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Touchstone 1 Teacher's edition


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Touchstone 1 Teacher's Edition, Touchstone series

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Touchstone 1 Teacher's edition

  1. 1. M ic h a e l M c Ca r t h y Je a n n e M c Ca r t e n EIelen Sa n d if o r d 1 WITH SUEALDCORN JANET K. BATTISTE An d r e w G itzy LYNN STAFFORDYILMAZ go g C a m b r i d g e UNIVERSITY PRESS
  2. 2. C AM BRIDG E U N IV E R SIT Y PR ESS Cambridge, New York, Melbourne, Madiid, Cape Town, Singapore, Sao Paulo Cambridge University Press 40 West 20th Street, New York, NY 10011 4211, USA www.cambridge org Information on this title: © Cambridge University Press 2u05 This book is in copyright Subject to statutory exception and to the provisions of relevant collective licensing agieements, n o r ep ro d u c tio n o f a n y p a rt m ay ta k e p la c e w ith o u t the w ritten perm ission of Cambr'dge University Press First published 2005 Printed in Hong Kong, China A catalog recordfor this publication is availablefrom the Bt itish Library i s b n -13 978 0-521 b 6 6 1 l-4 p a ck c o n s istin g o f s tu d e n t s b o o k an d se lf-stu d y a u d io CD/CD ROM (W indows® ' Mac4") ISBN 10 0 521-66611-2 pack consisting of student’s b o o k and self-study audio CD/CD-ROM (Windows®, Mac®) i s b n -13 9 7 8 -0 -5 2 1 -6 0 1 2 9 -0 pack consisting of student’s book/Korea and self-study audio CD CD-ROM (Windows". Mac®) ISBN-10 0 -5 2 1 -6 0 1 2 9 -0 pack consisting of student’s book/Korea and self-study audio CD/CD-ROM (Windows®,Mac®) ISBN 13 978 0 5 2 1 -6 0 1 3 0 -6 pack consisting of student 's book A and self-study audio CD CD-ROM (Windows'1,, Mac®) ISBN-10 0 -5 2 1 -6 0 1 3 0 -4 pack consisting of student’s book A and self- study audio CD 'CD-ROM (Windows0", Mac®) i s b n -13 9 7 8 -0 -5 2 1 60131-3 pack consisting o f student’s book B and self-study audio c d /C D -r o m (Windows®, Mac®) ISBN-10 0 521-60131-2 pack consisting of student’s book B and self study audio C D 'C D -ro m (Windows®, Mac®) ISBN-13 978 0 5 2 1 -6 6 6 1 0 -7 w o rk b o o k ISBN-10 0 -5 2 1 -6 6 6 1 0 -4 w o rk b o o k ISBN-13 978 0 -5 2 1 -6 0 1 3 2 -0 w o rk b o o k A ISBN-10 0- 5 2 1 -6 0 1 3 2 -0 w o rk b o o k A ISBN-13 9 7 8 -0 -5 2 1 -6 0 1 3 3 -7 workbook B ISBN-10 0 -5 2 1 -6 0 1 3 3 -9 workbook B i s b n -13 978 0 521 66 6 0 9 -1 te a ch er's e d itio n i s b n - 10 0 -521-66b 09 0 te a c h e r s e d itio n ISBN-13 9 7 8 -0 -5 2 1 -6 6 6 0 6 -0 CDs (au d io) ISBN-10 0 -5 2 1 -6 6 6 0 6 -6 CDs (a u d io ) i s b n -13 978 0 -5 2 1 -6 6 6 0 7 -7 c a s s e tte s i s b n - 10 0 5 2 1 -6 6 6 0 7 -4 c a ss e tte s It is norm ally necessary for w ritten perm ission for copying to be obtained in advance from a publisher. The language sum m aries, quizzes, tests, assessments, score rec ord sheet, and audio scripts at the back of this book are designed to be copied and distributed in class. The norm al requirem ents are waived here and it is not necessary to write to Cambridge University Press for perm ission tor an individual teacher to make copies for use w ithin his or her own classroom. Only those pages which carry the wording "© Cambridge University Press” may be copied Cambridge University Press has no responsibility for the persistence or accuracy of URI s for external or third-party Internet Web sites referred to in this book, and does not guarantee that any content on such Web sites is, or will remain, accurate or appropriate. Book design and layout services Page Designs International Art direction: Adventure House, NYC Audio production: Full House. NYC
  3. 3. Introduction Introduction iv Course components viii Structure of the units in the Student’s Book x Features of the units in the Student s Book xi Corpus frequency: The top 500 spoken words xvui Authors’ acknowledgments xxii Scope and sequence xxiv Student’s Book useful language xxviii Ideas on how to check answers xxix Teaching notes Unit 1 All about you T-l Unit 2 In class T-ll Unit 3 Favorite people T-21 Touchstone checkpoint Units 1-3 T-31 Unit 4 Everyday life T-33 Unit 5 Free time T-43 Unit 6 Neighborhoods T-53 Touchstone checkpoint Units 4-6 T-63 Unit 7 Out and about T-65 Unit 8 Shopping T 75 Unit 9 A wide world T-85 Touchstone checkpoint Units 7-9 T-95 Unit 10 Busy lives T-97 Unit 11 Looking back T 107 Unit 12 Fabulous food T-l 17 Touchstone checkpoint Units 10-12 T-127 Self-study listening t- i 29 Homework ideas T-134 Language summaries r 140 Testing program Contents T-l 52 Written quizzes T-153 Written quizzes audio scripts T 178 Written quizzes answer key T-182 Written tests T-189 Written tests audio scripts T-202 Written tests answer key T 204 Oral quizzes T-206 Oral quizzes sample answers T 220 Oral tests T 224 Oral tests sample answers T 228 Score record sheet T-230 Student’s Book audio scripts T-232 Workbook answer key T-242
  4. 4. Introduction Touchstone is an innovative new series for adult and young adult learners of English. It is a “corpus-informed” course, drawing on extensive research into the corpus of North American English in the Cambridge International Corpus - a large database of everyday conversations and texts that show how people actually use English Corpus research ensures that learners using Touchstone will encounter the most useful and widely used words, phrases, and gram m ar in everyday situations. The research also makes possible the introduction of the im portant syllabus area of ‘conversation management strategies’’- how to start and end conversations, how to show interest, and how to ask questions that are not too direct. The result is a groundbreaking course of language and skills development that helps learners communicate naturally and effectively, even at the very beginning levels. Easy and enjoyable to teach, Touchstone is full of new and exciting ideas, offering a fresh approach to the teaching and learning of English. Elere are some answers to the questions that people have asked us about the Touchstone series. Touchstone is a corpus-informed course. What is a corpus exactly? A corpus is a database of spoken or written English The words in a corpus can be collected from a variety of sources. For example, words in a written corpus may come from newspapers, magazines, books, or the Internet, while words in a spoken corpus may come from everyday conversations. Touchstone was written with the help of the corpus of North American English in the Cambridge International Corpus (CIC) - a database that currently holds more than 700 million words. What kinds of information can you learn from a corpus? With computer software to analyze a corpus, we can find out the most commonly used English words and expressions. The use of a corpus is a major innovation that makes it possible to develop an exciting new approach to learning English. We used the CIC to answer questions like these: What are the most frequent words and phrases in English? By analyzing the Corpus, we can identify the most frequent words in everyday conversation. For example, we can find the top 50, 500.1.000. or 5,000 words in the spoken Corpus and see how these are different from the most frequent words in the written Corpus. This ensures that students learn the most useful conversational words right from the beginning. Which English words are most likely to occur together? We can find typical collocations, or words frequently used together, by looking at all the examples of an individual word and seeing what words most often precede or follow it. For example, we can identify the adjective that most frequently follows the adverb pretty (as used in It was pretty good.). We learn that the top four adjective collocations with pretty are pretty good. pretty nice, pretty bad, and pretty cool. This kind of information helps us present the adverb pretty, as well as other words and phrases, in natural and useful collocations. What are the most common meanings and uses of a particular grammar structure? By studying the Corpus, we can find out, for example, how people typically use the verb can. Most iv • Introduction
  5. 5. teachers are familiar with the m eaning of can for "ability,” as in the sentence lean swim. Conversations in the spoken corpus show that a more frequent m eaning of can is that of “possibility,” or what it is possible to do in different places and situations, as in the sentence In New York, you can go to the top of the Empire State Building. So Touchstone gives priority to this use of can. Which tenses do people use most frequently? The spoken Corpus shows what tenses people use most frequently in conversation. The simple present, for example, is more common than the present continuous. For that reason, we made a decision to introduce the simple present before the present continuous in Touchstone. How do people manage conversations effectively? By reading the multitude of conversations in the Corpus, we can see how people interact in real-life situations. For example, how do people show that they are interested in a conversation and that they are listening? Conversations in the Corpus show that people do this by repeating information, asking questions, and saying things like “Really?,” “Right/ “I know,” and “Uh-huh What do people say when they want to end a conversation? There are m any examples in the Corpus of people saying “Anyway,” to end a conversation politely. How do people make sure their questions do not seem too direct? The Corpus shows people rephrasing questions with “I mean,” and adding the word or at the end of yes-no questions. For example: Where do you go after work? I mean, do you go somewhere nice?-, Would you like to go out or. . .? The answers to these and other questions make it possible for Touchstone to teach students useful strategies for managing conversations successfully in English. What are the most typical contexts for specific vocabulary and grammar structures? Searching the Corpus helps us find typical situations for using specific vocabulary and gram m ar structures, so that we can present new language in natural contexts. The conversations interviews, and listeni ng material students encounter in the series are constructed in ways that reflect the character and content of the conversations in the Corpus and are sometimes drawn directly from these conversations. How does this corpus-informed approach help me and mystudents? By identifying what language is essential to basic communication and what language allows us to speak clearly and precisely, corpus-informed materials can take learners to their goals more quickly and efficiently. In addition, a study of a spoken corpus teaches us im portant things about social communication. As a result, activities based on corpus-informed materials can focus on the most im portant features of listening and speaking skills, making students more effective listeners and communicators. Finally, successful learning is all about motivation. Corpus-informed materials motivate learners because they can feel confident that the language they are learning is up-to-date useful in everyday conversations, and targeted to situations in which they are likely to find themselves Students can also be sure that the language corresponds to what they will encounter in real conversations, on radio and TV shows, in movies, on the Internet, and in books, newspapers, and magazines. Do I need to know a lot about the Corpus to be able to teach with Touchstone? Not at all. You don't need any special knowledge of the Corpus to use the course successfully. But you can feel reassured that we, as authors, have checked the Corpus carefully to ensure that the language we teach is frequent, natural, and useful, and that the statements we make about language are accurate. Introduction •
