International Baccalaureate - Catalogue 2020 - Cambridge University Press
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International Baccalaureate Catalogue 2020
A selection of
what’s new
Humanities
Subject title Subject title
Cambridge IGCSE®
Cambridge IGCSE®
Cambridge IGCSE®
m writers With travel writing, magazine articles and blogs as well as extracts from writers With travel writing, magazine articles and blogs as well as extracts from writers
ps you such as Roald Dahl, Susan Hill and D. H. Lawrence, this coursebook helps you such as Roald Dahl, Susan Hill and D. H. Lawrence, this coursebook helps you
e approach. develop your English Language skills through an active and collaborative approach. develop your English Language skills through an active and collaborative approach.
e second The first unit in each part covers text analysis and summary writing. The second The first unit in each part covers text analysis and summary writing. The second
ive deals with directed writing and the third looks at descriptive and narrative deals with directed writing and the third looks at descriptive and narrative
opics if your composition. The third part also includes suggestions for coursework topics if your composition. The third part also includes suggestions for coursework topics if your
Theory of Knowledge Decoding Economics
and writing school follows this pathway. In addition to the development of reading and writing school follows this pathway. In addition to the development of reading and writing
Subject title
Subject title
Subject title
optional techniques required from the new syllabus, this book also contains two optional techniques required from the new syllabus, this book also contains two optional
units dedicated to speaking and listening. units dedicated to speaking and listening.
g, writing,
language
• Exam-style questions provide opportunities to practise your reading, writing,
for the IB Diploma
speaking and listening skills, helping to boost your confidence with language
Theory of Knowledge
• Exam-style questions provide opportunities to practise your reading, writing,
speaking and listening skills, helping to boost your confidence with language for the IB Diploma
COURSEBOOK
COURSEBOOK
COURSEBOOK
nities for you • The course structure follows a spiral curriculum, providing opportunities for you • The course structure follows a spiral curriculum, providing opportunities for you
to consolidate and build on your prior learning to consolidate and build on your prior learning
tion article COURSE GUIDE
• International texts across six continents – such as a panda conservation article • International texts across six continents – such as a panda conservation article COURSEBOOK
teresting from China and a travel guide from Machu Picchu – make reading interesting
and relevant
for the IB Diploma
from China and a travel guide from Machu Picchu – make reading interesting
and relevant
Wendy Heydorn, Susan Jesudason & Richard van de Lagemaat Ellie Tragakes
mbridge Cambridge Elevate [enhanced] editions are digital versions of your Cambridge SKILLS BOOK
Cambridge Elevate [enhanced] editions are digital versions of your Cambridge
Author names
Author names
Author names
Cambridge University Press books. For information on how to access and use the Cambridge University Press books. For information on how to access and use the Cambridge
Elevate [enhanced] platform, please see inside the front cover. Elevate [enhanced] platform, please see inside the front cover.
Wendy Heydorn & Susan Jesudason
This resource is endorsed by This resource is endorsed by
ly Cambridge Cambridge Assessment International Education Completely Cambridge Cambridge Assessment International Education Completely Cambridge
sity Press works with Cambridge ✓ Supports the full Cambridge IGCSE and Cambridge University Press works with Cambridge ✓ Supports the full Cambridge IGCSE and Cambridge University Press works with Cambridge
ational Education and experienced O Level Additional Mathematics syllabuses Assessment International Education and experienced O Level Additional Mathematics syllabuses Assessment International Education and experienced
e high-quality endorsed textbooks (0606/4037) for examination from 2020 authors to produce high-quality endorsed textbooks (0606/4037) for examination from 2020 authors to produce high-quality endorsed textbooks
es that support Cambridge teachers and digital resources that support Cambridge teachers and digital resources that support Cambridge teachers
mbridge learners worldwide. ✓ Has passed Cambridge International’s and encourage Cambridge learners worldwide. ✓ Has passed Cambridge International’s and encourage Cambridge learners worldwide.
rigorous quality-assurance process rigorous quality-assurance process
bout Cambridge University Press To find out more about Cambridge University Press To find out more about Cambridge University Press
g/cambridge-international ✓ Developed by subject experts visit cambridge.org/cambridge-international ✓ Developed by subject experts visit cambridge.org/cambridge-international
✓ For Cambridge schools worldwide ✓ For Cambridge schools worldwide
Cambridge Elevate Cambridge Elevate Cambridge Elevate
Third edition edition
Second edition edition
Third edition edition
Together with IB teachers Together with IB teachers Together with IB teachers
Theory of Knowledge for the IB Diploma Economics for the
Page 10 > IB Diploma
Page 22 >
Teaching Centre for Evaluation and Monitoring
The Centre for Evaluation and Monitoring
(CEM) is now part of the Cambridge family
Whole Series pack
CEM uses world-class assessments and evidence to help
Approaches teachers understand and support the children they work with.
The CEM IBE assessment is a post-16 assessment system
to learning designed for schools and colleges following the IB Diploma
and teaching programme. The assessment is designed to help teachers
understand the learning potential of students, see the progress
a toolkit for international teachers
they are making, and provide evidence to support good
decision-making.
Find out more about CEM, the range of assessments we provide,
and our new partnership with Cambridge at www.cem.org
Approaches to learning
and teaching
Page 35 >
Contents
Contents
IB Diploma - Core IB Diploma – Group 5
NEW Theory of Knowledge 10 Mathematics Standard and Higher Level 28
Creativity, Activity, Service (CAS) 12 Mathematics Higher Level: Option Topics 28
Introducing the IB Diploma Programme 12 Mathematical Studies 28
IB Diploma – Group 6
IB Diploma – Group 1
Visual Arts 30
English A: Language and Literature 13
English Resources
IB Diploma – Group 2
Cambridge School Shakespeare 31
English B for the IB Diploma 15
Cambridge School Chaucer 32
English Literature 15
Selected Cambridge School Chaucer 32
Language B - Mañana 16
Chaucer Audio CDs 32
Language B - Le monde en français 16
Cambridge Topics in English Language 33
Language B – Deutsch im Einsatz 16
Panorama francophone 18
Panorama hispanohablante 19 Teacher Development
IB Diploma – Group 3 Teaching Probability 34
Teaching Statistics 34
Psychology 21 Approaches to learning and teaching 35
Business Management 21
NEW Economics 22
History Papers 1 and 2 24 Contact
History Paper 3 25
Contact your local representative 38
IB Diploma – Group 4
Biology 26
Chemistry 26
Physics 26
Contact your local representative – see page 38 1
Building brighter
futures together
Shaped by Written by
IB teachers IB experts
Everything we do begins with you, and We partner with authors who are
a clear understanding of your needs and passionate IB teachers, experienced
aspirations – because we believe teachers examiners and experts in the IB
are at the heart of learning. syllabuses and pedagogy.
