no one correct opinion!
Read13.04
THAT WAS HOT!The Indian curry on my plate looked and smelled delicious. I took a big forkful and put it in my mouth. But I couldn’t taste it at all! I could only feel a terrible burning on my tongue. There were tears in my eyes, and I was sweating. It was awful!
Some people can’t get enough spicy food. Others, like me, push it away. And then we look for something cool to drink.
THE CHEMICAL THAT MAKES FOOD SPICYMost spicy food contains chili peppers. These peppers grow all over the world. There are over 2,000 varieties of them. They are used in many of the world’s most delicious cuisines.
Chili peppers contain a chemical called capsaicin (pronounced cap-say-sin). This is what makes our mouths and bodies react to hot food.
OF THE
HOT PEPPER!
BEWARE
138
L5_M5_U13_SE_5R.indd 138 29/11/19 11:09 PM
• The Workbook contains modules and units using the same easy-to-follow structure as the Student’s Book.
• Includes a wide range of activities such as read, listen and write, unscramble sentences, match sentences, fill in the missing words.
• Can be completed in the classroom or as homework.
• Module Opener • Module Wrap-up and Projects• 3 Units
• Vocabulary• Phonics, Sounds and Spelling• Reading with Pre- and Post-Reading activities• Grammar• Listening• Writing• Speaking• Social Emotional Learning
Each unit includes:
• Social Emotional Learning Skills
Video Clips
Online Reporting
Online Resources
Interactive Content
British English
Primary
www.alphapublishing.com [email protected]
Social-Emotional Learning, leading to:
• Awareness of Living Values (Levels 1 to 2)
• Familiarity with Digital Citizenship – through the section, Living with Technology (Levels 5 to 6)
• Language for Developing Life Skills (Levels 3 to 4)
A Look. Tick () the ways we take care of a pet.
B Match the sentences with the pictures.
Clean your pet’s home. Love your pet.
Play with your pet. Feed your pet.
C Do you have a favourite animal? Say.
A Find and circle the mistakes. Then correct the mistakes.
My name is carl. I am from england. I live in london.
My cousin is tom. He lives in manchester.
1 2 3 4 5
I like elephants. They are big.
B Write about your best friend.
My best friend is . is from .
lives in . likes .
Writing Skills Capitalising Names
Living Values Taking Care of Pets
1 2 3
4 5 6
My best friend is Ava. She is from the UAE. She lives in Dubai. She likes cats.
22
L1_M1_U02_SE_6R.indd 22 14/11/19 10:14 PM
Living with Technology Collaborating with Others in Online Projects
Online tools allow us to work with people from all over the world. You can create, share and edit documents, videos, images and presentations online. You can collaborate with peers on message boards or do research for your projects together. Remember to use good netiquette (online etiquette). When you communicate online, be clear, specific and polite. If you attend an online meeting, be on time and stay on task to help your collaboration succeed. Finally, be careful with your tone – it is easy to misinterpret written messages.
A Read the statements. Write T (true) or F (false).
We use brackets to include additional information in a sentence.
She makes fine jewellery (such as bracelets and necklaces) from silver and gold.
The movie Jurassic Park (1993) was a blockbuster hit around the world.
The ocelot (a type of wild cat) lives mainly in Central and South America.
A Add one set of brackets () to each sentence to show the additional information.
1 The temperature reached a blistering 45°C 113°F in France yesterday.
2 Tourists love to shop for handicrafts masks and bags in the villages of Mexico.
3 Vincent van Gogh 1853–1890 was a Dutch painter who was one of the first expressionists.
B Find examples of brackets () in an online article on a website you often visit.
B Discuss in a group.
• Have you ever taken part in an online collaboration? What went well? What didn’t go so well?
• How can you avoid misunderstandings when communicating on the Internet?
Writing Skills Using Brackets
1 2 3
You can share and edit documents with peers in other locations.
Being on time doesn’t matter on the internet.
Good netiquette includes using polite language.
Tip
If you remove the information in brackets, the sentence is still a complete idea.
126
L5_M4_U12_SE_5R.indd 126 07/11/19 4:10 AM
A Tick () the advice that is given in the box above.