  6. 6. As you teach from Touchstone, you and your students will learn many interesting facts about language coming from our corpus research. Throughout the Student’s Books you will see In conversation boxes, which give useful information about spoken gram m ar and vocabulary. On many of the Vocabulary notebook pages you will find fun facts about vocabulary, such as how people refer to family members and what color and food words are used most frequently in conversation. In the Teacher's Editions we provide additional information about gram m ar and vocabulary that we feel will be of particular interest to you as a teacher. See pages xviii-xxi in this Teacher’s Edition for a list of the 500 most frequently used words in conversation. What methodology will I be using in Touchstone? Touchstone merges the best features of proven and familiar communicative methodologies while, at the same time, offering stim ulating activities carefully crafted to focus on the learning process. The Touchstone philosophy m aintains that a successful course meets all of the following goals: 1. It is interaction-based. An im portant learning aim in every lesson is to get students talking to each other This strong emphasis on spoken interaction enables students to put new language to use immediately to communicate with their classmates. In addition, Touchstone devotes a full lesson in every unit to the teaching of conversation strategies so that students can learn the skills needed for effective spoken communication. 2. It personalizes the learning experience. Touchstone offers engaging activities that encourage students to talk about their own lives and ideas as they discuss topics relevant to their interests and experiences. Students will enjoy talking about topics such as TV, music, the Internet, sports, and celebrities. The Aboutyou icon points out some of these opportunities. 3. It promotes active and inductive learning. Throughout the series students complete tasks that actively involve them in the learning process. Students are also challenged to figure out (inductive learning) gram m ar structures or English usage. Solving a problem or figuring something out for oneself is a powerful aid to understanding, and reseaich shows that activities that have students notice and figure things out result in successful learning. Figure it out tasks challenge students to think about how target gram m ar structures are formed and used before they are formally introduced. Notice tasks in the Conversation strategy lessons encourage students to think about how people manage conversations effectively. Word sort tasks and Vocabulary notebook pages get students to actively learn new vocabulary. 4 It encourages students to be independent learners. The Audio CD/CD-ROM in each Student s Book offers students a Self-study listening component based on an extension of the dialogue from the Conversation strategy lesson and provides additional oral practice. Students can thus take the initiative to improve their speaking and listening skills, working at their own pace. The CD-ROM includes a database called My vocabulary notebook, which allows students to sort vocabulary in different ways, to print out word lists for a variety of purposes, and to add their own words, expressions, and example sentences. Clear learning aims at the start of each unit, Selfcheck and Study plan charts in each Touchstone Checkpoint lesson, and Progress checks at the end of each Workbook unit enable students to monitor their own learning. Each Teacher s Edition provides a testing package which gives you and vour students another valuable tool for assessing progress. 5. It recognizes the importance of review and recycling. Language students need constant review, and Touchstone systematically recycles and reviews target language in several sections vi • Introduction
  7. 7. of the Student’s Book - in Beforeyou begin, Conversation strategy, Reading and Listening, Vocabulary notebook, Touchstone checkpoint, as well as in the Workbook. Grammar, vocabulary, and conversation strategies taught in earlier units are recycled in later units. Items learned in lower levels are recycled in subsequent levels. Recycle icons throughout the Teacher’s Editions point out these and other opportunities for review and recycling 6. It offers flexibility to meet the needs of specific classes. Touchstone can be used with large and small classes. Activities can be done in pairs, groups, or as a whole class, depending on your particular needs. Touchstone can also be adapted to varying course lengths. For shorter courses, the Vocabulary notebook pages and Reading and Writing tasks can be assigned for homework. For longer courses, the Workbook provides additional learning tasks. For when time allows, the Teacher’s Edition offers a variety of extra classroom activities to reinforce learning. Can I teach the lessons in a unit out of order? No. It is very im portant that lessons A. B, C, and D are taught in order. This is because the new structures and vocabulary taught in the earlier lessons are generally recycled and reused in the later lessons. Each lesson in a unit assumes that students have learned the language of the previous lesson(s). So. for example, simple present statements are taught before simple present questions; students are taught the strategy of asking questions in two ways only after they have learned how to ask yes-no and information questions. A special thank-you from the authors. . . We would like to extend a very personal thank-you to all the teachers and students who have provided so many constructive comments during the development of Touchstone. We sincerely hope that you will enjoy using Touchstone, and that it will contribute to the success of your English classes. We welcome your feedback and look forward to hearing from you. With our very best wishes, Mike McCarthy Jeanne McCarten Helen Sandiford Introduction • vii
  8. 8. Course components Each level of Touchstone consists of a Student’s Book with a Self-study Audio CD/CD-ROM, a Class Audio Program, a Workbook, and a Teacher’s Edition with a CD for the listening portion of the included quizzes and tests. Student’s Book with Self-study Audio CD/CD-ROM There are twelve units in each Student s Book. Each unit consists of: ■ a unit opener page which presents the unit theme, unit aims, and a Beforeyou begin warm-up activity ■ four two-page lessons (Lessons A, B, C, and D) which present grammar; vocabulary; conversation strategies; and listening, reading, and writing practice ■ a Vocabulary notebook page with fun tasks where students catalog new vocabulary, reinforce collocations, and further develop their vocabulary-building skills ■ a Free talk task at the back of the book that encourages students to interact openly in a natural conversational setting ■ a Self study listening task at the back of the book for independent reinforcement of the unique conversation strategies using the Self-study Audio CD/CD-ROM Four Touchstone checkpoint lessons review the language taught in the previous three units. Unique features of the Student s Book include: • the Conversation strategy lesson, which covers the im portant new syllabus area of conversation m anagement techniques • a Vocabulary notebook, which offers practical learning tips and personalized activities while systematically covering vocabulary-building strategies • Figure it out tasks, which involve students in figuring out how target structures are formed and used • Word sort tasks, which encourage students to take an active role in learning new vocabulary Self-study Audio CD/CD-ROM This disk contains listening and speaking practice based on the conversations from Lesson C of the Student 's Book. Using the disk as an audio CD, students can: ■ listen to and practice the Lesson C conversation ■ listen to a continuation of that conversation in order to complete a Self-study listening activity Using the disk as a CD-ROM, students can: ■ do these same listening activities on a computer ■ do additional activities, such as playmg the role of one of the speakers and recording their own voices The CD-ROM also includes My vocabulary notebook, a database containing a complete list of the words and expressions in the Student’s Books, divided into ‘target vocabulary and “bonus” vocabulary, larget vocabulary are words and expressions that students should know and be able to use by the time they finish each unit. Bonus vocabulary are words and expressions that students may encounter but are not required to learn. viii • Introduction
  9. 9. Using My vocabulary notebook, students can: ■ add their own words, expressions, and example sentences to the database ■ print out the new word lists they have created Workbook The Workbook is a natural extension of the Student’s Book, with two pages of follow-up activities for each two- page Student s Book lesson. 1 he Workbook provides: ■ thorough consolidation and practice of the vocabulary, grammar, and conversation strategies taught in the Student s Book ■ extra reading and writing activities to reinforce these im portant skills ■ a wide variety of activity types, with photos and illustrations to provide context and keep students motivated ■ a Progress check at the end of each unit to help students plan further independent study Teacher’s Edition with Audio CD The interleaved Teacher ’s Edition contains practical, step-by-step teaching notes for each page of the Student’s Book. It also offers: ■ a wide variety of optional interactive classroom tasks geared to both small and large classes ■ extra homework ideas for each lesson ■ Language notes that not only provide an overview of the language presented in each unit, but also give useful information, drawn from the Corpus, on the frequency of grammatical forms, words, and expressions ■ a photocopiable testing package containing twelve written and twelve optional oral quizzes (one for each unit), as well as two written and two optional oral tests ■ an audio CD which provides the recordings for the listening tasks in the testing package ■ audio scripts for all recorded material ■ unit by-unit language summaries which include the unit vocabulary and expressions ■ the Workbook answer key Class Audio Program The Class Audio CDs and Cassettes provide students with natural models for speaking and pronunciation as well as the opportunity to listen to a variety of voices and accents. The recordings are in natural, conversational American English. Web site The student support Web site provides engaging, interactive vocabulary, grammar, and listening activities. The teacher support Web site offers teaching tips, classroom activities, downloadable materials, and more. Introduction • ix
  10. 10. Structure oftheunits in the Student’sBook All units contain the following basic structure. It is im portant to note that lessons must be taught in A, B, C, D order. There may be some variety in the exact position of pronunciation, listening, and speaking activities from unit to unit. Unit opener - Unit overview Lesson A - Grammar, pronunciation and warm-up activity and speaking Lesson B - Vocabulary, grammar, and speaking Lesson D- Reading, writing, listening, and speaking "*1CT5RWTKD0BJT7 & Lesson C - Conversation strategies, listening, and speaking Vocabulary notebook- Strategies for learning vocabulary At the back of the Student’s Book Free talk - Open-ended conversation or discussion In If At the back of the Student's Book Self-study listening - Independent listening pract ice — to & After units 3 6, 9, and 12 Touchstone checkpoint - Review and self check x • Introduction