Through extensive global research and Our authors work carefully to use
insight from over 200 IB teachers on the language that enables learners to
Cambridge Panel, we collaborate with understand new and challenging
you every step of the way. concepts and to develop English as
the core language of your classroom.
Watch this video to find
out more about our
publishing principles.
2 cambridge.org/education/2020
Designed for exam success Through the quality and rigour of our exam-style questions, worked examples and exam tips, your students will be fully prepared for assessment and their journey beyond.
2019 Teachers play an important part in shaping futures. Our Dedicated Teacher Awards recognise the hard work that teachers put in every day. Congratulations to our winner and finalists. WINNER Ahmed Saya Sharon Kong Foong Abhinandan Bhattacharya Cordoba School for A-Level, Sunway College, JBCN International School Pakistan Malaysia Oshiwara, India Anthony Chelliah Candice Green Jimrey Buntas Dapin Gateway College, St Augustine’s College, University of San Jose-Recoletos, Sri Lanka Australia Philippines For more information about our dedicated teachers and their stories, go to dedicatedteacher.cambridge.org
Be a part of
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future resources
Share ideas, advice and challenges
with educators around the world
Engage and earn access to exclusive
webinars, free books and more
Join our exclusive research community
of educators and brighter thinkers.
cambridge.org/thepanel
Supporting every step
International IB Catalogue 2020
We support students at every stage of their academic life, helping to prepare them for the world of tomorrow.
We publish for specific syllabuses, but many of our resources are adaptable to suit your needs. Below is a
comprehensive map of our education publishing, so you can plot materials appropriate for the age of your class.
Primary Lower Secondary
Faculty
Subject
4 to 11 years 11 to 14 years
English • Cambridge Primary English • Cambridge Checkpoint English
• Penpals for Handwriting • Cambridge School Anthologies
• Cambridge Reading Adventures • Cambridge School Shakespeare
• Cambridge Grammar and Writing Skills • Recycling Your English
• Cambridge Grammar and Writing Skills
English
English as a • Cambridge Global English Starters • Cambridge Global English 7–9
Second Language • Cambridge Global English 1–6 • I ntroduction to English as a
• Cambridge Reading Adventures Second Language
• Cambridge Grammar and Writing Skills ambridge IGCSE™ Core English as
• C
a Second Language
• Originals
• Recycling Intermediate English
• Cambridge Grammar and Writing Skills
Maths • Cambridge Primary Mathematics • Cambridge Checkpoint Mathematics
Maths
Science • Cambridge Primary Science • Cambridge Checkpoint Science
Science
Psychology
Computer
ICT • ICT Starters • ICT Starters
Science
ICT/
• Click Start • Click Start
Computer Science • Coding Club • Coding Club
6 cambridge.org/education/2020
International IB Catalogue 2020
Upper Secondary Advanced
14 to 16 years 16 to 19 years
• Cambridge IGCSE™ First Language English • Songs of Ourselves
• Cambridge O Level English Language • Stories of Ourselves
• Cambridge IGCSE™ and O Level Literature in English • Steps to Academic Writing
• Songs of Ourselves • Cambridge International AS & A Level English Language
• Stories of Ourselves • Cambridge International AS & A Level Literature in English
• Cambridge Literature • Cambridge International AS Level English General Paper
• Cambridge School Chaucer • Cambridge Topics in English Language
• Cambridge School Shakespeare • English Language and Literature for the IB Diploma
• Cambridge School Anthologies • English Literature for the IB Diploma
• Developing Summary and Note-taking Skills • Cambridge Contexts in Literature
• Recycling Advanced English • Cambridge Literature
• Cambridge School Anthologies
• Cambridge School Chaucer
• Selected Tales from Chaucer
• Cambridge School Shakespeare
• Cambridge IGCSE™ English as a Second Language • English B for the IB Diploma
• Success International English Skills for IGCSE™ • Recycling Advanced English
• Cambridge IGCSE™ Exam Preparation and Practice • Steps to Academic Writing
• Cambridge IGCSE™ Practice Tests
• Developing Summary and Note-taking Skills
• Recycling Your English
• Selections
• Cambridge IGCSE™ Mathematics • Cambridge International AS & A Level Mathematics
• Cambridge O Level Mathematics • Cambridge International AS & A Level Further Mathematics
• Cambridge IGCSE™ and O Level Additional Mathematics • Cambridge Pre-U Mathematics
• Cambridge O Level Statistics • Mathematics Studies for the IB Diploma
• Mathematics Standard and Higher Level for the IB Diploma
• Mathematics Higher Level for the IB Diploma: Option Topics
• Cambridge Breakthrough to CLIL Biology • Cambridge International AS & A Level Chemistry
• Cambridge Breakthrough to CLIL Chemistry • Cambridge International AS & A Level Physics
• Cambridge Breakthrough to CLIL Physics • Cambridge International AS & A Level Biology
• Cambridge IGCSE™ Biology • Cambridge International AS & A Level Marine Science
• Cambridge IGCSE™ Chemistry • Environmental Systems and Societies for the IB Diploma
• Cambridge IGCSE™ Physics • Cambridge Pre-U Physics
• Cambridge O Level Physics • Cambridge Pre-U Biology
• Cambridge O Level Biology • Cambridge Pre-U Chemistry
• Cambridge IGCSE™ Combined and Co-ordinated Sciences • Biology for the IB Diploma
• Cambridge IGCSE™ Physical Science • Physics for the IB Diploma
• Cambridge IGCSE™ and O Level Environmental Management • Chemistry for the IB Diploma
• Cambridge International AS & A Level Psychology
• Psychology for the IB Diploma
• Cambridge IGCSE™ ICT • Cambridge International AS & A Level IT
• Cambridge IGCSE™ and O Level Computer Science • Cambridge International AS & A Level Computer Science
Contact your local representative – see page 38 7
International IB Catalogue 2020
Primary Lower Secondary
Faculty
Subject
5 to 11 years 11 to 14 years
Accounting
Business Studies
Business and
Economics
Commerce
• ' Getting Started' with Cambridge IGCSE
Economics and O Level Economics
Enterprise
Geography
• C
ambridge Lower Secondary
Global Perspectives Global Perspectives™
History
Humanities
Sociology
Travel and Tourism
Theory of Knowledge
Thinking Skills
Creativity, Activity, Service
Arts Arts
Latin • Minimus
Bahasa Indonesia
French
Languages
Mandarin
Spanish
German
Arabic
Urdu
Teaching support
Other
8 cambridge.org/education/2020International IB Catalogue 2020
Upper Secondary Advanced
14 to 16 years 16 to 19 years
• Cambridge IGCSE™ and O Level Accounting • Cambridge International AS and A Level Accounting
• Cambridge International AS and A Level Business
• Cambridge IGCSE™ and O Level Business Studies
• Business Management for the IB Diploma
• Cambridge O Level Commerce
• Cambridge International AS and A Level Economics