1 Listening is more important than speaking in a conversation.
2 Careful listening is important before you speak.
3 If you know what the other person is going to say, finish their sentence.
4 Speak as much as possible to show what you know.
5 Make sure you answer the other person’s questions.
6 Knowing when to listen and when to speak is an important life skill.
B Discuss with a partner.
• What other advice can you give about when to listen and when to speak?
• What can make a conversation very good or very bad? Why?
Writing Skills Definite Article the
Developing Life Skills Know when to listen and when to speak
Having a conversation is both listening and speaking. It’s important to know when to listen and when to speak. Has the other person finished speaking? Did you listen carefully and understand what they said? Is the other person ready to listen to you? Is there a natural opening in the conversation? Do you know what you want to say? Did you answer any questions? Finding the right balance between listening and speaking can make a conversation go better for everyone!
The definite article the is a very common word in English. We use the before a noun when we are sure that a reader or listener knows exactly what we are talking about. Here are some examples:
The teacher is giving us a test. Do you like the music that’s playing? The Sun is very strong today. My sister is in the kitchen. Look at the stars in the sky!
A Circle the mistake(s) in each sentence.
1 Hawaii is in a Pacific Ocean.
2 I like to read the different book every week.
3 We had two pizzas last night. A cheese pizza was delicious.
4 Excuse me, is there the supermarket near here?
5 I have the brother and the sister.
6 Paris is a capital city of France.
B Find examples of the definite article the in the box under Know when to listen and when to speak. Think about why the is used.
46
L3_M2_U04_SE_5R.indd 46 05/11/19 3:35 AM
Unit 2 • Family and friends 23
A Choose a classmate. Ask, write and circle .
Name of father: He is: funny / friendly / loud / tall / short / big / small / quiet
Name of mother: She is: funny / friendly / loud / tall / short / big / small / quiet
Name of brother(s): He is/They are: funny / friendly / loud / tall / short / big / small / quiet
Name of sister(s): She is/They are: funny / friendly / loud / tall / short / big / small / quiet
Name of pet: It is: funny / friendly / loud / tall / short / big / small / quiet
B Write and present.
Speaking My Classmate
This is . Her/His father is . Her/His
mother is . He/She has brother(s).
He is/They are . He/She has sister(s).
She is/They are . He/She has a pet. It is a
. It is .
L1_M1_U02_SE_6R.indd 23 14/11/19 10:14 PM
A Read about each person’s cultural tradition.
STORYTELLINGStorytelling has been an important part of Navajo traditions for many generations. We teach our children how to live a good life through stories. We tell them what is right and wrong or how to treat other people, and we pass on the knowledge of the natural world they need to understand.
CALYPSOHere in Trinidad, we love our calypso music. These Afro-Caribbean folk songs tell stories about our daily lives, from neighbourhood dramas to social issues and politics. The music is upbeat and fun, and people love to dance to it, especially during carnival celebrations.
BOLEADORASA really popular folk dance here in Argentina is the boleadoras. The dancers are usually men. As they dance, they swing around a bola – a long rope with stones or weights on the ends. Bolas used to be used for hunting, but today they are percussion instruments, keeping the beat as they strike the ground. It is a fast, loud and exciting dance!
B Discuss in a group.
• Which of the traditions in A do you find most interesting? Why?
• What are some traditional cultural expressions from your own culture?
• Do you participate in such traditions? Where? Why? With whom?
C Research and present.
Choose a traditional form of expression from your culture and research its origins. Prepare a short presentation on what you discovered.
TECH TIP
Online videos are a great resource in researching traditional cultural expressions.
Speaking Traditional Cultural Expressions
Unit 12 • It’s so beautiful! 127
L5_M4_U12_SE_5R.indd 127 07/11/19 4:10 AM
Speaking Let’s make a pizza!
A Look. Listen and say.
04.08
B Discuss in groups.
• What do these different foods taste like?
• Do you want to eat them on a pizza? Why/Why not?
• What are some popular pizzas in your country?
C Think and present.
