Touchstone self-study edition 3

It is designed for low-intermediate students and expands on the concepts established in Student's Book 2. Drawing on research into the Cambridge International Corpus, Student's Book 3 presents the vocabulary, grammar, and functions students encounter most often in real life.

It also develops the conversation strategies that students need for effective conversations, such as how to make your opinions sound softer or how to respond and show you understand someone's feelings. Touchstone Student's Book 1 is the first level of the innovative Touchstone series and is designed for beginning students.

Drawing on research into the Cambridge International Corpus, a large database of language that includes everyday conversations and texts from newspapers and books, Student's Book 1 presents the vocabulary, grammar, and functions students encounter most often in real life. You may have already requested this item.

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Advanced Search Find a Library. Your list has reached the maximum number of items. Please create a new list with a new name; move some items to a new or existing list; or delete some items. Ask a S for th e answ er. Ask Ss to find th e o th er place w here Adam uses How about you? Check th e answ er w ith th e class. Have Ss com plete th e two conversations. Check answ ers w ith th e class: ask two p airs to each read a conversation aloud.

Extra activity - pairs Pairs choose one of th e conversations from P art B, an d co n tin u e it w ith at least one m ore exchange. Pairs practice th eir conversation and th e n present it to the class. Extra activity - groups B rainstorm a list o i Are y o u. Are you in a m ath class? S: asks S2, Are you a m usic student? S2 responds w ith a short answ er a n d th en says. SI responds S2 th en asks S3 a different question, such ss Are you in the com puter club?

S3 answ ers and th e n asks, How about you? The activity continues u n til no one can th in k of an o th er question. Tell Ss to tu rn to Self-Study Listen: ng. Assign th e tasks for homework, or have Ss do them in class. See th e tasks on p. T and the audio script on p. Strategy plus Why use everyday expressions?

Tell Ss to w ork in pairs an d w rite th e expressions w ith th e sam e m ean in g next to each other e.

Use less form al expressions w ith friends and family. Put a check next to th e m. T hen divide th e class into two groups. Have one group read the expressions in the More Formal colum n and th e other read th e related expressions in th e Less Formal colum n. Present or have Ss suggest extra vocabulary for inform al greetings, such as H ow s it going? Write on t he board. Yeah, Yes, 2 times, 4 times, 10 times, 20 times.

Tell Ss Yeah is m ore com m on th a n Yes. Is it two times m ore com m on? Four tim es? Extra activity - class Call out an expression from th e chart.

Call on a few Ss to give a response at th e sam e level of form ality e. S : Pretty good. Point to th e list of expressions in Strategy Pius. Use these expressions. Rem ind Ss th at they and th eir p artn ers m ay have different answ ers, but b o th answ ers may be correct. Check answ ers w ith th e class: call on a few pairs to read th eir com pleted conversations. How are you doing? Mike See you later. See you. Jeff Good morning, Mrs. Swar How are you9 Mrs. Jeff Later. Swan Good-bye.

Culture note A lthough Yeah is m ore frequent th a n Yes, it can sound rude in som e situations. Som etim es th e use of less form al expressions by learners of English can seem inappropriate. Tell Ss to listen w h eth er other people are using m to im al expressions before they use them them selves. Extra activity - class Call out one of the expressions from the chart. Ss call out the m ore formal or less formal expression w ith the sam e m ean in g e.

Ss: How arc you? Extra activity - pairs Prepare slips of paper w ith roles, and pass out one to each p air e. Ask pairs to prepare a conversation using th e ir roles. Have a few pairs act out their conversations, w ith th e class guessing th e situation and saying w hether it is m ore form al or less formal. See th e teach in g notes on p TA. Some everyday expressions are more formal. More formal Yes. Less formal Yeah.

A C om plete th e se c o n v ersatio n s w ith ex pressions from th e box above. Briefly p resent th e L earning Tip and th e directions. Tell Ss to read the infom ation in th e box for th e answ er. Ask a few Ss to share th eir answ ers w ith th e class. Preview and do the task Read th e in stru ctio n s aloud Choose two Ss to read th e exam ple conversation. Then m odel th e activity by asking a S who he or she is, and asking questions to get th e inform ation to com plete th e card e g , How do you spell your last nam e?

W hat s your e-m ail address? S tudent s Books and look at Free Talk 1. Read the in stru ctio n s aloud. Ask a S to read the exam ple. B rainstorm the n am es of som e celebrities w ith th e class Try to get nam es of celeb n n es from a variety of co u n tries an d a variety of fields, such as artists, wt iters, athletes, an d m usicians. Remember, you are th e celebrity. Fill in th e nam e, e-m ail address, an d telephone n u m b er for th e person. Make up inform ation.