• Cambridge IGCSE™ and O Level Economics
• Economics for the IB Diploma
• Cambridge IGCSE™ Enterprise
• Cambridge IGCSE™ and O Level Geography • Environmental Systems and Societies for the IB Diploma
• C
ambridge International AS & A Level Global
• Cambridge IGCSE™ and O Level Global Perspectives
Perspectives & Research
• Cambridge International AS Level History
• Cambridge IGCSE™ and O Level History
• History for the IB Diploma Papers 1, 2 and 3
• Cambridge IGCSE™ Sociology • Cambridge International AS & A Level Sociology
• Cambridge IGCSE™ Travel and Tourism • Cambridge International AS & A Level Travel and Tourism
• IB Theory of Knowledge
• Decoding Theory of Knowledge
• Cambridge International AS & A Level Thinking Skills
• Creativity, Activity, Service (CAS) for the IB Diploma
• Structuring Drama Work
• Visual Arts for the IB Diploma
• University of Cambridge School Classics Project
• Cambridge IGCSE™ Bahasa Indonesia
• Panorama francophone 1 & 2 for IB French Ab Initio
• Cambridge IGCSE™ French as a Foreign Language
• Le monde en français for IB French B
• Mandarin for Cambridge IGCSE™
• Cambridge IGCSE™ Chinese as a First Language
• Cambridge IGCSE™ Chinese as a Second Language
• Cambridge IGCSE™ Spanish as a Foreign Language • P anorama hispanohablante 1 & 2 for IB Spanish Ab Initio
• Cambridge IGCSE™ Spanish as a First Language • Mañana for IB Spanish B
• Deutsch im Einsatz for IB German B
• Cambridge IGCSE™ Arabic as a First Language
• Cambridge O Level Urdu as a Second Language
• Approaches to learning and teaching series
• The Cambridge Teacher series
• The Cambridge Education Research series
• Introducing the IB Diploma
• Teaching Probability
• Mathematical Thinking
• Teaching Shakespeare
Contact your local representative – see page 38 9NEW
Theory of Knowledge
IB Diploma | Core
Subject title
for the IB Diploma
Cambridge IGCSE®
With travel writing, magazine articles and blogs as well as extracts from writers
such as Roald Dahl, Susan Hill and D. H. Lawrence, this coursebook helps you
develop your English Language skills through an active and collaborative approach.
The first unit in each part covers text analysis and summary writing. The second
Wendy Heydorn, Susan Jesudason, Tomas Duckling
deals with directed writing and the third looks at descriptive and narrative
composition. The third part also includes suggestions for coursework topics if your
Theory of Knowledge
school follows this pathway. In addition to the development of reading and writing
and Richard van de Lagemaat
Subject title
techniques required from the new syllabus, this book also contains two optional
units dedicated to speaking and listening.
This series takes your students on a journey
• Exam-style questions provide opportunities to practise your reading, writing,
speaking and listening skills, helping to boost your confidence with language for the IB Diploma
COURSEBOOK
• The course structure follows a spiral curriculum, providing opportunities for you
to consolidate and build on your prior learning
to explore ’what is knowledge?’ and ‘why,
• International texts across six continents – such as a panda conservation article
from China and a travel guide from Machu Picchu – make reading interesting
and relevant
COURSE GUIDE
Wendy Heydorn, Susan Jesudason & Richard van de Lagemaat
and how do we learn?’. It helps students
Cambridge Elevate [enhanced] editions are digital versions of your Cambridge
Author names
University Press books. For information on how to access and use the Cambridge
flourish as knowers by leading them to make
Elevate [enhanced] platform, please see inside the front cover.
connections across areas of knowledge and
This resource is endorsed by
Cambridge Assessment International Education Completely Cambridge
themes, as well as helping them understand
✓ Supports the full Cambridge IGCSE and
O Level Additional Mathematics syllabuses
(0606/4037) for examination from 2020
Cambridge University Press works with Cambridge
Assessment International Education and experienced
authors to produce high-quality endorsed textbooks
how Theory of Knowledge (TOK) manifests in
and digital resources that support Cambridge teachers
✓ Has passed Cambridge International’s and encourage Cambridge learners worldwide.
rigorous quality-assurance process
To find out more about Cambridge University Press
✓ Developed by subject experts visit cambridge.org/cambridge-international
day-to-day life. ✓ For Cambridge schools worldwide
Written by our experienced authors and developed
through global insight from TOK teachers around the world Third edition Cambridge Elevate
edition
Together with IB teachers
and on the Cambridge Panel.
Course guide Teacher’s resource
• ‘Before you start’ questions at the beginning of each Written in collaboration with TOK teachers from
chapter challenge students’ thinking habits and spark the Cambridge Panel, this guide provides tried and
discussion before the unit starts tested activities that arm you with lesson planning ideas,
an ESL focus, essay-writing support, advice on tackling
• ‘Explore’ activities lead your students into the exploration
common misconceptions, activity worksheets and more.
of the TOK core, optional themes and areas of knowledge
• ‘Real-life situations’ help students see how TOK themes
manifest in the world around them Decoding Theory of Knowledge skills book
• ‘Linking questions’ help students make connections across This flexible resource supports your knowers in their
themes and areas of knowledge exploration journey, helping develop critical thinking skills
and the ability to make new connections between areas of
• 'Discuss' questions promote debate in the classroom
knowledge. It gives practical advice and plenty of
• ‘Reflection’ features encourage students to analyse their opportunities to unpack and practise the assessment tasks.
development as knowers
• ESL learners are supported with clear and concise language
including key term pull-outs and explanations
Subject title
Cambridge IGCSE®
• A dedicated assessment chapter provides students with a
With travel writing, magazine articles and blogs as well as extracts from writers
such as Roald Dahl, Susan Hill and D. H. Lawrence, this coursebook helps you
develop your English Language skills through an active and collaborative approach.
wealth of activities that refine the skills needed to excel in
The first unit in each part covers text analysis and summary writing. The second
deals with directed writing and the third looks at descriptive and narrative
composition. The third part also includes suggestions for coursework topics if your
the essay and exhibition
Decoding
school follows this pathway. In addition to the development of reading and writing
Subject title
techniques required from the new syllabus, this book also contains two optional
units dedicated to speaking and listening.