Think about your perfect pizza. You can use toppings from above or think of your own. Present your perfect pizza to the class. Ask your classmates if they want to try it.
pineapple mushrooms olives onions
hot peppers fish chocolate pickles
My perfect pizza has chocolate and peanut butter and...
Unit 4 • I like to eat spicy food 47
L3_M2_U04_SE_5R.indd 47 05/11/19 3:35 AM
17
English Vision 1–6
Assessment 1–6
Flashcards 1–6
Posters 1–6
• Based on the latest CEFR and Cambridge standards.
• Levels 1 to 6
• 5 per level
• Illustrate core vocabulary of Levels 1-6.
Unit Test
4 I like to eat spicy food
A Listen. Tick () the tastes that Steven likes and dislikes. /5
Taste Like Dislike
1 salty
2 sweet
3 sour
4 bitter
5 spicy
B Listen to the words. Then write the words in the column of the /5 sound that the c makes.
cake ice creamy spicy class
/s/ /k/
C Label each picture with the correct word from the box. /4
crunchy creamy chewy spicy
ice cream nuts caramel sweet hot peppers
04.01
04.02
16
L3_M2_U04_AS_5R.indd 16 06/11/19 11:57 PM
D Circle the correct verb to complete each sentence. /6
1 I like / dislike to eat very spicy food.
2 We decided / enjoyed watching the film last night.
3 They want / enjoy talking on the phone.
4 I dislike / want eating salty things.
5 He prefers / decides playing basketball.
6 They want / dislike to eat pizza.
E Complete each sentence with a, an or the. /5
1 Let’s go to the shop. I need new pen.
2 Sometimes you can see moon at night.
3 Can you give me red book that is on the table?
4 My mother always puts apple in my lunch box.
5 There are two pizzas in the kitchen. I prefer cheese pizza.
TOTAL /25
Unit 4 • I like to eat spicy food 17
L3_M2_U04_AS_5R.indd 17 06/11/19 11:57 PM
© 2020 Alpha Education for Publishing & Distribution Group LLPLet’s stop to get a snack5
English Vision Level 3
L3_M2_U
05_FC_4R
.indd 1110/10/19 1:11 AM
© 2020 Alpha Education for Publishing & Distribution Group LLPLet’s stop to get a snack5
English Vision Level 3
L3_M2_U
05_FC_4R
.indd 110/10/19 1:11 AM
16
• Workbook end of module exam practice introduces learners to type of tasks they’ll encounter in the separate Assessment book.
• Assessment books for each level containing entry, unit, skills and final tests.
• Used in Teaching Guide activities.
• Interactive teaching aid.
• Allow for large group practice.
• Allow for target language revision.
• Understand and manage their emotions.
• Set and achieve positive goals.
SEL Skills will help young learners;
• Feel and show empathy for others.
• Establish and maintain positive relationships.
• Make responsible decisions.
SEL skills will help young learners;
Secondary
www.alphapublishing.com [email protected]
Workbook + Audio
• Consolidation exercises and activities follow the same organisation as the Student Book.
• Extra listening material in the Student Book audio.
• Study Tips to develop students’ learning abilities.
Teacher’s Book + Audio Resources
• Clear table of contents.
• Full teaching notes for each unit, transcripts of recordings, answer keys.
• Introduction to the methodology.
• Full cross-referencing to all elements: Workbook, Personal Toolkit, Tests & Resources.
• Class Audio.
Tests & Resources
• Battery of tests – Entry, Unit, Revision, Skills, Culture.
• Evaluation grids to track students’ progress.
• Reinforcement and Grammar Extension Worksheets.
• CLIL Worksheets.
Photocopiable materials for testing include:
• Personal Toolkit Pictionary Worksheets.
• Audio scripts and answer keys for Tests and Worksheets.
Personal Toolkit
• Flexible, extra materials.
• 600 words and expressions in 15 themed tables linked to worksheets included in Teacher’s Resources.
• 144 grammar worksheets with explanations and exercises.
Test-Maker Resources
• Entry, Unit, Folder, Skills and Culture Spot Tests available in Microsoft Word.
