This book is for candidates preparing for the University of Cambridge Certificate of Proficiency in English examination. It contains five complete tests which are reproduced in exactly the same form as the examination itself and provides completely up-to-date practice. The tests are based on the Certificate of Proficiency examinations set in 1990 and 1991 although the listening tests, Paper 4, include some items from more recent examinations. The recorded material for Paper 4 is provided on the accompanying cassettes. The Teacher's Book provides invaluable background information about the structure of the examination and how each paper is marked.

How does a man become successful although unable to read or write? How does a woman get her final revenge on her husband? What happens when a man invites friends to a party at which he himself doesn't appear, but watches from a distance? What happens to a boy who feels fated to be a genius? These are some of the questions dealt with in the ten stories in this collection. The stories, by important modern authors, have been specially selected for advanced students of English. They are not simplified, but vocabulary explanations and notes are provided in order to help comprehension.

Five-Minute Activities is an invaluable source of ideas for language teachers. It contains resources of over 130 short activities for the language classroom: some are well-tried favourites clearly restated, others are new ideas or variations. Teachers will find activities which can be used to: help learners to learn or practise particular aspects of language help students and teacher to get to know each other provide a smooth transition between two major parts of a lesson supplement a coursebook introduce or round off lessons. The activities are designed to combine learning value with interest and enjoyment. Most of them can be adapted to suit classes of different levels of ability, and in many cases there are additional suggestions for variations or extensions of the basic activity. Almost all the activities can be student-led.

The New Cambridge English Course is a course teachers and students can rely on to cover the complete range and depth of language and skills needed from beginner to upper-intermediate level. Each level is designed to provide at least 72 hours of class work using the Student's Book, with additional self-study material provided in the Practice Book. The course has a proven multi-syllabus approach which integrates work on all the vital aspects of language study: grammar, vocabulary, pronunciation, skills, notions and functions.

The New Cambridge English Course is a course teachers and students can rely on to cover the complete range and depth of language and skills needed from beginner to upper-intermediate level. Each level is designed to provide at least 72 hours of class work using the Student's Book, with additional self-study material provided in the Practice Book. The course has a proven multi-syllabus approach which integrates work on all the vital aspects of language study: grammar, vocabulary, pronunciation, skills, notions and functions.

The New Cambridge English Course is a course teachers and students can rely on to cover the complete range and depth of language and skills needed from beginner to upper-intermediate level. Each level is designed to provide at least 72 hours of class work using the Student's Book, with additional self-study material provided in the Practice Book. The course has a proven multi-syllabus approach which integrates work on all the vital aspects of language study: grammar, vocabulary, pronunciation, skills, notions and functions.

Cambridge Skills for Fluency is a learner-centred range of materials designed specifically to develop students' fluency and confidence in listening, speaking, reading and writing. The books are at four levels from pre-intermediate through to advanced and are suitable for use as supplementary texts or as core texts on skills development courses. Each book in the Cambridge Skills for Fluency series: promotes fluency by presenting a wide variety of both old and new topics in creative and imaginative ways • genuinely engages students' interest and encourages them to share personal reactions and opinions fluently • focuses on a particular skill but the other skills are integrated in a way that reflects real life use of language • contains twenty units designed to take about an hour of class time, a detailed contents map and brief teaching notes.

Discourse and Language Education is part of the Cambridge Language Teaching Library series. Discourse analysis describes how such communication is structured, so that it is socially appropriate and linguistically accurate. This book gives practical experience in analyzing discourse and the study of written language. The analyses show the ways we use linguistic signals to carry out our discourse goals and the differences between written and spoken language as well as across languages. This text can be used as a manual in teacher education courses and linguistics and communications courses. It will be of great interest to second language teachers, foreign language teachers, and special education teachers (especially those involved with the hearing impaired).

An updated edition of this comprehensive narrative history, first published in 1989, incorporating a new chapter on the latest developments in Russian literature and additional bibliographical information. The individual chapters are by well-known specialists, and provide chronological coverage from the medieval period on, giving particular attention to the nineteenth and twentieth centuries, and including extensive discussion of works written outside the Soviet Union. The book is accessible to students and non-specialists, as well as to scholars of literature, and provides a wealth of information.

Teachers who are making the transition into management need to gain expertise in specialist areas such as finance, marketing and personnel. This book is the first to provide a comprehensive and practical introduction to these areas written specifically for those working in the field of English language teaching. The book is divided into three sections which deal with three key areas: People and organisations covers staff selection and development, managing curriculum development and innovation, and organising resources and information. It emphasises the importance of communication. Marketing begins by defining marketing and describing 'the marketing mix'. It goes on to offer detailed guidance for developing and implementing a marketing plan. Finance deals with the essential aspects of finance — financial records and statements, cashflow management, management accounting and using financial information — in terms which are accessible to non-specialists. The book gives clear explanations in each area supported by examples and case studies drawn from the author's own extensive experience. Each chapter contains a set of follow-up activities which reinforce and develop the content of the chapter by relating it to practical issues. The book also contains a bibliography for further reading. Management in English Language Teaching will be a valuable book for teachers whose career development is taking them to management positions as well as for more experienced managers.