• Ethics is integrated in the course as a running thread• Exam-style questions provide opportunities to practise your reading, writing,
speaking and listening skills, helping to boost your confidence with language
Theory of Knowledge
COURSEBOOK
• The course structure follows a spiral curriculum, providing opportunities for you
throughout the content to consolidate and build on your prior learning
• International texts across six continents – such as a panda conservation article
from China and a travel guide from Machu Picchu – make reading interesting for the IB Diploma
and relevant
Cambridge Elevate [enhanced] editions are digital versions of your Cambridge SKILLS BOOK
Author names
University Press books. For information on how to access and use the Cambridge
Elevate [enhanced] platform, please see inside the front cover.
Wendy Heydorn & Susan Jesudason
This resource is endorsed by
Cambridge Assessment International Education Completely Cambridge
✓ Supports the full Cambridge IGCSE and Cambridge University Press works with Cambridge
O Level Additional Mathematics syllabuses Assessment International Education and experienced
(0606/4037) for examination from 2020 authors to produce high-quality endorsed textbooks
and digital resources that support Cambridge teachers
✓ Has passed Cambridge International’s and encourage Cambridge learners worldwide.
rigorous quality-assurance process
To find out more about Cambridge University Press
✓ Developed by subject experts visit cambridge.org/cambridge-international
✓ For Cambridge schools worldwide
Cambridge Elevate
Second edition edition
Together with IB teachers
NEW Theory of Knowledge for the IB Diploma Course Guide with Cambridge Elevate edition 978-1-108-86598-2
NEW Theory of Knowledge for the IB Diploma Course Guide Cambridge Elevate edition (2 years) 978-1-108-79137-3
NEW Decoding Theory of Knowledge for the IB Diploma Skills Book with Cambridge Elevate edition (2 years) Coming soon
NEW Decoding Theory of Knowledge for the IB Diploma Skills Book Cambridge Elevate edition Coming soon
NEW Cambridge Elevate Teacher's Resource Access Card Coming soon
Available mid 2020.
10 cambridge.org/education/2020These pages are from the Theory of Knowledge for the IB Diploma Course Guide
IB Diploma | Core
SECTION XX: Theory of Knowledge for the IB Diploma Chapter 9: The arts
Before you start BEFORE YOU START REAL-LIFE SITUATION 9.1 The Real-Life
questions help Analyse each of the below quotations and discuss the questions that follow 1 What do you already know about the arts? Can you think of specific Situation feature
examples of: literary arts (novels, poetry), visual arts (paintings, sculptures,
kickstart the ‘To create one must first question everything,’ Eileen Gray, 1878-1976 architecture, photography) and performing arts (music, dance, theatre)? helps students
learning journey ‘Anything can be art.’ Marcel Duchamps, 1887-1968 2 Can you think of ways in which artistic representations (especially
paintings, literature or films) have shaped the way you think about put theory into
‘I found I could say things with colour and shape that I couldn’t say any other way – things I had no words
and encourage for.’ Georgia O’Keeffe, 1887-1986
particular people, events, or issues?
practice and
discussion from ‘Art is not a study of positive reality, it is the seeking for ideal truth.
John Ruskin, 1819-1900
understand how
the very outset ‘There are no rules. That is how art is born, how breakthroughs happen.
What is the scope of art? TOK manifests in
Go against the rules or ignore the rules. That is what invention is about.’ Helen Frankenthaler, 1928-2011
1 Do you agree or disagree with the quotation?
REAL-LIFE SITUATION 9.2 life outside the
2 What do you think the quotation suggests about the nature and purpose of the art it refers to?
Can you think of ways that the arts have added to or enhanced your reality?
classroom
3 What is assumed or taken for granted about the arts in each quote? Since the arts have traditionally claimed a right to our thoughtful attention, we need
to spend some time exploring their nature and value. Hence the question ‘What is art?’
4 Do you think the quotation could apply to other areas of knowledge? Most people would agree that for something to be a ‘work of art’, it must be human-
If so, in what ways? made. A sunset may be beautiful and Mount Everest awe-inspiring, but neither would
be called a work of art.
Introduction KEY WORD
It took around 2 million years of biological history for homo sapiens to evolve. It is aesthetics: the
much more recently, in the last 10,000 years, that humans have developed civilisation branch of philosophy
and cultural history. Our instinct to survive has been mirrored by our instinct to which studies beauty
Key terms make and create. It is perhaps no coincidence that at the same time homo sapiens
discovered and developed the use of tools to manipulate the material world, we also
and the arts
and words are started making what we now call art or images. The Lion-Man is a product of the
human imagination which was carved from ivory around 4000 years ago. At this time
Although many of
the examples in this Brand-new
highlighted hunting to survive was the most important human activity yet archaeologists believe
that someone spent around 400 hours carving this sculpture: something which could
chapter come from
the visual arts, you
full-colour
should keep in mind
and explained only exist in the mind and imagination – a human body with a lion’s head. The artefact
survives and many questions remain: why was it carved, why was it thought to be
that the arts include
design with
not only painting and
throughout, with worth the effort entailed, what was it used for, did it tell a shared story? Art is a tool
for understanding the world and building a consensus around which a community can
sculpture, but also
visual stimuli
such things as dance,
a glossary at gather and from which it can gain a sense of identity.
The Arts show us new ways to understand the world and new ways of interpreting
film, photography,
literature, to engage
the end of the the world in terms of meaning, whether it be through literature, architecture, music,
theatre, dance or the fine arts. They appear to be fundamental to what it is to be
architecture, music
and theatre. You students
book to further human, yet each of us has different understandings of what ‘good art’ is, and our
tastes change throughout our lives. Many people regard aesthetics as an important
will therefore need
to decide whether further
build students' aspect of art. That is, they think that great art and beauty coincide, but others will
argue that great art needs to be challenging, engaging and original.
points made about
a particular art form
vocabulary apply to the arts in
general.