  11. 11. Features ofthe units in the Student’sBook Unitopener The unit opener page sets the scene for the unit topic, and introduces new vocabulary. •Unit aims ■ show key grammar, vocabulary topics, functions, and strategies —Before you begin. .. ■ provides photos of contemporary life, al.cwmg easy introduction of the unit theme ■ recycles structures from previous units in a short warm-up activity ■teaches new vocabulary related to tie unit theme E r e e J im e In Unil 5, you lezrn how to . • a t ttnvl* tntjniulr« yumttm • a y h w -nwi » u 4a urn'ss ■ lift aboil IrM-bnw adMllm an* IV ikrwt • at yuwlrwi into-'way* Introduction •
  12. 12. LessonA Lesson A presents the m ain gram m ar point of the unit with some relevant new vocabulary It may include a Speaking naturally pronunciation task, a Talk about it group discussion, or a Listening task. Getting started ■ presents new grammar in natural contexts such as conversations, interviews, surveys, and phone messages ■focuses on the most frequent and useful language for everyday communication Figure it out ■ helps studerts nctice the forms and uses of the new structure ■ challenges students to use their inductive skills before a grammar chart is presented About you ■ signals a personalized practice task 2 Grammar ons«* UnilF Fm Urns Grammar charts ■ Drovide a clear presentation of new structures What do you do in your free time? Meet my friends Who do you go out with? Afriend Where doe# s’he go' How often doe# he eat out? Twice a month When do they go out' On the weekends Timeexpressions How often'* ©verynight on Friday nights onceawee* three times a weei Grammar exercises ■ give students both controlled and freer practice with the new structure ■ offer opportunities to exchange personal information A Unscramble the words to make questions. Compare with a partner. twice a month 1. do / you / do / what / on Friday nights ? M yen /o e* ajghfel? Speaking naturally ■ helps students understand and use natural pronunciation and intonation ■ provides communicative and personalized practice to fully integrate pronunciation into the lesson ■covers the key areas of linking and reduction, stress and intonation, basic grammatical forms, and common problems in listening comprehension 2. after class where / go / you' friends t dc ? 3. you / who / do I on the weekends go out with 5 A. do / your parents / how often l go on the Internet ? 5. your family I does I have dinner together / when ? 6. on weeknights / go out / do / you I how often ' B Pair W0fk Ask and answe the questions with a partner. A What do you do on Friday nights'* b tgotoactub. 3 Speaking naturally Doyou. Do "ou go out a 10° Where tie you go? What Oo you do? A i Listen and repeat the questions shove. Tsimice (he pronunciation of doy B *** Listen to the conversations Write the questions you hear. 0 . Do yen *eW »»vyour W e B Well, ves. on the weekends B lisleep late read, watch TV . B Yes, i do. I like movies a lor A ________________________ B Two or three times a week. ■C Pair work Practice the conversations Then ask and answer the questions. Give your own answers. xii • Introduction
  13. 13. LessonB Lesson B teaches the main vocabulary of the unit and builds on the gram m ar taught in Lesson A . It may include a Speaking naturally pronunciation task, a Talk about it group discussion, or a Listening task. ^ - B TVshows 1 Building language A Listen. When does Marisa watch TV? Practice the conversation Slew This soup is delicious. What’s in It7... Marisa? Marisa? Marisa I’m sorry, what? Steve Youknow, sometimes I think youwatch too much TV. Marisa Oh, I hardly ever watch TV. Sieve Are you serious? Marisa Well, sometimes 1watch the morning shows. And I usually watch the late movie. Steiv And you always have dinner in front of the TVl I mean, you never talk to m e Marisa Yes. I do! 1talk (o you during the commercials. j j Can you find words to complete the sentences? Use the conversation to help you. 2. M arisa. 3. M arisa. . Marisa watches the morning show's. _______watches the late movie. _______has dinner in front of the TV. 2 Grammar Frequencyadverbs *’ r always usually B8t in front of the TV often sometimes hardly eve never Sometimes eat n front of the TV Peoplesay Sometimes L .7 tmes more otter thanI sometimes t m m Sometimes t Add frequency adverbs to make true sentences. Then compare with a partner. *iever 1. I watch TVin the morning. 2. I watch TVshows in English. 3. My family has dinner in front of the TV. 4. I rent movies on the weekends 5. My family watches TVlate at night 6. We watch videos in our English class- A I never welch 7Vin the morning. B Really? I always welch TVin the morning •Building language ■ builds on the grammai of Lesson A presenting new language in a aifferent style from the previous lesson ■ provides additional Figure it out tasks In conversation ■ presents interesting facts from the corpus about the frequency of grammatical forms and vocabulary in spoken English Building vocabulary ■ visually presents new woros and expressions, oFering students a mini picture dict'onary for their reference ■ offers a vocabulary syllabus that draws on corpus frequency information while provicmg motivating topics 3 Building vocabulary IM I5 Free time A Listen What kinds offTVshows do you hear? Write thr number nex! to the type of show. Word sort ■ helps students orgarize new vocabulary in meaningful ways to help the learning process ■ gives opportunities for students to use the new vocabulary immediately in meaningful, personalized interactions wth classmates oonjmantiry B What kinds ofshows do you like anc dislike? Complete tbs chart. Add other kinds of shows you know. Likei Dislikes . liove 9 9 - ■lakylire 9 - llike Ihate Ican t stand I dor', like C Pair work Find out what kinds of TVshows your partner likes. "Doyou like cartoons?' ''Yes, I do I love cartoons. My favorite is . Talk about it ■ are group oiscussions where students can use new language to talk about contemporary topics - in this unit, tree time, the Internet, and TV .4 Talkabout it Doyou watchtoemuch TV" Group work Discuss the questions. Do you have the same TV-watching habits? ► How many TVsdo vou have at home" ►Do vou ever watch TVin bed? in restaurants? ► How often do you watch TV? ►Do you watch the commercials on TV? ► Do you have breakfast In front ofthe TV? ►Do you think you watch too much TV? 5 Vocabulary notebook Dcwhal?.Gc where". See page 52 for a new way to log and learn vocabulary. Introduction • xiii
  14. 14. Lesson C Lesson C teaches a Conversation strategy and some common expressions useful in conversation, followed by a listening activity reinforcing this conversational language. (In Units 1 through 3 the conversation strategy is in Lesson D.) The gram m ar in this lesson is always recycled and thus gram m ar that students already know. 1. )n C . n a ■ f l . i A Can you complete the second question? A What do you do after work? Do you______ B Welf. I usually go shopping and then go home. Nowlisten. What does Lori do after class? A f or4 etfer yjagu N o tic e how Adem asks questions intwo wayc His questions ere clear and not too direct Find H P f examples inthe conversation m B Match the first question to a good second qupvion 1. What do you do after class? C 2. How do you get home?____ 3. Do you ever feel tired after class? 4. Do you work in the evening?____ 5. How often do you go shopping? 6. What do you do for lunch?____ a. Imean, do you eat out? b Do you go shopping a lot? c. Do you go out for coffee? d I mean, do you usually need a break? e. Do you take the subway or the bus? f. I mean, do you have a part-time job? C Pair work Askand answer the pairs ofquestions. Give your own answers. 'What do you do after class?Do you go out tor coffee?' "Well, f usually .” Strategy plus ■teaches conversation management expressions such as I mean, Well, and Anyway, all chosen for their relevance and frequency ■ extends and reinforces the Conversation strategy Listening and speaking ■ covers these important, complementary skills in the same section ■ presents conversations and extracts all based on real-life language ■ includes a new type of task that mirrors real communication by teaching students to read with interest and respond in ways that keep a conversation going tasks include “listen and choose a good response,” “listen and predict,” and “listen and decde if you agree” J Conversation strategy ■teaches students techniques tor managing conversations more effectively in English ■ offers an exciting syllabus of strategies drawn frcm conversations in the Corpus, covering techniques such as starting and ending conversations, reacting to news and information, taking time to think repeating ideas, keeping conversations going, being polite and not “too direct,” and much more This section provides a four-step presentation and practice where students: First, think about the conceot. Then listen and understand a conversation. Next, notice the strategy and find more examples. Finally, use the strategy in interactive and personalized practice. A Self-study Audio CD/CD-ROM allows students to: • listen to and practice the Lesson C conversation • listen to a continuation of the conversation, whicn provides the basis for the Self-study listening tasks at the back of each Student’s Book 2 Strategyplus Imean You cer. use I m e a n to repeal youi ideas or to tay more about something Wter- to you go? Im mi, to you go somewturt Hot? t is oneofth«top*5expressions A Compleie the questions or answers with Compare with a partner. Do you have any of the 1. A Do you evergo out afterclass? B Well, not very often. I mean. Iusually gc 2. A How do you Dikethe restaurants in your neighborhood? B They're not bad. I mean, they're ___ . . . _______ 3. A Are you busy In the evening? Imean, do you _ B Well, I take a lot ofclasses. 4. A What do you do m youir free lime? B Well. I don't have a lot of free time. Jmean _ B Pair work Ask and answer the questions. Give your own answers 3 Listeningandspeaking Whatdo(hei saynext? A ■ # Listen to the beginning of three conversations How do you think each conversation continues? Circle a or t. Conversation t a . wha*areyourhobbies9 t where do you work? Conversation2 a JakeFrench, too b Shefoodts good Cmvmation 3 l do you watch 7Y> h do you livearoundhere? B Nov listen to the compl* te conversations. Check your an> C Add a second question to each question below. Then choose o a conversation with a partner. I. Howoften do you play sports? I mean, do you play __ 2 Whrre do you usually have dinner? I mear., do you eali_____ 3. What do you do on the weekends? 1mean, do you 4 Free talk Playaboardgame. See Freetalk5 for more speaking practice. xiv • Introduction