19
*ISBN details available on page 29
English Leader
Beginner to Intermediate Common European Framework: A1–B1+Kavanagh, Morris, Moore, Cattunar, Smith, Canaletti
Go for English KSA Edition
English Leader is a four-level course specifically adapted for young teenage students.
The comprehensive syllabus places academic coursework within a broader historical, geographical and cultural context, ensuring an educational and stimulating experience for students. The CLIL approach allows students to absorb and discuss real-world information at their level of English.
Levels 1–2 revolve around a unique storyline in which two language students travel to England to study at an English language summer school. The students make friends, visit new places, and encounter new experiences, all the while developing their language skills. The series has a balanced, well-paced approach that centres on problem-solving tasks as well as consolidation and vocabulary expansion exercises, which allow students to revise and further develop their language skills.
Video Clips
Online Reporting
Online Resources
Interactive Content
British English
Student Book
Program Components
• 12 units divided into 4 folders.
• Inductive approach to grammar-teaching. Varied approaches to skills development including CLIL.
• Double language input of new items in different situations and registers.
• Insights into the cultures of the English-speaking world.
18
Secondary
www.alphapublishing.com [email protected]
Workbook + Audio
• Consolidation exercises and activities follow the same organisation as the Student Book.
• Extra listening material in the Student Book Audio.
• Study Tips to develop students’ learning abilities.
Personal Toolkit
• Flexible, extra materials.
• 600 words and expressions in 15 themed tables linked to worksheets included in Teacher’s Resources.
• 144 grammar worksheets with explanations and exercises.
Teacher’s Book + Audio Resources
• Clear table of contents.
• Full teaching notes for each unit, transcripts of recordings, answer keys.
• Introduction to the methodology.
• Full cross-referencing to all elements: Workbook, Personal Toolkit, Tests & Resources.
• Class Audio.
Tests & Resources
• Battery of tests – Entry, Unit, Revision, Skills, Culture.• Evaluation grids to track students’ progress.
• Reinforcement and Grammar Extension Worksheets.
• CLIL Worksheets.
Photocopiable materials for testing include:
• Personal Toolkit Pictionary Worksheets.• Audio scripts and answer keys for Tests and
Worksheets.
Test-Maker Resources• Entry, Unit, Folder, Skills and Culture Spot Tests
available in Microsoft Word.
21
*ISBN details available on page 29
English Leader KSA Edition
Beginner to Intermediate Common European Framework: A1–B1+Kavanagh, Morris, Moore, Cattunar, Smith, Canaletti
English Leader is a four-level course specifically adapted for young teenage students in the Kingdom of Saudi Arabia.
The comprehensive syllabus places academic coursework within a broader historical, geographical and cultural context, ensuring an educational and stimulating experience for students. The CLIL approach allows students to absorb and discuss real-world information at their level of English.
Levels 1–2 revolve around a unique storyline in which Middle Eastern students travel to England to study at an English language summer school. The students make friends, visit new places and encounter new experiences, all the while developing their language skills. The series has a balanced, well-paced approach that centres on problem-solving tasks as well as consolidation and expansion vocabulary exercises, which allow students to revise and further develop their language skills.
Video Clips
Online Reporting
Online Resources
Interactive Content
British English
Student Book
Program Components
• 12 units divided into 4 folders.
• Inductive approach to grammar-teaching. Varied approaches to skills development including CLIL.
• Double language input of new items in different situations and registers.
• Insights into the cultures of the English-speaking world.
20
Young Adult
www.alphapublishing.com [email protected]
Elementary• Starter Unit reviewing essential grammar,
functions and vocabulary
Special sections at each level:
Pre-Intermediate• Focus on Reading: extensive reading and
comprehension activities
Intermediate• Focus on CLIL
Upper-Intermediate• Word building, Writing reference
Beginner• Focus on vocabulary and culture
Advanced• Focus on authentic real-world language
Workbook + Audio Resources
• Unit-by-unit grammar reference and further practice to fix target structures.
• Recordings of all Workbook listening material.
• Revision and consolidation activities for listening, reading and writing.
• Function files (Pre-Intermediate).
• Irregular verb tables.
• Useful expressions and phrasal verbs lists (Intermediate).