The S w ho role-played th a t celebrity says w hether or n ot th e inform ation is correct. Make a name card. Invent an e-mail address and phone number Nam e: E-m a il address. ClaSS activity Now take turns introducing yourselves.

Find three famous people you like and complete a name card for each one. B Oh, nice lo meet you. P a ir work Now close your books. W hat do you remember? Make a list of things and w here they are. Then op en your books, and check your answ ers. Location expressions such as a t home, at work, and in class do not include the. The expressions w ithout the refer m ore to a situ atio n th a n a place, but Ss should learn these expressions as fixed phrases.

The lesson provides p ractice on this point. Lesson B. In conversation, the co n tractions of be w ith he, she, and they are m uch m ore frequent th a n the full form s he is, she is, they are. The w ords a and an are called in d efinite articles. For exam ple:. The g ram m ar ch a rt p resents this an d these as pro nouns in statem en ts and questio n s w ith th e verb be. Rules for th e pro n u n ciatio n of th e n o u n plural ending -s:.

Some The d eterm in er som e is used to refer to an indefinite usually a small q u an tity of things. Plural n o u n s can often be used either w ithout an article e.

B A table, [some] chairs, [some] desks. The In th is lesson, th e definite article the is used before people, places, an d thin g s th a t everyone in the class can see.

The is used betore n o u n s w hen it is clear w hich item th e speaker is talking about or w hen th e listener knows w h. For exam ple, The VCR is in the closet. Ss see th is use in Exercise 1, P art B. See Language Notes for Lesson B. Ss learn expressions to get help: asking asking asking asking. Form ulaic exchanges like these provide Ss w ith th e basic language and strategies they need to respond and react appropriately in everyday situations. About 40 percent of its uses are as a response to a question.

The c h a rt presents som e com m on expressions used for th a n k in g and apologizing and som e typical responses. In class Teach this unit opening page together with Lesson A in one class period.

Introduce the theme of the unit W rite on the board: In class. Extra activity - class Ss look at th e second aim. Have Ss look through Unit 2 for a m inute an d find th e n am es of two item s they bring to class every day e. Ask a few Ss to call out th e nam es of th e item s they found. Before you begin Tell Ss to look at p icture 1. Then have a few Ss share answ ers w ith th e class. Recycle grammar This task recycles th e verb be and pronouns. W rite on th e board I, you, we. Ask, Are we in class?

Extra activity - pairs. Pairs look at th e pictures in Unit 1 and m ake a list of w here people are e. W hen pairs have finished go through each page w ith the class, having different p airs call out w here th e people are. In Unit 2, you learn how to Is he here today? How about Laura? Are Kim and Phong here? And Alan? Use th e co n v ersatio n above to h elp you. Say the nam es. Then say, W here are Ana s classm ates today? Listen for the answ ers.

Then ask,. Point out How about Laura9 in th e conversation. Explain th a t How about.. Explain th at I think and m aybe are used to show th a t som eone is not sure. Tell Ss to use th e conversation in P art A to help them com plete the task. Have Ss who finish quickly check answ ers w ith a partner.

Check answ ers w ith th e class: read aloud each conversation, an d pause for th e class to read aloud the m issing words. Answers 1 A is Jun in ciass today? A Are Kim and Phong in class? Tell Ss to practice th e conversation in pa irs, taking tu rn s playing Miss Cass and Ana. Then ask p airs to change th e conversation, w ith Miss Cass using the n am es of real classm ates and Ana responding w ith any location.

W rite on the board; a t home, a t work, in class, a t the library. Ss choose one of th e expressions or one of th eir own and w rite it in large letters on a piece of paper, w ithout show ing it to th eir classm ates. Ss each have one tu rn to guess w here a classm ate is. Foi exam ple, a S says. Divide th e class into two groups, one playing th e role of th e teacher Miss Cass and th e other playing Ana Have them read the conversation aloud and th en change roles.

Then have Ss look at th e th re e conversations in Part B. W rite conversation 1 on th e board. Ss how to form statem en ts w ith the verb be an d he.