  15. 15. LessonC Lesson D, after the first three units, focuses on reading and writing skills while providing additional listening and speaking activities. 1 Reading * A Check [■/) the statements you agree with, Compare with a partner. Can you add more ideas? The Internet Isa91eat •dace xt . I G make new friends and "chat." O find information. * IC spend your tree time. C practice your Engltsfv 1 j listen to musk B Read the article. Do you know any Internet “addicts"? Reading ■ provides comprehensive readmg-skills development, including prereading, “as you read." and post'eading tasks in every lesson ■ offers high-interest texts, adapted fron newspapers, magazines, books, and the Internet which recycle and consolidate lanai age and provide interesting content for discussion C Answer the questions about the article Compare your answer* with a partner. 1. How many Internet users are "addicts’? 2. What problems do Internet addicts have’ 3. Where do Internet addicts go for help? 4. What are some things Internet addicts do? » D Pair work Take the quiz in the article. Ask and answer the questions Isyour partner an Internet addict? Are you? 50 2 Listening andspeaking Usingcomputers Unit5 free time A Why do people use computers’ How many different ideas can you think of? “They watch DVDs They B Listen. What do Andrea and Yoshi use their computers for? Check (/) the boxes. She ib C V DVDs. She plays CDs She checks her e-mai, She has I Website. Hepirstices Enplkh Helooks 11digitalphotos Hobuy, books OJ.ine He pays b its online. C Croup work n s n iu h nm n Do you u*e computer, for th«>wme things Writing ■ includes real-world writing tasks such as e-mail messages, letters, short articles, and material for Web pages ■ moves from simple sentences to paragraphs, supporting the presentation with models both in the reading text and sample studen1writing ■ provides a systematic syllabus, including Help note panels that give practical advice on areas such as punctuation, linking ideas, and organizing information t What do ynu use it for- ► Do you go on the Internet? What do you do online? Howoften do you send e-mail? ► Do vou ever shop online" Whes do you buy? Tl 3 Writing AmessagetoaWebsite A Write a message to the Web site about yourselt- Complete the sentences ,0.00 _ &1»HIrene* Are you an English student? Dr you wamt a per pal or an e-pal? Write about yourself below We’ll find yoi an e-pal in another country. Hello. My name is to an English class , and I live in t go a week, in my free time. . i like but Idon't like Unking Ideas wltt and am11ut Mynamt sSomhat §ndIUrninRangtnk ftaf»fngUshandChines* Ilommrdm. bat ldon'tMkacartoons J B Class activity Read your classmates’r about him or her. essages Choose an e-pal and tell the class MEWMAM IM T C I I 9 1 m:R E T A D D I C T ? So, you love the Internet It's a great place to find information or go shopping. Hit'sfun, bull do you spend a tot of time online? Experts say 6%of Internet users are Internet addicts they are always online, "internet adaicts are often young people," says one expert 'and they usually have prootems with family, friends, work and school." Taxe this ouiz. If you answer yes tc all tnese questions, maybe you are an Internet addici 1. Doyou spend a lot of time ort th* Internet? »es f l No 2. Do you think or talk about th* totem** alt f1* time? Yes No J. Are oil your friends Internet friends"2 t Yes No 4. Is th* Internet your only hobby'' T Yes No 5. Do you ever miss appointments because you are ontme? Yes P No So, what do you do 11 you think you are an addict? Go to a counse Ing service Where are they? On the internet, of course! Introduction • xv
  16. 16. Vocabularynotebook Vocabulary notebook provides a page of enjoyable tasks at the end of every unit to help students organize and write down new vocabulary. It allows students to customize their own vocabulary learning, working in class or at home. Do what? Go where? Leamng tip Verbs Write down verbs and the words you car? 1 Which words and expressions in Chebox go wiih cheverbs below? Complete the chart. breakfast the laundry homework lessons / music snacks a class dinner computer games meals on a team soccer 2 Now think of words and expressions that go with these verbs. go k-o« d«sf watch read Onyourown ' Mak- a vocabula/y "flip pad' ' Oneach page, write a verb with words you can use after It mI Lookthrough ctwher you have time. Learning tip ■ introduces a useful technique in eveiy unit for acquiring new vocabulary ■ covers writing whole expressions or collocations grouping vocabulary in different ways, using charts, mind maps, and pictures, and other techniques Task 1 practices the technique in the Learning tip with a set of vocabulary taken from the unit. ■Task 2 allows students to use the same technique to log vocabulary they want to learn. On your own offers fun, cmat've ways to practice vocabulary outside of class. xvi • Introduction
  17. 17. FreetalkandSelf-studyAudio CD/CD-ROM Free talk and Self-study Audio CD/CD-ROM provide optional activities for future practice and expansion of new language and conversation strategies. Free talk 5 Playaboardgame. w w Take sums Heeda = Tails - i tossinga | [B A Move one Move iwo l A I C(MH. W r space spaces ®Move aroundtheboard Answ thequtaflonsandfollowtheIwtnicMons Whogets dHiw#- <»aP A you go tint. OK? B Think* . Hoods. /man one space A OK. Sped the teacher"sfull name A It'S J-O-HN e-V-A-M-S B He It’s J-O-H Co beck to clots! A Oh, net OK Nowits your turn Free talk ■ encourages students to use the new language in meaningful interaction with their classmates ■ presents a creative and varied range of task types, including inform,ation-gap activities, discussions, and games S<illstuCy listening script* ,'ik* unswtr key* Self-study Audio CD/CD-ROM ■ contains listening and speaking practice based on the Lesson C conversation and strategy ■ provides an extension to the conversation for further listening practice ■ allows students to role-play a speaker and record their own voices (CD-ROM only) ■ is accompanied by extra activities, scripts, and answer keys in tlle back of the Student s Book Unit 4 Units A Tndt 9 Listento the convarsDion on page 48. Adam and Lon a/e talking alttf class B Tnck 10 ListenTDltwrestnltfmrconversation Phoosettonghtanswer Ttrcto#ort I. Wtut dots Lobsiy abot/Fttttoy^ 3. m y .s Vam st busy7 a. He goes ou: witbhis tmnds a lot b Helm ajob amigoes IDschool. 4 WlwHotsAntov say ~0b. no’’ to Lori? a. He doeso gooutori Thursday*, b He doesn't want dinnerat fabto's. a. Its always m y busy b Pie foods mlybad. 2 Wnenr.Adam usuallytree? a OnMondaysand Thursdays, b OnTuesdeys and Wednesdays. Unit 6 A Trocar listen to lt» conversation on page 58. Jessica and Benare hungry B nock 12 Listentothe restollhe*'Miversa6on.Circtei*correctworts. t Thereare some restaurant al the malt near the park .J 2 Benh as! doesn’t have a totof moneytoday 3. Ben doesn wantFrench food fastfood today. a Beni Jessica's neighborhoodk tturtymtnutes away 5 Thefrench resiauran*is fifteen Ifitly minutes away $. Jessica wantsa snackbefore / after lunch. 7. Jessica usuallyeats lunchalnoon / 230 Unit 7 A Track Listento the conversation on page 70. Katerflay, and Tina are at a barbecue. B Track 14 Listento the rest ot the conversation Check {/) true nr fatse fcr each sentence BfiRk 1. Flayhaiesthe beach 7. Rityr a goodswimmer 3. Rayis giving Tinaswimming lessons. 4. Rayorachces swimming everyday. 5. People fromthe sottbaHteammeat thebarbecue Units A Track m lister to *heconversation on page 80 Sarah is talkingto a dertc. B Track it Listen to the rest of the conversation:. Circlethe correct words. 1 Sarah wants topay for thebracelet withcash a credit cant 2 Thenecklaces cost t7t) f t l l 3 Thederttsays the necklaces / earringr am beautifulon Sarah. 4 Sarah thinks the earringsare cheap / are eipenshe A. Sarah needs doesnHneednewearrings. 6 Sarah uses!doesn't ate her creditcardtopay fortheteweky. Htr So,how doyou like U guni Beech Tina Oh, it'•great. 1live right nearthe beach. Nay Nice!. . Bythe way. my nameli Ray. Tu*n I'm Tina. Nke to meet yov Bmj Yeah.So,do you go to the beach alot? Tinti Yeah,on the weekends.Well. 1go every Sunday. I olay aoftb li Ray Really? Ipliy softball. too. Tmti Ol Do you play on a team? fi») Well, not right now. Tin45 So comeand loin ourteam. Weplay at apark near hem, Ray Uh. do guys play on vourteam? line Surethey <K Wehave,uh.ten womenandfiveguys. Net,- lim n Interesting Tint Wei erehavepracrleeevery Saturdaymorning lustcomeon Saturday.and seehow you like It You work at FsNo’s?Oh*Well. I mean, the sendeeisn't res!'- bid n't lust always, urn, very busy. That’sOK.Wea n reallybusy. la It apart-time job? I mean,how often do you work elhereT Weill.I work every nighton the weekend::,.And sometomes on Tuesdays and Wednesdays. Huh Soyou don’t havea lotoffree time No, I don't. 1usually Juststudy,go tr -classes,gc ta work. what do youdo for fun? Doyou ft out with friends? Yeah. Sometimes,but not veryofter Oh thet's not good .lister,, comeand havedtnne< with m- and my friend tonight I mean. 1t's Thursday night soyou’re . Yeah.lam. t Good I know a great restaurant It hasreallygoodfood,i the service la. uh . 1 Terrible?Yov mean Fabto's?Ol.. no! Unit 6 y«iik<7Wall, sher-anesome restaurants ar the mal near hers Btn An?theycheap? Uh, 1don’shavea lot ol money with me, sc Jaulai You know, they're,like, fas food places Ben Hmm I don's reallywantfast food today. Uh,what about my neighborhood?TherearesomecheaprestaurenQsthere Jtak* Bui uh. your neighborhood Is30minutes from hereby bus And I'm resilly hungry. It's 2-30,you know. Brn Righs. So,how about, urn .Oh, I know' There’sa little French resiauranr near here It's goodand It's not expensive /ran'r# OK Soleis go there. It It far? Bm It’sabout BSminutes from herr fnsku Fifteen minutes.Weill.0» But lei’sget asnack flrse Look There's a supermarket Tightover there Bttn OK. Boy. you art hungry /w in Wall. I usually havvlunch at noon. 1MM 1 True Z True a. M m 4 f u n M iu e I Fab Units i i 2 a 3 b 4 b iM ta » NThsmal 2 doesn'thave3last food 4. Ban's BHchw s.fifteen 6. before ? noon Introduction • xvii
  18. 18. Corpusfrequency The top 500 spoken words This is a list of the top 500 words in spoken North American English It is based on a sample of foui and a half million words of conversation from the Cambridge International Corpus. The most frequent word, I, at the top of the list. 1 I 41 with 81 they’re 2 and 42 he 82 kind 3 the 43 one 83 here 4 you 44 are 84 from 5 uh 45 this 85 did 6 to 46 there 86 something 7 a 47 I’m 87 too 8 that 48 all 88 more 9 it 49 if 89 very 10 of 50 no 90 want 11 yeah 51 get 91 little 12 know 52 about 92 been 13 in 53 at 93 things 14 like 54 out 94 an 15 they 55 had 95 you’re 16 have 56 then 96 said 17 so 57 because 97 there s 18 was 58 go 98 I’ve 19 but 59 up 99 much 20 is 60 she 100 where 21 it’s 61 when 101 two 22 we 62 them 102 thing 23 huh 63 can 103 her 24 just 64 would 104 didn t 25 oh 65 as 105 other 26 do 66 me 106 say 27 don't 67 m ean 107 back 28 that’s 68 some 108 could 29 well 69 good 109 their 30 for 70 got 110 our 31 what 71 OK 111 guess 32 on 72 people 112 yes 33 think 73 now 113 way 34 right 74 going 114 has 35 not 75 were 115 down 36 um 76 lot 116 we re 37 or 77 your 117 any 38 my 78 time 118 he’s 39 be 79 see 119 work 40 really 80 how 120 take xviii • Introduction
  19. 19. 121 even 167 anything 213 twenty 122 those 168 kids 214 after 123 over 169 first 215 ever 124 probably 170 does 216 find 125 him 171 need 217 care 126 who 172 us 218 better 127 put 173 should 219 hard 128 years 174 talking 220 haven't 129 sure 175 last 221 trying 130 can t 176 thought 222 give 131 pretty 177 doesn’t 223 I’d 132 gonna 178 different 224 problem 133 stuff 179 money 225 else 134 come 180 long 226 remember 135 these 181 used 227 might 136 by 182 getting 228 again 137 into 183 same 229 pay 138 went 184 four 230 try 139 make 185 every 231 place 140 than 186 new 232 part 141 year 187 everything 233 let 142 three 188 many 234 keep 143 which 189 before 235 children 144 home 190 though 236 anyway 145 Will 191 most 237 came 146 nice 192 tell 238 six 147 never 193 being 239 family 148 only 194 bit 240 wasn t 149 his 195 house 241 talk 150 doing 196 also 242 made 151 cause 197 use 243 hundred 152 off 198 through 244 night 153 I’ll 199 feel 245 call 154 maybe 200 course 246 saying 155 real 201 w hat’s 247 dollars 156 why 2.02 old 248 live 157 big 203 done 249 away 158 actually 204 sort 250 either 159 she s 205 great 251 read 160 day 206 bad 252 having 161 five 207 we’ve 253 far 162 always 208 another 254 watch 163 school 209 car 255 week 164 look 210 true 256 mhm 165 still 211 whole 257 quite 166 around 21? whatever 258 enough