• Topic vocabulary list for Cambridge English: First (Upper-Intermediate).
23
*ISBN details available on page 29
Target English
Beginner to Advanced Common European Framework: A1–C1Luke Prodromou with Audrey Cowan
Go for English KSA Edition
Target English is a motivating, six-level, carefully graded English course providing thorough grammar, vocabulary and skills work through content which is interesting for teenagers and young adults.
The combination of clear, easy-to-use, printed, digital and online materials, and the particular attention paid to the needs of mixed-ability classes and different learning styles, make Target English readily adaptable to any teaching situation.
Video Clips
Online Reporting
Online Resources
Interactive Content
British English
Student’s Book
Program Components
• Double linguistic input: each unit opens with an initial presentation text in various formats (article, email, report). This is followed by a second presentation offering key functional language in real contexts.
• Key grammar structures and functions clearly presented in Grammar and Functions boxes.
• A productive activity combining elements learned in the unit with students’ own personal experience.
• Clear vocabulary in every unit.
• Flash Forward activities keep fast finishers busy.
22
Teacher’s Book
• Introduction to the methodology.
• Suggestions for further activities.
• Extensive unit-by-unit teaching notes.
• Teaching techniques for mixed-ability classes.
• Full answer keys to all exercises and activities.
• Transcript of all recordings.
Test Maker and Downloadable Teacher’s Resources
• Editable tests in Word format allowing teachers to adapt the tests to the class’s interests, needs and level.
• Further skills practice through culture, CLIL and literature-based worksheets with accompanying audio.
• All recorded material in MP3 format.
24 www.alphapublishing.com
ESPMore Recipes for the Wireless Classroom
NEW
More Recipes for the Wireless Classroom aims to promote the successful integration of mobile devices into classrooms where English is both the medium of instruction and object of study. More than 50 relevant activities have been designed by academics who are committed to the use of mobile technologies in order to enhance teaching and learning in the classroom. Suitable for educators teaching students whose ability is between A1-C1.
*ISBN details available on page 30
Key Features
• 3 sections on teaching ‘General English’, ‘Academic English’ and ‘Content and Language Integrated Learning’ (CLIL).
• 50 activities designed by academics and educators.
• All activities are carefully scaffolded.
• Specific learning objectives.
• Identification of specific apps and online resources.
ESP
www.alphapublishing.com [email protected]
Present English for Mechanics, Electronics & Technical Assistance
Present English for Cooking, Catering & Reception
Present English for Transport & Logistics Present English for Construction
27
*ISBN details available on page 30
Present English
Elementary to Intermediate Common European Framework: A2–B1+
The Present English series has been specially designed for students who are studying for a career in a particular industry. Each book introduces the vocabulary and language specific to the sector and includes practice exercises in all four skills: reading, writing, speaking and listening.
This course has been developed to allow learners to enhance their English within a relevant and relative context.
Video Clips
Online Reporting
Online Resources
Interactive Content
British English
Present English for Tourism Present English for Commerce
26
Pandy and Friends Level 1 Level 2 Level 3
Student’s Book
Activity Book
Teacher’s Guide
Flashcards
Story Cards
Phonics Flashcards & Work Sheets
Numbers & Alphabet Flashcards
Poster Pack
Pandy and Friends Puppet (Free on Adoption)
Pre-Primary
Primary
ISBN Listing
www.alphapublishing.com
9781785563324 9781785563331 9781785563348
9781785563355 9781785563362 9781785563379
9781785563386 9781785563393 9781785563409