Figure 9.2: Mark Rothko’s painting Orange, Red, Yellow (1961)
2 3
Working together with other teachers from around the world to develop these
exciting new TOK resources was a highly rewarding experience. The various
collaborations and discussions that took place helped create dynamic and
engaging resources that are perfect for the new TOK course.
Mark Beales, IB Diploma Coordinator, Australian International School,
Ho Chi Minh City, Vietnam
Lead author spotlight
Course guide and Decoding Theory of Knowledge
Wendy Heydorn
Wendy is the Director of Higher Education and TOK teacher at Sevenoaks School in
the UK. She graduated from the University of Cambridge and King’s College London.
She is committed to offering students the best possible preparation for university, the
workplace and beyond. Wendy authored the previous edition of Decoding Theory of
Knowledge and has been an IB examiner.
Susan Jesudason
Susan has taught TOK and Philosophy since 2005. She taught in Sri Lanka and was
then part of the founding staff of the Aga Khan Academy in Hyderabad, India. As the IB
Diploma Coordinator at UWC Dilijan in Armenia, she set up the TOK programme and
took the school through DP accreditation.
Teacher’s resource
Tomas Duckling
Tomas is the Director of Learning at Aiglon College, Switzerland. He has been a
passionate TOK teacher for seven years and believes that nothing in education can
change a student’s viewpoint and perspective as quickly as a good TOK lesson.
Tomas was involved in the shaping of the new TOK syllabus.
Contact your local representative – see page 38 11Creativity, Activity,
IB Diploma | Creativity, Activity, Service (CAS)
Service (CAS)
for the IB Diploma
An essential guide for students
John Cannings, Maria Ines Piaggio,
Peter Muir and Tom Brodie
Student guide
• With the Cambridge Elevate enhanced edition, videos
show CAS Coordinators talking about how to plan a
successful CAS project, as well as CAS students
providing their insight into the course
• The course helps students with everything from planning
to time management
• As well as students, the resource is also helpful for CAS
Coordinators and those involved in planning student
CAS projects in their school
Coursebook 978-1-107-56034-5
Coursebook Cambridge Elevate
978-1-107-56038-3
enhanced edition (2 years)
Beginning my first year as a CAS supervisor I really needed that extra
guidance and help to ensure that my students knew what was expected
of them, but also so that I knew what was expected of them. This book
really has provided me with everything I could ask for and a lot more to
boot. The book is written in a style that is easy to read for both student and
teacher, breaking each area of CAS down into a way in which the reader
can gain a clear understanding of the program in full, whilst also providing
students with potential project ideas based on case studies of previous
projects from around the world. The book really has been of great help to
me and I could not recommend this book enough, to either someone who
is working with CAS for the first time like myself, or someone who has
been involved in the process for years.
Five Star Review, Amazon
Introducing the IB Diploma Programme
An ideal reference guide to introducing the IB Diploma in your school.
978-1-107-60628-9
12 cambridge.org/education/2020English A: Language
IB Diploma | Group 1 | Language and Literature | English
and Literature for the
Cambridge IGCSE®
Cambridge IGCSE®
Cambridge IGCSE® English Language Coursebook, Third edition
with CD-ROM is tailored to the latest Cambridge IGCSE English
IB Diploma
Language syllabus (0610) and endorsed for full syllabus coverage by Cambridge
International Examinations. Cambridge IGCSE® English Language Coursebook,
Third edition with CD-ROM is tailored to the latest Cambridge IGCSE English
Language syllabus (0610) and endorsed for full syllabus coverage by Cambridge
International Examinations. Cambridge IGCSE® English Language Coursebook,
Second edition
English A: Language
Third edition with CD-ROM is tailored to the latest Cambridge IGCSE English
English Language
Language syllabus (0610) and endorsed for full syllabus coverage by Cambridge
International Examinations. Cambridge IGCSE® English Language Coursebook,
Brad Philpot,
Third edition with CD-ROM is tailored to the latest Cambridge IGCSE English
and Literature
Language syllabus (0610) and endorsed for full syllabus coverage by Cambridge
David McIntyre and Tim Pruzinsky
International Examinations.
Features:
COURSEBOOK
This best-selling
• Written in accessible series
language withhas beenlearner
the international fully
in mindrevised and updated
for the IB Diploma
• Activities to help students develop practical and investigative skills
for the• new
Key terms syllabus for first
are highlighted throughout with defiexamination
nitions found in the glossary from 2021.
• Students can check their progress through self-assessment questions and COURSEBOOK
exam-style questions at the end of each chapter
Coursebook • Last bullet point in here
Author names
Brad Philpot
• The entire course consists of activities for student
This resource is endorsed by
engagement, from individualCambridge
Cambridge Assessment International Education
moments of reflection to
Completely Cambridge
University Press works with Cambridge
✓ Supports the full Cambridge IGCSE and
group(0606/4037)
O discussions
Level Additional Mathematics syllabuses
for examination from 2020
Assessment International Education and experienced
authors to produce high-quality endorsed textbooks
and digital resources that support Cambridge Teachers
✓ Has passed Cambridge International’s and encourage Cambridge Learners worldwide.
• The coursebook isprocess
rigorous quality-assurance clearly organised into
To find out more about three
Cambridge sections
University Press –
✓ Developed by subject experts visit cambridge.org/cambridge-international
text types, global issues and assessment – helping you
✓ For Cambridge schools worldwide
to focus lessons on specific aspects of the course
• The first section defines and explores a range of literary
and non-literary text types, such as street art, graphic
novels and poetry
Second edition
Discover more
• The global issues section integrates all three areas of
cambridge.org/brighterbetter
exploration (readers, writers and texts; time and space;
intertextuality)
• Higher Level extension activities in each unit of
the coursebook help prepare for higher level essay writing NEW
• The final section of the coursebook includes specimens
and samples of Paper 1, Paper 2, the individual oral and the
Higher Level essay to help students prepare for assessment
Exam preparation and practice
New resource to give students confidence in
• The new key concepts and guiding questions are
approaching assessment:
integrated through the coursebook, giving you a clear
pathway through the syllabus • Includes an introduction to assessment
• Curated video links in both the coursebook and teacher’s • Graded sample responses with examiner
resource suggest suitable videos comments (includes audio)
• The coursebook is full of ideas to help students build • Two full practice tests
a learner portfolio • Assessment for learning approach
Teacher’s resource
• The new digital teacher’s resource gives you plenty of
support, including schemes of work to help with
midterm planning
• Contains PowerPoint presentations and photocopiable
worksheets for ready-made class materials
• Teacher development essays help you with differentiation
and text selection
This digital teacher’s resource is available on the
Cambridge Elevate platform. Cambridge Topics in English Language
Turn to page 62 >
Coursebook 978-1-108-70493-9
Coursebook Elevate edition (2 Years) 978-1-108-70494-6
Cambridge Elevate Teacher's Resource Access Card 978-1-108-72452-4
NEW Exam Preparation and Practice* 978-1-108-70496-0
*Available mid 2020.