  20. 20. 259 next 305 looking 351 stay 260 couple 306 someone 352 mom 261 own 307 coming 353 sounds 262 wouldn’t 308 eight 354 change 263 ten 309 love 355 understand 264 interesting 310 everybody 356 such 265 am 311 able 357 gone 266 sometimes 312 we’ll 358 system 267 bye 313 life 359 comes 268 seems 314 may 360 thank 269 heard 315 both 361 show 270 goes 316 type 362 thousand 271 called 317 end 363 left 272 point 318 least 364 friends 273 ago 319 told 365 class 274 while 320 saw 366 already 275 fact 321 college 367 eat 276 once 322 ones 368 small 277 seen 323 almost 369 boy 278 wanted 324 since 370 paper 279 isn't 325 days 371 world 280 start 326 couldn’t 372 best 281 high 327 gets 373 water 282 somebody 328 guys 374 myself 283 let’s 329 god 375 run 284 times 330 country 376 they'll 285 guy 331 wait 377 w ont 286 area 332 yet 378 movie 287 fun 333 believe 379 cool 288 they ve 334 thinking 380 news 289 you’ve 335 funny 381 num ber 290 started 336 state 382 m an 291 job 337 until 383 basically 292 says 338 husband 384 nine 293 play 339 idea 385 enjoy 294 usually 340 name 386 bought 295 wow 341 seven 387 whether 296 exactly 342 together 388 especially 297 took 343 each 389 taking 298 few 344 hear 390 sit 299 child 345 help 391 book 300 thirty 346 nothing 392 fifty 301 huy 347 parents 393 months 302 person 348 room 394 women 303 working 349 today 395 m onth 304 half 350 makes 396 found xx • Introduction
  21. 21. 397 side 432 hour 467 percent 398 food 433 deal 468 hand 399 looks 434 mine 469 gosh 400 summer 435 reason 470 top 401 hmm 436 credit 471 cut 402 fine 437 dog 472 computer 403 hey 438 group 473 tried 404 student 439 turn 474 gotten 405 agree 440 making 475 mind 406 mother 441 American 476 business 407 problems 442 weeks 477 anybody 408 city 443 certain 478 takes 409 second 444 less 479 aren’t 410 definitely 445 must 480 question 411 spend 446 dad 481 rather 412 happened 447 during 482 twelve 413 hours 448 lived 483 phone 414 war 449 forty 484 program 415 m atter 450 air 485 without 416 supposed 451 government 486 moved 417 worked 452 eighty 487 gave 418 company 453 wonderful 488 yep 419 friend 454 seem 489 case 420 set 455 wrong 490 looked 421 m inutes 456 young 491 certainly 422 morning 457 places 492 talked 423 between 458 girl 493 beautiful 424 music 459 happen 494 card 425 close 460 sorry 495 walk 426 leave 461 living 496 m arried 427 wife 462 drive 497 anymore 428 knew 463 outside 498 you’ll 429 pick 464 bring 499 middle 430 im portant 465 easy 500 tax 431 ask 466 stop Introduction • xxi
  22. 22. Authors’acknowledgments Touchstone has benefited from extensive development research. The authors and publishers would like to extend their particular thanks to the following reviewers, consultants, and piloters for their valuable insights and suggestions. Reviewers und consultants: Thomas Job Lane and Marilia de M. Zanella from Associa^ao Alumni, Sao Paulo Brazil; Simon Banha from Phil Young’s English School Curitiba Brazil; Katy Cox frum CasaThomas Jefferson Brasilia. Brazil; Rodrigo Santana from CCBEU, Goiania, Brazil; Cristina Asperti, Nancy H. Lake, and Airton Pretini Junior from CEL LEP Sao Paulc, Brazil; Sonia Cury from Centro Britanico, Sao Paulo, Brazil Daniela Alves Meyer from IBEU Rio de Janeiro, Brazil; Ayeska Farias from Mai English Belo Horizonte Brazil; Solange Cassiolato rrom ETC, Sao Paulo, Brazil; Fernando Prestes Maia from Polidiomas. Sao Paulo. Brazil; Chris Ritchie and Debora Schisler from Seven Idiomas Sao Paulo, Brazil: Maria Teresa Maiztegui and Joacyr de Oliveira from Uniao Cultural EEUU Sao Paulo. Brazil: SakaeOnoda from Chiba University of Commerce Ichikawa Japan. James Boyd and Ann Conlon from ECC Foreign Language Institute Osaka. Japan: Catherine Chamier from ELEC, Tokyo, Japan; Janaka Williams. Japan; David Aline from Kanagawa University. Yokohama, Japan Bi ian Long from Kyoto University of Foreign Studies. Kyoto, Japan Alistair Home and Brian Quinn fiom Kyushu University, Fukuoka Japan Rafael Dovale from Matsushita Electric Industrial Co., Ltd.. Osaka, Japan Bill Acton, Michael Iierriman, Bruce Monk, and Alan Thomson from Nagoya University of Commerce, Nisshin Japan Alan Bessette from Poole Gakuin University Osaka, Japan Brian Collins from Sundai Foreign Language Institute, Tokyo College of Music, Tokyo, Japan: Todd Odgers from The Tokyo Center for Language and Culture, Tokyo, Japan; Jion Hanagata from Tokyo Foreign Language College, Tokyo. Japan; Peter Collins and Charlene Mills from Tokai University. Hiratsuka. Japan; David Stewart from Tokyo Institute ofTechnology, Tokyo, Japan; Alberto Peto Villalobos from Cenlex Santo Tomds, Mexico City, Mexico; Diana Jones and Carlos Lizai raga from Instituto Angloamericano Mexico City, Mexico Raul Mar and Maria Teresa Monroy from Universidad de Cuautitl£n (zcalli. Mexico City. Mexico JoAnn Miller from Universidad del Valle de Mexico. Mexico City. Mexico: Orlando Carranza from 1CPNA, Peru; Sister Melanie Bair and Jihyeon Jeon from The Catholic University of Korea, Seoul South Korea; Peter E. Nelson from Chung-Ang University. Seoul. South Korea; Joseph Schouweiler from Dongguk University. Seoul, South Korea: Michael Brazil and Sean Witty from Gwangwoon University, Seoul. South Korea; Kelly Martin and Lany Michienzi from Hankook FLS University, Seoul, South Korea; Scott Duerstock and Jane Miller from Konkuk University Seoul, South Korea; Athena Pichay from Korea University Seoul South Korea; Lane Darnell Bahl, Susan Caesar, and Aaron Hughes from Korea University Seoul. South Korea; Fai zana Hyland and Stephen van Vlark from Sookmyung Women’s University, Seoul, South Korea Hae Young Kim, Terry Nelson, and Ron Schafnck from Sungkvunkwan University, Seoul, South Korea; Mary Chen and Michelle S. M. Fan from Chinese Cultural University, Taipei, Taiwan; Joseph Sorell from Christ’s College Taipei, Taiwan; Dan Aldridge and Btian Kleinsmith from ELSI, Taipei, Taiwan; Ching-Shyang Anna Chien and Duen-Yeh Charles Chang from Hsin Wu Institute of Technology Taipei, Taiwan Timothy Hogan. Andrew Rooney and Dawn Young from Language Training and Testing Center Taipei, Taiwan: len Mei Hsu and Yu-hwei Eunice Shih from National Taiwan Normal University, Taipei, Taiwan- Roma Stai czewska and Su-Wei Wang from PQ3R Taipei Language and Computer Center, Taipei, Taiwan; Elaine Parris from Shih Chien University Taipei. Taiwan; Jennifer Castello from Canada College, Redwood City California. USA: Dennis Johnson, Gregory Keech, and Penny Larson from City <iollege of San Francisco - Institute for International Students San Francisco, California, USA, Uitra Henry from College of Lake County, Gray s Lake. Illinois, USA. Madeleine Murphy from College of San Mateo. San Mateo. California. USA; Ben Yoder from Harper College. Palatine. Illinois, USA; Christine Aguila. John Lanier. Armando Mata, and Ellen ^ellergren from Lakeview Learning Center Chicago, Illinois, USA; Ellen Gomez from Laney College Oakland. California USA; Brian White from Northeastern Illinois University. Chicago. Illinois, USA; Randi Reppenfrom Northern Arizona University, Flagstaff, Arizona, USA. Janine Gluud from San Francisco State University- College of Extended Learning San Francisco, California, USA Peg Sarosy from San Francisco State University-American Language Institute. San Francisco. California, USA; David Mitchell from UC Berkley Extension, El P - English Language Program, San Francisco, California, USA; Eileen Censotti, Kim Knutson, Dave Onufrock, Marnie Ramker and Jerry Stanfield from University of Illinois at Chicago -Tutorium in Intensive English Chicago. Illinois, USA; Johnnie Johnson Hafernik from University of San Francisco, ESL Program, San Francisco, California, USA; Judy Friedman from New York Institute of Technology, New York, New York, USA; Sheila Hacknerfrom St. John's University New York New York, USA; Joan Les.kin from William Paterson University, Wavne New Jersey, USA Linda Pelc from LaGuardia Community College Long Island City. New York. USA; Tamara Plotnick from Pace University. New York. USA- Lenore Rosenbluth from Montclair State University Montclan,New Jersey, USA: Suzanne Seidel from Nassau Community College Garden City, New York, USA Debbie Un from New York University New School, and LaGuardia Community College New York, New York, USA; Cynthia Wiseman from Hunter College New York. New York, USA; Aaron Lawson from Cornell University, Ithaca, New York, USA, for his help in corpus research; Belkis Yanes from CTC Belo Monte Caracas, Venezuela;Victoria Garcia from English World Caracas, Venezuela, Kevin Bandy from LTLanguage Teaching Services Caracas, Venezuela; Ivonne Quintero from PDVSA Caracas Venezuela Piloters: Daniela Jorge from ELFE Idiomas Sac Paulo, Brazil; Eloisa Marchesi Oliveira from ETE Professor Camargo Aranha, Sao Paulo, Brazil; Marilena Wanderley Pessoa from IBEU. Rio do Janeiro, Brazil; Marcia Lotaif from LTC Sao Paulc, Brazil; Mirlei Valer.zi from USP English on Campus, Sao Paulo, Brazil;Jelena Johanovic from YEP International. Sao Paulo Brazil; James Steinman from Osaka International College for Women Moriguchi, Japan; Brad Visgatis from Osaka International University foi Women Moriguchi, Japan William Figoni from Osaka Institute of Technology Osaka, Japan Terry O’Brien from Otani Women's University, Tondabavashi, Japan; Gregory Kennerly from YMCA Language Center piloted at Hankyu SHS. Osaka. Japan Daniel Alejandro Ramos and Salvador Enriquez Castaneda from Instituto Cultural Mexicano Norteamericano de Jalisco Guadalajara, Mexico; Patricia Robinson and Me.ida Valdes from Universidad de Guadalajara Guadalajara. Mexico. We would also like to thank the people who arranged recordings; Debbie Berktold, Bobbie Gore Bill Kohler, Aaron Lawson, Terri Mass! n, Traci Suiter, Bryan Swan, and the many people who agreed to be recorded The authors would like tc thank the editorial anc production team Sue Aldcorn. Eleanor K Barnes Janet Battiste, Sylvia P. Bloch, David Bohlke, Karen Brock, Carol-June Cassidy, Jeff Chen Sylvia Dare, Karen Davy, Deborah Goldblatt, Paul Heacock, Louisa Hellegers, Cindee Howard, Lisa Hutchins, Eliza Jensen Lesley Koustaff, Heather McCarron, Lise R. Mmovitz, D.ana Nam Kathy Niemczyk, Bill Paulk Sandra Pike. Bill Preston Janet Raskin Mary Sandre, Tamar Savii. Shelagh Speers. KayoTaguchi. Mary Vaughn. Jennifer Wilkin, and all the design and production team at Adventure House. And these Cambridge University Press staffand advisors Yumiko Akeba, Jim Anderson. Kanako Aoki. Maty Louise Baez, Carlos Barbisan. Alexandre Canizares, Cruz Castro. Kathleen Corley, Kate Cory-Wright Riitta da Costa, Peter Dav ison, Flizabeth Fuzikava, Steven Golden, Yuri Hara, Catherine Higham Gareth Knight. Joao Madureira, Andy Martin. Alejandro Martinez. Nigel McQuittv, Carine Mitchell. Made G’Neil, Rebecca Ou. Antonio Puente, Colin Reublinger. Andrew Rob: nson. Dan Schulte Kum ko Sekmka, Catherine Shih, Howard Siegelman, Ivan Sorrentino, Ian Sutherland, Alcione Tavares, Koen Van Landeghem, Sergio Varela, and Ellen Zlotnick. In addition, the authors would like to thank Cohn H a y e s and le re m v Mvnott for making the project possible in ihe first place. Most of all. very special thanks are due to Mary Vaughn tor her dedication, support, and professionalism Helen Sandiford would like to thank her family and especially her husband, Bryan Swan, for his support and love. xxii • Introduction