9781785564116 9781785564123 9781785564130
9781785563416 9781785563423 9781785563430
9781785563447 9781785563447 9781785563447
9781785563478 9781785563478 9781785563478
9781785563508 9781785563508 9781785563508
9781785563PFP 9781785563PFP 9781785563PFP
28
English Vision 1–6 4 5 6
Student Book + 1 YR Digital Access
Teaching Guide + 1 YR Digital Access
Workbook + 1 YR Digital Access
Assessments + 1 YR Digital Access
9781785564987 9781785564994 9781785565007
9781785565106 9781785565113 9781785565120
9781785565045 9781785565052 9781785565069
9781785565168 9781785565175 9781785565182
Flashcards + 1 YR Digital Access 9781785565229 9781785565236 9781785565243
Posters + 1 YR Digital Access 9781785562945 9781785562952 9781785562969
English Vision 1–6 1 2 3
Student Book + 1 YR Digital Access
Teaching Guide + 1 YR Digital Access
Workbook + 1 YR Digital Access
Assessments + 1 YR Digital Access
9781785564956 9781785564963 9781785564970
9781785565076 9781785565083 9781785565090
9781785565014 9781785565021 9781785565038
9781785565137 9781785565144 9781785565151
Flashcards + 1 YR Digital Access 9781785565199 9781785565205 9781785565212
Posters + 1 YR Digital Access 9781785562914 9781785562921 9781785562938
English Leader KSA 2 3 4
Student’s Book + 1 YR Digital Access
Teacher’s Book + 1 YR Digital Access
Workbook + 1 YR Digital Access
Test & Resources + 1 YR Digital Access
Personal Toolkit Grammar 1-4 + 1 YR Digital Access
Personal Toolkit Pictionary 1-4 + 1 YR Digital Access
1
9781785562730 9781785562747 9781785562754 9781785562761
9781785562815 9781785562822 9781785562839 9781785562846
9781785562778 9781785562785 9781785562792 9781785562808
9781785562853 9781785562853 9781785562860 9781785562860
9781785562877
9781785562884
Secondary
English Leader 2 3 4
Student’s Book + 1 YR Digital Access
Teacher’s Book + 1 YR Digital Access
Workbook + 1 YR Digital Access
Test & Resources + 1 YR Digital Access
Personal Toolkit Grammar 1-4 + 1 YR Digital Access
Personal Toolkit Pictionary 1-4 + 1 YR Digital Access
1
9781785561733 9781785561740 9781785563546 9781785561764
9781785561818 9781785561825 9781785561832 9781785561849
9781785561771 9781785561788 9781785563539 9781785561801
9781785561856 9781785561856 9781785561863 9781785561863
9781785561993
9781785562006
Young Adult
Target English
Elementary Level
Pre-Intermediate Level
Intermediate Level
Upper-Intermediate Level
Student’s Book+ 1 YR Digital Access
Workbook+ 1 YR Digital Access
Teacher Resource Pack+ 1 YR Digital Access
9781785564727
9781785563621
9781785563652
9781785563669
9781785563683
9781785564789
9781785563638
9781785564048
9781785563676
9781785563690
9781785564840
9781785563973
9781785563980
9781785563997
9781785564000
Beginner Level 9781785564673 9781785564734 9781785564796
Advanced Level
Present English for Tourism + 1 YR Digital Access
Present English for Commerce + 1 YR Digital Access
ESP
Present English for Mechanics, Electronics & Technical Assistance + 1 YR Digital Access
Present English for Cooking, Catering & Reception + 1 YR Digital Access
Present English for Transport & Logistics + 1 YR Digital Access
Present English for Construction + 1 YR Digital Access
9781785560903
9781785560897
9781785560941
9781785560927
9781785560910
9781785560934
English for Specific Purposes
www.alphapublishing.com30
ISBN Listing
More Recipes for the Wireless Classroom 9781785560545
UAE
FOR GENERAL INQUIRIES
WE COVER:
EGYPTUK
USA
Office 301, Bayswater TowerBusiness BayDubai, UAETel: +971 4 391 8658
Tel: +971 4 391 8658
UAE Toll Free: 80010010
Email: [email protected]
Website: www.alphapublishing.com
31 Gamaet El Dewal El Arabeya St.Mohandseen Giza, Egypt, 12611Tel: +20 11 56 2222 15
71–75 Shelton StreetLondonWC2H 9JQUnited Kingdom
242 W 30th StreetSuite 1100New York, NY 10001United States of America
Unit # A03,Dubai Production CityMohammed Bin Zayed St.Dubai, UAETel: +971 4 421 2581
alphapublishinguaewww.alphapublishing.com @alphapubuae
alpha publishing alpha publishing
Africa | Asia | Middle East | Latin America
alpha.publishing