Cambridge Skills for Fluency is a learner-centred range of materials designed specifically to develop students' fluency and confidence in listening, speaking, reading and writing. The books are at four levels from pre-intermediate through to advanced and are suitable for use as supplementary texts or as core texts on skills development courses. Each book in the Cambridge Skills for Fluency series: promotes fluency by presenting a wide variety of both old and new topics in creative and imaginative ways • genuinely engages students' interest and encourages them to share personal reactions and opinions fluently • focuses on a particular skill but the other skills are integrated in a way that reflects real life use of language • contains twenty units designed to take about an hour of class time, a detailed contents map and brief teaching notes.

Interchange is a multi-level course for adult and young adult learners of English from beginning to high-intermediate level. Designed for low-intermediate learners, Level Two covers a range of contemporary topics using an approach that integrates the teaching of grammar and meaningful communicative practice. Written in American English, Interchange reflects the fact that English is a language of international communication, not limited to any one country, region, or culture. The multi-skills syllabus on which the course is based integrates structural, functional, lexical, phonological, situational, and thematic syllabi. The methodology reflects a communicative approach, with an emphasis on both fluency and accuracy.

This is part of a course specifically designed for pre-intermediate learners, allowing those who come from a broad range of previous learning situations to enter at this level and make progress, without presupposing knowledge from another coursebook.

Interchange is a three-level course for learners of English as a foreign language. Written in American English, Interchange reflects the fact that English is a language of international communication. The multi-skills syllabus on which the course is based integrates structural, functional, lexical, phonological, situational and thematic syllabuses, while the methodology emphasises a communicative approach, focusing on both accuracy and fluency. Interchange is attractively designed to appeal to adult and young adult learners who want a course that provides them with extensive opportunities to express their own ideas and opinions, while developing the skills they need to communicate effectively in English.Key Features of the Course are: Snapshots' contain interesting real-world information to stimulate thought and discussion related to the themes of the units; Conversations present structures and functions in a situational context and serve as language models for speaking tasks; Word Power' exercises present and practice key language used in each unit; Pair work, group work, and role-play activities provide freer and more personalised practice of the language; All four skills are developed through discrete exercises and within integrated activities; Special tasks called Interchange activities' provide a communicative extension to each unit, allowing learners to use the language they have acquired in creative ways; Review units after every three units review and recycle material; Tests accompanying the review units are in the teacher's book and are photocopiable; Interchange was field-tested widely in many countries before publication Level 1 takes learners from false-beginner to low-intermediate level, presenting and practising basic language items with opportunities for personalisation right from the start. Level 2 extends and develops language from Level 1, through a range of motivating material, taking learners up to the intermediate level. For intermediate learners and above, Level 3 further extends the grammatical, functional and lexical skills of learners, with challenging contemporary readings and recordings.

This book provides a synthesis of concepts and materials that ordinarily appear separately in time series and econometrics literature, presenting a comprehensive review of both theoretical and applied concepts. Perhaps the most novel feature of the book is its use of Kalman filtering together with econometric and time series methodology. From a technical point of view, state space models and the Kalman filter play a key role in the statistical treatment of structural time series models. This technique was originally developed in control engineering but is becoming increasingly important in economics and operations research. The book is primarily concerned with modeling economic and social time series and with addressing the special problems that the treatment of such series pose.

Training Foreign Language Teachers is aimed at anyone in the area of foreign language teaching who is engaged in designing, running or taking part in teacher education programmes. The book begins by examining some current models of teacher education. It goes on to describe the notion of the teacher as 'reflective practitioner' — someone who reflects on the practice of their profession as a way of developing their expertise in it. Training Foreign Language Teachers explores ways in which a reflective approach can be applied to many areas of the teacher education programme, including: — classroom observation; — microteaching; — design and assesment of teacher education programmes. The book contains many suggestions for practical work and discussion, and numerous applications to actual situations, including an extended case-study.

This is part of a course specifically designed for pre-intermediate learners, allowing those who come from a broad range of previous learning situations to enter at this level and make progress, without presupposing knowledge from another coursebook.

Richards explains how effective language teaching involves a network of interactions between curriculum, methodology, teachers, learners, instructional materials. Each chapter discusses and examines the theoretical and practical dimensions of a central issue in language teaching. Topics covered include the nature of effective teaching, self-monitoring in teacher development, language and content, and teaching listening, speaking, reading and writing. Richards presents key issues in an accessible and highly readable style, and shows how teachers and teachers-in-training can be involved in the investigation of classroom teaching and learning. The emphasis is not on prescriptions but rather on developing effective teaching through understanding the various factors that interact in second language learning and in the second language classroom.

King John had a distinguished life on the eighteenth and nineteenth-century stage, and this edition presents the fullest account of its stage history. The play's political importance, its rich and varied language, and its skillful design suggest that King John deserves a high place among Shakespeare's historical tragedies. The textual analysis includes examination of several disputed emendations to the text. In the appendix, Beaurline surveys the arguments about the dating of Shakespeare's King John and the anonymous Troublesome Reign of King John, presenting new evidence for the possibility that Shakespeare's play was written first.