  23. 23. Touchstone Level 1Scope andsequence Functions / Topics Grammar Vocabulary Conversation Pronunciation strategies Unit 1 ■ Say hel'o and good-bye All about you ■ Introduce yourself paces 1 10 " Exchange personal " J 1 information (names, phone numbers, and e-mail addresses) ■Spell names ■Thank people ■The verb be with 1you, and we in statements. yes-no questions, and short answers ■Questions with What’s . . . ? and answers with It's ■Expressions to say hello and good-bye ■ Numbers 0—10 ■ Personal information ■ Everyday exDressions ■ Ask How about you? • Use everyday expressions like Yeah and Thanks ■ Letters and numbers ■ E-mail add'esses Unit 2 ■Ask and say where people are In class ■Name persona1items paces 11 20 an^classr°om objects ■Ask and say where things are in a room ■Make requests ■Give classroom instructions ■Apologize . The verb be with he, she, and they in statements, yes-no questions, and short answers ■Alicles a. an, and the ■This and these ■Noun plurals ■Questions with Where .. ? ■Possessives’s and s' ■Personal items ■Classroom objects ■Prepositions and expressions of location ■Ask for help in class ■Respond to Thank you and i’m sorry ■ Noun plural endings Unit 3 ■Talk about favorite celebrities Favorite ■Describe people s neoole n-, ™ ' Ta,k about friends and pages 21-30 tami|y ■Possessive adject'ves ■The verb be in statements, yes-no questions, and short answers (summary) ■Information questions with be ■Types of celebrities ■Basic adjectives ■Adjectives to describe personality ■Family members ■Numbers 10-101 ■Show interest by repeating information and asking questions ■Use Ready? to show interest or surprse ■Isne ?or Is she . ? Touchstone checkpoint Units 1-3 pages 31-32 Unit 4 ■Describe a typical morning in your home Everyday life ■Discuss weekly routines pages 33 42 ' Get to know someone ■Talk about lifestyles ■Simple present statements, yes-no questions, and short answers ■Verbs for everyday activities ■Days of the week ■Time expressions foi routines ■Say more than yes or no wnen you answe' a question ■Start aoswe's with Well if you need time to tnmk, o- if the answe' isn’t a simple yes or no ■-s endmgs of verbs Unit 5 ■Discuss free-time activities Free time ■Talk about TV shows pages 43 52 you like and don’t like ■Talk about! V viewing habits ■Simple present information questions ■Frequency adverbs ■Types of TV shows ■Free-time activities ■Time expressions for frequency ■Expressions for likes and dislikes ■Ask questions in two ways to be clear and not too direct ■Use /mean to repeat your ideas or to say more ■Do you ? Unit 6 ■Describe a neighborhood Neighborhoods ■Ask for and tell the time pages 53 62 mffake suggestions ■Discuss advertising ■ There's and There are ■Quantifiers ■Adjectives before nouns ■Telling time ■Suggestions with Let’s ■Neighborhood places ■Basic adjectives ■ Expressions for telling the time ■Use Me too or Me neither to snow you have something in common with someone ■ Respond with Right or 1know to agree with someone, or to show you are listening ■Word stress Touchstone checkpoint Units 4-6 pages 63-64 xxiv • Introduction
  24. 24. Scope and sequence Listening Reading Writing Vocabulary notebook Free talk - Recognize responses to hello and good-bye Memberships - Listen for personal ■nformation, and complete application forms - Different types of identification cards and documents ■Complete an application Meetings and greetings - Write new expressions with their responses Meet a celebrity. - Class activity Introduce you-self and complete name cards for three “celebrities’ Who’s absent? - Listen to a classroom conversation and say where students are Following instructions - Recognize classroom instructions - Classroom conversations - Write questions about locations My things - Link things with places What do you remember? - Pair work: How much can you each remember about a picture0 Fr-ends - Listen to three people’s descnDtions of their friends, and fill in the missing words - A family tree - Write questions about people All in the family - Make a family tree Talk about your favorite people • Pair work: Score points fo- each thing you say abcut your favorite people Touchstone checkpoint Units 1-3 pages 31-32 What’s the question? - Listen to answers and >nferthe questions Teen habits - Listen for information in a conversation and complete a chart about a teenager s habits In the lifetime of an average American. . . - A magazine article describing how much time people spend on daily activities over a lifetime - Write an e-mail message about a classmate - Use capital letters and periods Verbs. verbs, verbs - Draw and label simple pictures ol new vocabulary Interesting facts - Class survey Ask questions to compare you c assmates with the average New Yorker What do they say next? - L'sten to conversations and predict what people say next Using computers - Listen for the ways two people use their computers Are you an Internet addict? ■A magazine article and questionnaire about Internet use - Write a message to a Web site about yourself - Link ideas with and and but Do what? Go where? - Write verbs with the words you use after them Play a board game - Pair work: Do the activities and see who gets from class io Hawaii first What’s on this weekend? - Listen to a radio broadcast for the times and places of events City living - Listen for topics in a conversation, and then react to statements Classifieds - A variety of classified ads from a local newspaper - Write an ad for a bulletin board - Use prepositions for time and place: between, through, at on, for, and from.. . t o . .. A time and a place.. . - Link times of the day with activities Find the differences. - Pai'work: Lst all the deferences you find between two neighborhoods Touchstone checkpoint Units 4-6 pages 63-64 Introduction • xxv
  25. 25. Functions / Topics Grammar Vocabulary Conversation strategies Pronunciation Unit 7 Out and about pages 65-74 ■Describe the weather - Leave phone messages ■Talk about sports and exercise ■Say how your week is going ■Give exercise advice - Present continuous statements, yes-no questions, short answers, and information questions ■ Imperatives ■Seasons - Weather ■Sports and exercise with play, do, and go ■Common responses to good arid bad news ■AskfoHow-up questions to keep a conversation going ■React with expressions I'ke That’s great! and That's too bad. ■Stress and intonation in questions Unit 8 Shopping pages 75-84 ■Talk about clothes ■Ask for and give prices ■Shop for gifts - Discuss shopping habits ■Like to, want to, need to, and have to ■Questions with Wow much .. ? ■This, these; that, those - Clothing and accessories ■Jewelry - Colors ■Shopping expressions ■ Prices ■ “Time to think” expressions ■ “Conversation sounds” ■Take time to think using Uh, Um, Well, Let’s see, and Let me think ■Use “sounds’ like Uh-huh to show you are listening, and Oh to show your feelings * Want to and have to Unit 9 A wide world pages 85-94 ■Give sightseeing information ■Talk about countries you want to travel to ■Discuss international foods, places, and people ■Can and can't ■Sightseeing activities - Countries ■Regions ■Languages ■Nationalities ■Explain words using a kind of, kind of like, and like ■Use tike to give examples ■Can and can't Touchstone checkpoint Units 7- 9 pages 95-96 Unit 10 Busy lives pages 97 106 ■Ask for and give information about the recent past - Describe the past week ■Talk about how you remember things - Simple past statements, yes-no questions, and short answers ■Simple past irregular verbs ■Time expressions for the past ■Fixed expressions ■Respond with expressions like Good luck; Youpoor thing, etc. ■Use You did? to show that you are interested or surprised, or thal you are listening ■-ed endings Unit 11 Looking back pages 107-116 - Describe expei iences such as your first day of school or work ■TalK about a vacation - Tell a funny story ■Simple past of be in statements, yes-no questions, and short answers ■Simple past information questions ■Adjectives to describe feelings ■ Express ons with go and get - Show interest by answering a question ana then asking a similar one ■ Use Anyway to change the topic or end a conve-sation ■Stress and intonation in questions and answers Unit 12 Fabulous food pages 117-126 ■Talk about food hkes and dislikes and eating habits ■Make requests and offers ■ Invite someone to a meal ■ Make recommendations ■Countable and uncountable nouns ■How much.. ? and How many. . . ? ■ Wouldyou'ike (to) 9 and I d like (to) . . . ■Some and any ■A lot of, much, and many ■Foods and food groups ■Expressions for eating habits ■Adjectives to describe restaurants ■ Use or something and or anything to make a general statement ■End yes-no questions w;th or. .? to be less direct ■ Would you .. 9 xxvi • Introduction Touchstone checkpoint Units 10-12 pages 127-128
  26. 26. Scope and sequence Listening Reading Writing Vocabulary Free talk notebook How s your week going? ■ Listen to people talk about their week, and react appropriately Do you enjoy it? ■ Listen to conversations and identify what type of exercise each person does and why he or she enjoys it Don't wait-just walk! ■An article about the benefits of walking for exercise ■Write a shorl article advice about exercise ■Use imperatives to give advice Who’s doing what? ■Write new words in true sentences What's hot? Wnat’s not? ■Group wo-k: Discuss questions about current “hot” topics I’ll take it. ■Listen to conversations in a store, and write the prices of items and which items people buy Favorite places to shop ■Listen to someone talk about shopping, and identify shopping preferences and habits Shopping around the world ■An article about famous shopping spots around the world - Write a recommendation for a shopper’s guide ■ Link ideas with because to give reasons Nice outfit! ■Label pictures with new vocabulary How do you like to dress? ■Class activity: Survey classmates about the things they like to wear National dishes ■ Listen to a person talking about international foods, and identify the foods she likes What language ,s it from? ■Listen to a conversation, and identify the orgin and meaning of words The travel guide ■A page from a travel Web site with information, pictures, and travel advice ■Write a paragraph for a Web page for tourists ■ Use commas in lists People and nations ■Group new vocabulary in two ways Where in the world . ? ■ Pair work: Name aifferent countries or cities where you can do interesting things Touchstone checkpoint Units 7-9 pages 95-96 What a week! ■Listen to people describe their week, and choose a response Don’t forget! ■Listen for how people remember things, and identify the methods they use Ashley's journal ■A week in Ashley’s life from her personal journal ■Write a personal journal ■Order events with before, after when. and then Ways with verbs ■Write down information about new verbs Yesterday , ■ Pair work. Use the clues in a picture to “remember” what you aid yesterday Weekend fun ■Listen to a conversation about last weekend, and identify main topics and details Funny stories ■Listen to two stories, identify the details, and then predict the endings Letters from our readers ■A letter telling a funny story about a reader’s true experience ■Complete a funny story ■ Use punctuation to show direct quotations or speech Past experiences ■Use a time chart tc log new vocabulary Guess where 1 went on vacation. ■Group work: Ask and answer questions to guess where each person went on vacation Lunchtime ■ Listen to people talking about lunch, and identify what they want; then react to statements Do you recommend it? ■ Listen to someone tell a friend about a restaurant, and identify important details about it Restaurant guide ■Restaurant descriptions and recommendations ■Write a restaurant review ■ Use adjectives tc describe restaurants 1love tc ea:' ■Group vocabulary by things you like and don’t like Do you live to eat or eat to live? ■Class activity: Survey classmates to tind out about their eating habits Touchstone checkpoint Units 10-12 pages 127-128 Introduction • xxvii