Contact your local representative – see page 38 13Meet the author English A: Language and Literature for the IB Diploma Coursebook Brad Philpot Brad Philpot has a passion for language, literature and learning. He has experience teaching English as a first and second language, in primary and secondary schools in the Netherlands and Turkey. Since 2010 he has worked as a consultant, textbook author, workshop leader and examiner. Through Philpot Education he has organised professional development opportunities for thousands of teachers around the world on a broad range of topics. Do you have questions about teaching English A: Language and Literature? Brad’s here to help in our set of new videos. Watch Brad on the new guide, the learner portfolio, AOEs, textual analysis and more! cambridge.org/education/brad-philpot-videos Look out for our new English A: Language and Literature for the IB Diploma series fully revised for first examination in 2021. See page 13. cambridge.org/education/2020
English B for the
IB Diploma | Group 1 | Language and Literature | English
IB Diploma
Second edition
Brad Philpot
Anne Farrell
Explore the five new themes – Identities,
Experiences, Human Ingenuity, Social
Organisation and Sharing the Planet
– with a course that provides a clear
pathway through the updated
(2018) syllabus.
• Includes a new text types chapter that analyses eight
different genres and includes scaffolding for writing
• New chapter devoted to assessment
• Authentic, global material that is relevant to today’s
teenagers – from science, to health and beauty
• Clear unit objectives help you stay on track, with integrated
exam tips and approaches to teaching and learning
features throughout
• The introduction clarifies the assessment, which is
particularly useful for those new to the course
• New audio helps develop listening skills in line with the
new syllabus, and features a range of international English The essence of this coursebook is that
speakers talking about topics from each of the themes it is rich, providing you with masses
• Links to online video resources introduce each unit and of materials to support your
help initiate discussion
English B programme.
• The teacher’s resource provides photocopiable resources,
such as classroom worksheets, suggestions for homework, David Ripley, InThinking
guidance on teaching strategies, online editable schemes website www.thinkib.net
of work and the answer key
Coursebook 978-1-108-43481-2
Coursebook Cambridge Elevate edition (2 years) 978-1-108-43478-2
Teacher’s Book 978-1-108-43480-5
English Literature for the IB Diploma
David James and Nic Amy
Explore English literature from around the world with modern genres like magical
realism, to classics from Shakespeare and Dickens.
• Activities help students strengthen key skills, including academic writing and
presenting ideas
• Annotated texts highlight key features and author techniques
• Timed essay boxes provide excellent preparation for writing under
exam conditions
• Higher Level (HL) extension activities provide differentiated material for
HL students
Coursebook 978-1-107-40223-2
Download teacher support materials at ibdiploma.cambridge.org
Contact your local representative – see page 38 15Languages B for
IB Diploma | Group 2 | Language Acquisition | Language B
the IB Diploma
Le monde en français: French B for the IB Diploma
Second editions
nolds has
These new editions support the IB Diploma Language B
ma Visual
years and
guide for examination from 2020.
at the
hool
is a
and As students explore thought-provoking
r and is
of the Visual
nThinking materials within the themes and topics
et/visualarts),
ducational
vice. of the new guide, they develop well-
Le monde en français rounded language skills and solid critical
French B thinking, helping them succeed in their
examination and unlock opportunities
for the IB Diploma
in the real world.
Brad Philpot
Coursebook • Big questions at the start of each unit introduce important
SECOND EDITION world issues and ensure students’ learning reflects the
mission of the IB Diploma – ‘to create a better world
Ann Abrioux, Pascale Chrétien, Nathalie Fayaud through education’
• Listening activities in each unit help students practise this
essential skill and prepare them for the new assessment
Le monde en français • Sections on literature give Higher Level students the
opportunity to practise for their individual oral exam
French B Course for the IB Diploma
• Activities in the style of the exam give students the
Second edition opportunity to develop their language skills while
Ann Abrioux, Pascale Chrétien and preparing for the new assessment
Nathalie Fayaud • Links to TOK, EE and CAS help students make
connections with the IB Diploma Core
• Conceptual Understanding and Approaches to Learning
are fully integrated into the coursebook, encouraging
students to improve these skills
• A specific section on text types, updated to conform to the
new guide, helps students master different types of text
German B
Spanish B for the IB Diploma
German B for the IB Diploma
for the IB Diploma
Brad Philpot Deutsch im Einsatz
Visual Arts for the IB Diploma is tailored to the IB subject guide for first
German B
her McReynolds has
ht IB Diploma Visual
examination in 2016. This coursebook covers each of the core areas of
the Visual Arts course and links them to theoretical, art-making and
Heather McReynolds has
taught IB Diploma Visual for the IB Diploma
for over 20 years and curatorial practices. It includes activities that provide students with Arts for over 20 years and
Head of Art at the practical ways to learn and reflect on their work. was Head of Art at the
national School
orence. She is a
icing artist and
Written by an experienced teacher and examiner, students can
International School
of Florence. She is a
practicing artist and
Coursebook
feel confident that this book will help them navigate the course
shop leader and is requirements. This book supports and encourages learners on their workshop leader and is
the author of the Visual individual journey of inquiry, investigation, reflection and creative also the author of the Visual
pages on InThinking Arts pages on InThinking
w.thinkib.net/visualarts),
novative educational
application in art.
This coursebook contains:
(www.thinkib.net/visualarts),
an innovative educational
Sophie Duncker,
ultancy service.
Mañana • Striking images from a range of contexts to capture students’
imagination and encourage individual artistic style
consultancy service.