  27. 27. Usefullanguage for... Getting help._________ What’s the word for ____________ ” in English?fh? V How do you spell i What does “ ” mean? j I’m sorry. Can you repeat that, please? ^- Can you say that again, please? Can you explain the activity again, please? 1 ------------------------------------------------------------------------------------------------------ i xxvi ii • Introduction Working with apartner You go first. OK. I’ll go first. I’m ready. Are you ready? _ J No. Just a minute. t l What do you have for number 1? Do you want to be A or B? I’ll be A. You can be B. I have. .. Let’s do the activity again. OK. Let’s change roles s - That’s it. We’re finished. What do we do next? - Can I read your paragraph? Sure. Here you go
  28. 28. Ideasonhowto checkanswers It is im portant to give students an opportunity to check their work after they complete an exercise. Checking their work gives students the opportunity to learn from their mistakes, which helps them become independent learners and at the same time gives them a sense of their own progress. There are many ways to check answers. A variety of ideas are presented below. General suggestions ■ To keep classes interesting, vary the way answers are checked. It is best to prevent the same students from always responding, and to avoid puttm g on the spot students who cannot come up with the answer immediately. To do this, have students raise their hands if they know the answer, encouraging as many as possible to raise their hands. When a reasonable num ber of students have their hands raised, call on one. ■ If there is more than one possible answer, ask if other students have different answers. If there are students who always know the answers, keep them challenged by having them lead the answer-checking activities. If students give incorrect answers, give hints or clues to help them. Alternatively, ask other students in the class to provide the correct answer. Avoid simply giving the students the answer. Instead, gradually give them increasingly specific hints until they figure it out by themselves. This will leave them with a sense of accomplishment. Checking answers in pairs ■ Students in each pair take turns reading their answers aloud and checking one another’s answers. A student then reads his or her answers aloud, and the class checks their answers. ■ Students in each pair exchange books and check one another's answers. When done, the students return the books and look over the suggested corrections. A student then writes his or her answers on the board, you check them, and then the students check their answers. Checking answers in groups - for large classes ■ A student in each group reads his or her answers aloud while other group members check their answers. If there are any discrepancies, the group collectively decides on the correct answer. A student from one group then reads his or her group's answers aloud, and the other groups check their answers. Checking answers as a whole class ■ Read the answers aloud or write them on the board. Have students check their own work ■ A few students go to the board and write their answers. Other students go to the board and correct any mistakes. ■ Students double-check their own work. Direct their attention to any relevant material in the Student’s Book to help them, for example, the gram m ar charts. When students finish, go over the answers using any of the ideas presented above. Ask students to write down the mistakes they made on a piece of paper. Collect the papers, note the common mistakes, and review the appropriate language items in another class. No m atter what technique is used to check answers, it is always useful to note common problems or recurring mistakes. Reteach or review these with the whole class. This way students will remain interested in the class, will not move to a new language item before understanding the previous ones, and will feel successful in their language learning. Introduction xxix
  29. 29. Unit Languagenotes LessonA Helloandgood-bye Vocabulary Hello and Good-bye (See Student’s Book pp 1-3.) Saying hello ■ Hello is suitable for all situations, including formal situations. People often say Hello to answer the phone. ■ Hi is more suitable for informal situations. ■ Good morning / Good afternoon / Good evening mean Hello (not Good-bye). These expressions are common in formal situations such as stores, workplaces, and classrooms. ■ Morning is sometimes used alone, without good, in informal situations Saying good-bye ■ Bye is for general use. and Bye-bye is for friends and family. ■ Have a good / nice day/ weekend are often said when saying good-bye. Typical replies are Thanks or Thank you You too. ■ Good night means Good-bye It is typically said at the end of the workday to co-workers or before someone goes to bed. Lesson B Names Grammar The verb be I you. and we fSee Student ’s Book p. 5.) The chart in the lesson introduces the subject pronouns I, you, and we and the forms of the verb be that go with them Form ■ Statements pronoun + be I m Jenny. ■ Negative statem ents pronoun + be + not We re not in the same class ■ Yes No questions be -i pionoun? Are you Amy? Note the inverted form in questions: the verb be comes first. ■ Short answers Yes + pronoun +be / No 4 pronoun + be + not Tes, I am. / No, 1m not ■ Short answers with yes do not use contractions (e.g., Yes. you are.). Short answers with no use contractions (e.g.. No, you’re not.). Standard greeting H ow areyou?is becoming a fixed greeting (like Hello) that doesn t require a real answer. Typical informal replies are Good or Not bad Fine is a more neutral rep!y. Introductions Nice to meet you is often said when people are meeting for the first time. The response is usually Nice to meet you (without too). Nice meetingyou is said only at the end of a conversation. Corpus information Hello and Good-bye ■ Hi is said about four times more often than Hello ■ Bye and Bye-bye are sixteen times more frequent than the more formal Good-bye. Use ■ In statements, the contracted forms I'm, you re and we re are more common than the full forms, so they are presented to Ss first ■ Native speakers often do not use short answers, but just answer yes or no. However, short answers aie useful for beginning learners of English because the use of short answers makes their responses sound less ahrupt Corpus information Pronouns and contractions ■ In spoken English, the contraction I'm is about fourteen times more common than the full form I am You re and we re are about eight times more frequent than you arc and wc are ■ The top five words overall in the corpus - I, and. the. you, and to - include two pronouns.
  30. 30. Lesson C BersonaLMormatiom Grammar what’s . . . ? ; it’s . . . (See Student’s Book p. 7.) The chart in the lesson introduces the pronoun if and the possessive adjectives my and your. Form ■ Information question with What What +be +noun phrase? ■ The verb is can be contracted after nouns uncluding names). pronouns, and question words. For example: My name's Victor. I’m Victor. W hat’s your name? _Lesson concert? Conversation strategy Howabout you? (See Student's Book p. 8.) Pronunciation The you in the question How about you? is stressed Use ■ How about you? is used after answering a question to ask the same question of the other person. For example: A Are you a student here? B Yes, I am. How aboutyou? [= Are you a student here7] A I'm a student here, too. ■ How about you? can also be used after a statem ent to ask for similar information. For example: A I'm new here How aboutyou7 [= Are you new here?] B This is my first day here. ■ Asking How about you? is one of several strategies people use to keep a conversation going. It is a simple way for learners of English to do this because they only have to ask the one question. Corpus information What’s . . . ? . It’s . . . ■ W hat is the most frequent question word, followed, in order of frequency, by when how where, and who. ■ In questions, W hat’s is approximately three times more frequent than What is. ■ It is the third most common pronoun after I and you. Telephone andphone People say phone six times more often than telephone and they say phone number four times more often than telephone number. Strategy plus tveryoay expressions (See Student s Book p. 9.) The chart brings together the everyday expressions found in this unit. iSee Language Notes for Lesson A for more information on some of these expressions Use The expressions are grouped into two categories: more formal (e.g., Thank you) and less formal (e.g.. Thanks.). More formal expressions can be used in all situations. The less formal are suitable with people the speaker knows well or when someone wants to create a friendly atmosphere. Corpus information Howabout you? and What aboutyou? W hat about you? is an alternative to How about '>ou? but How about you? is twice as frequent. Language notes • U n it 1
  31. 31. Allaboutyou Teach th's unit opening page together with Lesson A in one class period. Introduce the theme of the unit Tell Ss, “In this lesson, you learn how to give information about yourself in English, like your name and phone number. You also learn how to say hello, good-bye, and thank you. Ask Ss to give basic expressions for saying hello, goodbye, and thank you in their first language or other languages they know. Write the expressions in columns on the board. Ask Ss if they know the same expressions in Eng] ish. Add any correct answers under the appropriate column. In Unit 1,youlearnhowto... ■ Unit aims Read the unit aims aloud. Tell Ss to listen and read along. Beforeyoubegin... ■ Introduce the expressions Tell Ss to look at the pictures on p. 1. Say. “The pictures show people saying hello, good -bye. and thank you.” Ask Ss to look at the expressions. Read them aloud, and have Ss repeat. ■ Write on the board. Hello Bye. Thanks. Good night Good morning. Thank you. Hi. Good-bye. Ask, “Which do you think m ean the same thing? 1As Ss answer, write the pairs of related expressions next to each other on the board: Hello Hi. Good-bye. Bye. Thank you. Thanks. ■ Point to Hi, Bye, and Thanks. Say, “We use these with our family and our friends Point to Hello. Good-bye, and Thank you. Say, We use these in all situations. We can use them in class or at work Culture note The eveiyday expressions introduced are for both formal and informal language. Formal situations include the classroom and the workplace. North Americans tend to use informal language in most situations. (For more information, see Language Notes at the beginning of this unit.) Note: I esson D focuses on the use of more formal and less formal language. Extra activity - class Read the third aim aloud again. Ask Ss to find examples in the unit of a telephone num ber and an e-mail address (e.g., 216-555-7708. on p. 6). ■ Point to picture 1, and ask “What expression does this picture show" ’ |hello] Repeat with pictures 2 |thank you] and 3 good-bye]. ■ Have Ss work in pairs to match the expressions with the pictures. Tell Ss to write numbers in the boxes. Answers 1 Hello 2]lhanKS. [T Good mormnc 11 H' 3 Bye. JT Good night. [2 Thank you 3, Good-bye. ■ Explain that Good morning is another way to say hello and is used at the start of the day and that Good night is a way to say good-bye and is used at the end of the day Extra activity - individuals Write on the board the start and finish times of the class period. Ss copy the times and write an expression for each time - one to use when they come into class and one to use when they leave class. T-1 • Unit 1 • All about you
  32. 32. r jA lljm u L y n— j . «•» In Unit 1, you learn how to... use the verb be with I, you, we, and it. say hello and good-bye. —' ■say your name, telephone number, and e-mail address. ^ ■ask How about you ? - ■use everyday expressions like Thanks. Before you Match each express
  33. 33. begin.. ion with a picture. anks. | Good morning. | Hi. od night. H Thank you. | Gnori-hye.
  34. 34. Lesson A Helloandgood-bye Matt Good morning, Sarah. How are you? Sarah Good. How are you, Matt? Matt I’m tine, thanks. Matt Hello. I'm Matt Lenski. Emily Hi, I'm Emily Kim Nice to meet you. Matt Nice to meet you. 1 Gettingstarted a A ' Listen. M att and Sarah are friends. Are M att and Emily friends? Practice the conversations. Figure it out -*■ B Can you com plete these conversations? Then practice w ith a partner. Use your own nam es. Q A Hello. I Va _ Chris. B Hi. Nice to m eet you. _ A Nice to m eet you?© A Hi. Pat. H o w ___ Sam. B I'm ___ . How are A Good, thanks. 2
  35. 35. LessonA Hello andgood-bye Unit 1 All aboutyou 1 Gettingstarted ■ Set the scene Ask Ss to look at the pictures. Write on the board Hello Good-bye. Thank you. Point to the first picture. Say, ‘This is Matt. This is Sarah.” Then point to the words on the board, and say, “Are they saying hello, good bye, or thank you?” [hello] Repeat for the second picture, with Matt and Emily. A (CD1, Track 2) ■ Preview the task Read the instructions aloud. ■ Play the recording Ss listen and read along. Pause the recording after the lirst conversation Ask, Are Matt and Sarah friends?’ [yes] ■ Play the rest of the recording. Ask, “Are Matt and Emily friends?" [No They are m eeting for the first time.] ■ Play the recording again This time tell Ss to say the words to themselves as they listen. Culture note As the photo of Matt and Emily shows, in North America, people often shake hands when they meet for the first time People usually shake hands firmly for just a few seconds B Figure Preview the task Tell Ss to look at Matt and it out Sarah’s conversation. Ask, “What comes after how?” fare you] Say, “How are you?” and have Ss repeat. Say, “Now look at M att’s answer. W hat comes after / ’m?” [fine] Say, “I’m fine,” and have Ss repeat. ■ Now tell Ss to look at Matt and Emily's conversation. Ask, “W hat goes before the names? [I m] What comes after meet?”[you] Say, “Nice to meet you,” and have Ss repeat. ■ Do the task Have Ss look at the conversations in Part B. Have a S read aloud the example in conversation 1. Now tell Ss to try and complete the conversations. Suggest that Ss use the conversations under the pictures for help. ■ Have Ss check answers in pairs. Check answers with the class: read the conversations, and pause for Ss to say the missing words. Answers 1 A Hello. I’m Chris. B Hi. Nice to meet you. I’m Sam. A Nice to meet you. 2 A Hi, Pat How are you? B I’m fine. How are you? A Good thanks. ■ Focus on the expressions Ask Ss to look at conversation J. Say, “Find the people’s nam es/’ [Chris Sam] “What goes before the nam es?” [I’m] Write on the board: I m Say. “In introductions, use I'm before your name and say Alice to meet you.”Write on the board: Nice to meet you. Tell Ss to repeat Then cover each of the words one at a time, and have Ss say the expression Say, “I say Nice to meet you What do you answer1 [Nice to meet you ] ■ Ask Ss to look at conversation 2. Say, “Find the questions in the conversation.” :How are you?] Tell Ss to take turns saying How are you? aloud, without looking at their books. Say, “I say How are you7What do you answer?’’ [I’m fine.] ■ Try it out Introduce yourself to different Ss using conversation 1 as a model, and have them respond. ■ Tell Ss to practice the conversations in pairs, using their own names. Then tell Ss to change roles and practice the conversations again ■ Follow-up Ss call out responses to everyday expressions (e.g., T: How are you? Ss: I’m fine. T Good morning Ss: Good morning. / Hello). Extra activity - pairs Ss find a new partner and practice the conversations again, using their own names A tew pairs present one of their conversations to the class Extra activity - class Ss stand in two lines, facing one another. Each S introduces him self or herself to the S opposite. When the conversations are complete, tell one line of Ss to move so they are standing opposite new partners. Ss then introduce themselves to their new partners. The activity continues with the line of Ss moving when you direct Unit 1 • All about you • T-2
  36. 36. 2 Buildma vocabulary ■ Set the scene Write on the board: Hello. Good-bye. Thank you. Tell Ss to look at the pictures and then at the words on the board. Say, “Are they say] ng hello, good-bye, or thank you?” [good-bye| A + * (CD1, Track3) ■ Preview the task Read the instructions aloud. ■ Play the recording Ss listen and read along. ■ Play the recording again Ss say the words to themselves as they listen to the recording again. ■ Practice Divide the class into two groups, one group play ing Emily and Sarah and the other group playing Matt. ■ Have Ss read the conversations aloud once. Then ask them to repeat the conversations again, but this time to look up as they respond. (This look-up-and-say technique helps Ss learn the expressions and how to say them naturally.) ■ Have the groups change roles and read the conversations aloud again. Culture note As in the picture with Emily and Matt, people sometimes wave or raise their hand with the palm facing forward ■ Follow-up Ss practice the conversations in pairs, taking turns playing each role. If appropriate, Ss can stand several feet apart and make a gesture for good-bye, imitating the people in the pictures. B ^ (CD1. Track41 ■ Preview the task I lave a few Ss take turns reading the expressions aloud. Then read the instructions aloud ■ Play the recording Audio script p. T-232 Model the task by playing the first conversation on the recording and then pausing. Say, ‘What response do you hear?” IYou too. Good night.] Point out the check (/) in the box next to that answer in the example. Say “Now listen to the rest of the conversations. Check the responses you hear ’ Play the rest of the recording. ■ Play the recording again Audio script p. T-232 Pause after each conversation. Check answers with the class: call on a few Ss to read the responses they checked {S). ■ Follow-up Ss practice the conversations in pairs. SI says the first line. S2 chooses either response. Explain that both responses are correct Ss then change roles and practice the conversal ion again. Extra activity - individuals In Part B, Ss circle expressions that mean hello, underline expressions for good-bye, and check ( / i expressions for thank you. Ss share answers in pairs. c '"word] Preview the task Tell Ss to look at the two webs. Read the instructions aloud. Model the activity. Ask, “What is a way to say hello?” Have a S give an answer, and write it on the board ye.g., Good morrin$ ). Say, This expression can go .n the Hello web.” ■ Do the task Have Ss complete the webs on their own. Ask Ss to compare their completed webs with a partner. Check answers with the class: Ss call out the answers. Write all the answers on the boa d. (For more information, see Language Notes at the beginning of this unit.) Possible answers Hello: Hi. Good morning. Good-bye: Bye See you (tomorrow1 later / next week). Good night. Have a good evening. D ■ Preview and do the task Read the instructions aioud. Have Ss walk around class, saying hello and then good bye to five classmates. As Ss do this activity, go around the class and listen to their conversations, Make a note of anv recurring errors or difficulties, and reteach as necessary Extra activity - groups Books closed. Groups think of as many expressions as they can from the lesson in two minutes. Each group chooses a secretary to write the list. At the end of two mi nutes, gioups take turns calling out their exprecsions. Members of the other groups must raise their hands if rhey have the same expression on their list. If no other group has the expression, the group scores a point. The group with the most points wins. Answers 1. You too. Good night. 4. Hi How are you? 2 Good, thanks. 5. Thanks. You too 3. Bye. See you next week 3 Vocabularynotebook Tell Ss to turn to Vocabulary Notebook on p. 10 of their “ Assign Workbook pp. 2 and 3 (The answer key Student’s Books. Have Ss do the task in class, or assign begins on p. T-242.) it for homework. 'See the teaching notes on p. T 10.) T-3 • Unit 1 • All about you
  37. 37. 2 Building vocabulary Unit 1 All aboutyou A Listen. Practice the conversations. Emily Good night. Matt Good night. Have a good evening Emily Thank you You too Sarah Bye. See you tomorrow. Matt Bye. See you, B 1 Listen to the conversations. Check ( /) the responses you hear. 1. Bye. Have a good evening. You too. Good-bye. CZf You too. Good night 2. Hi. How are you? Good, thanks. I m fine. 3. Bye. See you later. OK See you later. Bye. See you next week. 4. Hey, Oscar! Hi. How are you? Hello 5. Good-bye. Have a nice day. Thank you. Thanks. You too Word sort -►C Write three expressions for saying hello and good-bye. Com pare w ith a partner. How txye you? / Hello. Good-bye. D ClaSS activity Say hello and good-bye to five classm ates. 3 Vocabularynotebook Meetings and greetings See page 10 for a new way to log and learn vocabulary.
  38. 38. Lesson B Hi. My name is David. My last name is Hanson. Hi, I’m Liz Park. My first name is Elizabeth. Liz is short for Elizabeth. i’m Mary Gomez. My middle name is Ann. Frank is my husband Name: V a v td A llen H anson riRST MIDDLE LAST S single married Name: BlL-z-gyety. — P a r k I FIRST MIDDLE LAST 2fsingle imarried Name: Mary Ann Gomez f ir s t " middle last sngle ^married 1 Saying names in English A ^ Listen to the people above give their nam es. B Complete the sentences. Then com pare w ith a partner. 1. My first nam e is ______________________ 2. My last nam e is _______________________ Miss, Mrs^M s^M r.? David Hanson is single. -» Mr. Hanson Liz Park is single. -> Ms. Park Miss Park Mary Gomez is married. -> Ms. Gomez!Mrs Gomez Frank Gomez is married. -> Mr. Gomez 3. My m iddle nam e is 4. My nicknam e i s ___ 5. My teacher’s nam e is 6. My favorite nam e is _ C Listen and say the alphabet. Circle the letters in your first nam e. Aa Nn Bb Oo Cc Pp Dd Qq Ee Rr Ff Ss Gg Tt Hh Uu li V v J j Ww Kk X x LI Y y Mm Z z About you D ^ r Listen. Then practice the conversation w ith a partner. Use your own nam es. A W hat’s your name? B Catherine Ravclli. A How do you spell Catherine? B C-A-T H-E R-I N-E. A Thanks. And your last name? B R-A-V-E-L-L-I. E Class activity Ask your classm ates their nam es. Make a list. Ko +b e r i n e ? K a t h r y n ? 1 Catherine?
  39. 39. Lesson B Names Unit ] All aboutyou Sayingnamesin English ■ Set the scene Tell Ss to look at the pictures and names. Read the nam es aloud. Explain first, middle, and last names. Model by writing your full nam e on the board. Ask a few Ss their names. “W hat’s your first name? W hat's your last nam e2 Do you have a middle name? What is it?” A (CD1, Track 5) ■ Preview the task Read the instructions aloud. ■ Play the recording Ss listen and read along. ■ Have Ss take turns telling the class their full names. Find out if any Ss have the same first, last, or middle name. ■ Present Miss, Mrs., Ms., Mr ? Read the information aloud. Explain that single m eans “not m arried.’’ Culture note In Miss, Mrs., Ms., Mr. ?, the t itles of address are used only with last names, but they can also be used with full names (e.g., Mr David Hanson). However, the titles are not used with first nam es (e.g., not Mr. David). In North America and Europe, last names are family names, usually the nam e of one’s father In some cultures, people do not use middle names, and not all Americans have them. B ■ Preview the task Read the instructions aloud. Tell Ss to read the incomplete sentences. ■ Model the activity by having a few Ss complete the sentences Culture note A nickname is often the short form of a name, such as Rob for Robert. It sometimes comes from the first letters of one’s names (e.g., M /for Mary Jane). Nicknames often describe something about the person (e.g., Stretch for a tall person). ■ Do the task Have Ss complete the sentences and then share answers w nh a partner. Have a few Ss shaie answers with the class. C ^2*(CD1 Trank6) ■ Preview the task Read the instructions aloud Say, First listen and repeat the letters in the alphabet." ■ Play the recording Ss listen and read along. ■ Play the recording again Ss listen and repeat the letters. ■ Ss say the letters silently or softly. Play the recording several times. ■ Have the class say the alphabet in order. Go quickly around the class, having each S say a letter ■ Do the task Say, “Look at the box with the alphabet. Circle the letters of your first nam e.” To help with the task, tell Ss to write down their first name and then circle the corresponding letters in the chart one b one. Have Ss work with a partner to check each other s answers. ■ Follow-up Books closed Say a letter from the alphabet or a set of letters from the alphabet (e.g , A, B C D, F), and tell Ss to call out the next letter as quickly as they can. Extra activity - class Ss line up in order according to the first letter of their first nam e - and then according to the first letter of their last name. For large classes, do the activity with groups. D & (CD 1, Track 7) ■ Preview the task Read the instructions aloud. ■ Play the recording Ss listen and read along. ■ Practice G r o u p s : Divide the class into two groups, one group playing A and the other group playing B. Have the groups read the conversation aloud. Then ask them to read it again, but this time they should look up as they respond Have groups change roles P a ir s : Have Ss take turns practicing the conversation in pairs, using their own names Then have a few pairs share their conversations with the class E r Aboui) Preview and do the task Read the instructions aloud. Have Ss walk around the class ask their classmates their first and last names, and write them in a list. Remind Ss to ask How do you spell... ? Extra activity - individuals Ss rewrite their list of nam es from Part E in alphabetical order Unit 1 • All about you • T-4