Alan Marshall,
Spanish B
• Examples of students’ work to help learners consider different
approaches to the course and the assessments Conny Brock,
• Definitions of key terms are included alongside the text to support
•
students where English is not their first language
Theory of Knowledge (TOK) and art questions throughout to
Katrin Fox
for the IB Diploma encourage curious and critical thinking
Coursebook
Brad Philpot
Brad Philpot
SECOND EDITION
SECOND EDITION
Rosa Parra Contreras, Marina Durañona
and Carlos Valentini
Mañana Deutsch im Einsatz
Spanish B Course for the IB Diploma German B Course for the IB Diploma
Second edition Second edition
Rosa Parra Contreras, Marina Durañona Sophie Duncker, Alan Marshall, Conny Brock
and Carlos Valentini and Katrin Fox
16 cambridge.org/education/2020These pages are from the Deutsch im Einsatz–German B for the IB Diploma Coursebook
IB Diploma | Group 2 | Language Acquisition | Language B
All language
2 Einheit 2.2 Eine kulinarische Reise
Erfahrungen
skills covered
Wer sagt was? Ordnen Sie den befragten Personen die richtige Aussage zu.
to provide 2 Textverständnis Activities in the
1 Marianne und Oskar A Deutsches Essen ist sehr vielfältig.
well-rounded In diesem Artikel lesen Sie nun mehr darüber, was verschiedene Deutsche zum 2 Johannes B Essgewohnheiten werden dem Lebensstil angepasst.
style of the exam
linguistic Thema Essen in ihrem Land denken und sagen.
3 Thomas
C Ausländische Einf lüsse haben die deutsche help students
Küche bereichert.
development. Arbeitsbuch WAS IST TYPISCH DEUTSCHES ESSEN? 4 Angela D Internationale Gerichte werden abgelehnt.
practise throughout
4 Wortschatz –
kulinarische
Der deutschen Küche hängt schon seit langer Zeit der Ruf an, besonders 5 Felix E Herzhafte traditionelle Gerichte werden bevorzugt. the course.
schwer im Magen zu liegen. Was ist denn nun eigentlich heutzutage typisch
Spezialitäten und ihre F Es gibt weitere deutsche kulinarische Bräuche
Regionen
deutsches Essen? Dreht sich alles nur um die Wurst? Oder etwa nicht? Wir
haben verschiedene Personen aus Deutschland zu diesem Thema befragt. jenseits von Fleisch und Würsten.
Marianne und Oskar:
CAS, TOK and EE
Dazu gehören für uns als Brandenburger deftiger Eintopf integrated into the
und verschiedene Kartoffelgerichte. Fleisch, Würste und
Sauerkraut sind hierzulande ungemein beliebt, aber auch der
3 Schriftliche Übung CAS TIPP FÜR DIE
activities to establish
internationalen Küche, zum Beispiel der italienischen, sind die
PRÜFUNG
An Ihrer Schule gibt es mehrere Schüler aus Deutschland. Verfassen Sie für die nächste Ausgabe
Deutschen nicht abgeneigt. ein Interview mit Ihren deutschen Freunden über typisch deutsches Essen. Sie könnten u. a. die Verwenden Sie links with the IB
folgenden Fragen stellen: Was essen die Deutschen wirklich? Warum? Inwiefern stimmen die umgangssprachliche
Johannes: Klischees von Wurst und Bier? Welche Gerichte sind in bestimmten Regionen Deutschlands Redewendungen, Core.
Das Klischee von Kartoffeln und Würsten ist doch längst beliebt? Benutzen Sie die Checkliste für ein Interview aus Kapitel 6. Sie sollten für SL 250–400 um authentischer
überholt. Deutschland ist ein Multikulti-Land und so sieht’s Wörter und für HL 450–600 Wörter schreiben. zu klingen und
Links to the auch beim Essen aus. Typisch deutsch ist deshalb für eine bessere Note
mich der Döner Kebab, den es an jeder Straßenecke gibt, zu bekommen.
workbook for easy denn die türkische Küche ist aus der deutschen gar nicht Vergessen Sie nicht,
mehr wegzudenken. dass Sie in der
reference and Prüfung mit Paper 2
Thomas: zeigen müssen, wie Exam tips to help
extra practice. gut Sie die deutsche
Das deutsche Essen ist auf keinen Fall einheitlich, sondern
in jeder Region anders. Im Norden isst man wegen der Sprache beherrschen students succeed in
– dazu gehören
geografischen Lage viele Fischgerichte, aber im Süden,
vor allem in Bayern, wo ich lebe, kommt man an Weißwurst
ein umfangreiches their examination.
Vokabular, komplexe
und Schweinshaxe nicht vorbei. Am besten schmeckt es
Satzstrukturen
heruntergespült mit Bier.
und eben auch
Umgangssprache.
Angela:
Ich liebe besonders die deutsche Tradition von Kaffee
und Kuchen. Am Nachmittag essen wir leckere Kuchen
wie Streuselkuchen, Bienenstich, Käsekuchen, die frisch Arbeitsbuch
vom Bäcker kommen, mit einer Tasse Kaffee oder Kakao.
2 Schriftliche
Manchmal gehe ich auch in schicke Konditoreien, wo es Übungen
köstliche Sahnetorten und Feingebäck gibt und man nach
Herzenslust schlemmen kann.
Authentic texts Felix:
engage students Currywurst mit Pommes, definitiv. Gerade hier in Berlin hat
die Wurst Kultstatus. Ich bin oft unterwegs, deswegen esse
with the target ich alles, was schnell geht: Burger, Pizza, belegte Brote,
Frikadellen und Hähnchen.
language cultures.
90 91
IB_German_book.indb 90 26/06/2018 13:11 IB_German_book.indb 91 26/06/2018 13:11
The layout of the book is very good, it’s straightforward and self explanatory.
The students can work independently on the task and follow up what is needed.
Gul Uyar, Language Teacher, AISR (American International School of Rotterdam)
In this short video, author Alan Marshall takes us through the core
components of the Languages B resources for the IB Diploma and how
these are geared to set your language learners up for success.
MAÑANA – SPANISH B COURSE
Coursebook 978-1-108-44059-2
Coursebook Cambridge Elevate edition (2 years) 978-1-108-46924-1
Workbook 978-1-108-44062-2
Teacher’s Resource with Cambridge Elevate 978-1-108-34095-3
LE MONDE EN FRANÇAIS – FRENCH B COURSE
Coursebook 978-1-108-44054-7
Coursebook Cambridge Elevate edition (2 Years) 978-1-108-46925-8
Workbook 978-1-108-44056-1
Teacher’s Resource with Cambridge Elevate 978-1-108-34087-8
DEUTSCH IM EINSATZ – GERMAN B COURSE
Coursebook 978-1-108-44045-5
Coursebook Cambridge Elevate edition (2 years) 978-1-108-46422-2
Workbook 978-1-108-44046-2
Teacher’s Resource with Cambridge Elevate 978-1-108-33927-8
Contact your local representative – see page 38 17French ab initio course
IB Diploma | Group 2 | Language Acquisition | Language ab initio
Panorama francophone
1&2
Second edition
Danièle Bourdais, Sue Finnie, Geneviève Talon
and Irène Hawkes
This new edition supports the IB Diploma Language ab
initio guide for first examination from 2020.
• Contains material designed to engage older teenage
learners, with topics from high school life, to society
and technology
• Covers key IB texts, themes and all elements of the Panorama francophone 1
examination, with TOK and CAS integrated into the learning French ab initio for the IB Diploma
• Created by a team of experienced authors of language Coursebook
resources in collaboration with IB ab initio examiners Second edition
• Encourages practising the language in context through Danièle Bourdais and Sue Finnie
activities that cover all aspects of language acquisition:
listening, speaking, reading and writing
• Improved workbook with extra grammar and
vocabulary practice
These pages are from the French ab initio course Panorama francophone 2 Engaging topics,
such as technology
4
3 L’éducation pour tous and the arts, are
A revision page
at the end of Révisions Arts francophones : Chapitre
designed to spark
interest for teenage
each chapter L’école avant et maintenant traditions et modernité learners
consolidates 1 Parlez
learning through 1 Décrivez cette photo du célèbre photographe A F
extension activities, français, Robert Doisneau (1912–1994). À
votre avis, où et quand se passe la scène?
Décrivez l’attitude des enfants.
developing key 2 Comparez cette scène avec une scène actuelle
Ingéniosité humaine
• Divertissements
skills such as
dans votre école. Utilisez les expressions de
l’encadré Vocabulaire. Cherchez d’autres • Les différentes formes
artistiques
Chapter
expressions pour comparer et contraster.
researching B
• La lecture, le cinéma introductions
Vocabulaire E • Le théâtre, la musique
• Les beaux-arts
highlight links to
Pour comparer des scènes Expériences
= Sur cette photo, on voit • Loisirs the key IB elements
within each chapter,
le / la / les même(s)… • Fêtes et célébrations
littérature
Cette photo montre aussi / également C G • Les fêtes folkloriques
Révisions
(et poésie)
≠
que…
Sur cette photo, il y a…, tandis que arts visuels Théorie de la such as TOK, CAS
(peinture, dessin)
maintenant / ici,…
Ici, on imagine que… Par contre, bande dessinée
connaissance
Peut-on concevoir une société
and AFL
maintenant / ici,… sans arts ?
arts de la scène
(théâtre, danse, H
mime et cirque) Créativité, Action,
2 Parlez
Le cadran scolaire 1956 © Robert Doisneau / Gamma-Rapho architecture
Service
Imaginez une bulle pour chaque élève. En groupes, planifiez et
Imaginez aussi une bulle pour leur instituteur. cinéma organisez une activité culturelle
pour une journée francophone
1950 2020 sculpture
dans votre lycée : expositions
3 Recherchez radio, télévision et de tableaux, récital de musique,
photographie extraits de pièces de théâtre,
Trouvez d’autres photos de Robert Doisneau D I diffusion d’un film, etc.
sur Internet. Choisissez-en une et présentez-la musique
oralement à la classe.
Grammaire
1 Mise en route • Les adjectifs indéfinis
Warm-up activities
4 Parlez
1 Reliez les photos aux noms des neuf arts illustrés sur les photos.
• Les pronoms personnels
COD et COI (rappel)
ease beginners into
Regardez ce dessin humoristique. Quels thèmes
aborde-t-il ? Comparez l’attitude des parents,
du prof et de l’élève si c’était dans votre pays.
2 Savez-vous ce qu’on appelle le 7 art ? Que choisiriez-vous comme 10 art ?
e e • Les pronoms personnels y et
en (rappel) new topics, helping
Teaching language
POINT DE RÉFLEXION 2 Écrivez
• La position des pronoms
stretch activities to
5 Imaginez L’école joue-t-elle le rôle le plus important dans l’éducation d’une personne ?
is about more than Ajoutez un troisième dessin pour 2080.
Réfléchissez aux points suivants :
Numérotez les arts selon vos préférences. Donnez un exemple que vous aimez ou
connaissez pour chacun de ces arts. POINT DE RÉFLEXION
meet the needs of
just the language
Décrivez-le par écrit pour l’illustrateur.
Comment seront les parents ? Le professeur ?
la lutte contre l’analphabétisme, l’accès à la culture, les échanges scolaires, des
systèmes scolaires meilleurs que d’autres, la technologie, les stages, etc. Exemple : Numéro 1, c’est le cinéma. J’aime particulièrement les comédies romantiques.
Mon film préféré, c’est...
Les arts sont-ils le reflet d’une
société et d’une époque ?
mixed-ability classes
L’élève ? Écrivez le contenu de la (des) bulle(s). Exemple : Selon moi, l’école joue un rôle essentiel dans l’éducation de la
itself – reflection Exemple : Il n’y aura plus de professeur. majorité des gens, surtout les personnes qui ont le moins accès à la culture. En
effet,… Cahier d’exercices 5/4
Les parents parleront à un ordinateur…
points encourage
Cahier d’exercices 3/5 et Révisions de grammaire : Chapitres 1, 2 et 3
critical thinking by 46 Panorama francophone 2 © Advance Materials 2014 47
asking students
interesting cultural
questions
Panorama francophone 1
Panorama francophone 1: Coursebook 978-1-108-46725-4
Panorama francophone 1: Coursebook Cambridge Elevate edition 978-1-108-72824-9
Panorama francophone 1: Workbook 978-1-108-46724-7
Panorama francophone 1: Teacher’s Resource with Cambridge Elevate 978-1-108-61046-9
Panorama francophone 2
Panorama francophone 2: Coursebook 978-1-108-70734-3
Panorama francophone 2: Coursebook Cambridge Elevate edition 978-1-108-70736-7
Panorama francophone 2: Workbook 978-1-108-70737-4
Panorama francophone 2: Teacher’s Resource with Cambridge Elevate 978-1-108-77478-9
18 cambridge.org/education/2020You can also read