Connie and Dan are at heme. Ana is in class. A na a n d Alan are in class. Have a few Ss com e to th e board an d change th e u nderlined w ords to contractions w ith p ro n o u n s e. Laura is sick. Draw an arrow to show th at Jun an d is change positions for th e question form Invite a S to com e to the board and w rite the question. Invite two m ore Ss to w rite th e o th er two questions on th e board. Have Ss com plete th e rem aim ng questions on th e ir own. Remind them to use the g ram m ar c h a rt for help.

Check answ ers w ith the class. He s in class. Point out th e co n tractio n after each nam e. Have each S say a sentence about a classm ate e.

Rem ind Ss to use contractions. Have a pair of Ss read it aloud, Tell Ss to work in p airs and take tu rn s asking and answ ering th e questions. Rem ind Ss to use th e pictures in Part A to answer.

Check answ ers w ith th e class: ask individual Ss the questions. SI, book open, asks S2 a question. S2, book closed, answ ers the question from memory. Pairs each ask ten questions and keep score. Find w hich S answ ers th e m ost questions correctly,. Play the rem ain in g conversations.

Ss w rite th e answ ers. L isten. W here are th e se stu d e n ts today? W rite a or a n before each item. T hen listen a n d say th e w ords. C heck yo u r answ ers. All th e other letters are called consonants. Write th ese colum n head ings on th e board Vowels, Consonants. Go around th e class, having Ss call out th e letters of th e alphabet in order.

Have two Ss at th e board w rite th e letters u n d er th e correct colum n. Say th e n am es of the item s, an d have Ss repeat. For m ore inform ation, see Language N otes at th e beginning of th is unit. Say th e nam es of th e p ictured item s, and have Ss raise th e ir h an d s if a w ord sta rts w ith a vowel sound. Have Ss w rite th eir own lists. Present or have Ss suggest extra vocabulary for personal items, such as a comb a checkbook, a bus pass, a credit card, an ATM card, an ID card.

Extra activity - pairs Pairs m ake a list of th e top tive personal item s they th in k m ost people have Pairs call out item s from th eir lists. W rite them on the boaid. For each item, ask p airs th a t w rote it to raise th eir h ands, and count th e num ber.

Ask Ss to call out th eir answ ers. Point to a or an on th e board. Answers an umbrella, a pencil, an eraser, a pen. Write th e w ords on th e board.

Repeat for th e questions w ith these in th e second and th ird conversations. Are these your keys? These is! It ends w ith -s D ural nouns nam e m ore th a n one thing. They usually end w ith -s. Figure Preview the task Tell Ss to look at th e two ,i out q uestions and read them aloud. Explain th a t no u n s can be people places, or things. Explain 1 sin g u lar n ouns tell about one thing; 2 plural n o u n s tell about m ore th a n one th in g and usually end i n -s.

Repeat with th e plural nouns. These are keys Ask Ss to identify th e p a tte rn for each statem ent, and w rite it on th e board:. Have Ss read th e exam ple as a class. Tell Ss to use the ch art and pictures for help in com pleting the questions and answ ers.

Check answ ers w ith th e class: have several pairs read their answ ers aloud. Point out th a t this goes w ith is an d singular nouns; these goes w ith are a n d plural nouns. Is this your notebook? What are these? Are these your pens? B Yes, they are. Extra activity - class Go aro u n d th e class w ith a bag.

Each S puts in a personal item. One S takes out an item and asks yes-no q uestions u n til its ow ner is found e.

Yes, it is. C ontinue w ith S2 taking out an item and asking questions. In large classes, this activity can be done in groups. For m ore inform ation, see Language Notes at th e b eg in n in g of th is unit.

Tell Ss to listen. Have Ss read each one aloud. Check answ ers w ith th e class: Ss call out th eir answ ers Add any new words to th e list on th e board from Part A. Call on a few Ss to answ er Repeat w ith some. Explain th e use of a w ith singular nouns an d of some w ith plural nouns. For m ore inform ation, see Language Notes at th e b eginning of th is unit. Help out w ith new vocabulary. Then ask Ss to th in k of m ore questions about their classroom and call them out e.

Note you may w ant to teach th e word nothing as an answer. P resent or have Ss suggest extra v ocabulary for classroom items, such as an overhead projector, an eraser, a m arker pen.

Groups w rite th e n am es of as m any classroom item s as th ey can on slips of pap er in th ree m inutes. Tell groups to use a or som e in front of each noun. Groups divide up the slips and tap e th em to th e item s.

At th e end of th e activity, label any un labeled item s in the classroom. W rite on th e board: on, under, in, next to, in fro n t of. Ss call out locations in th e classroom for each preposition e.

Read the w ords above each picture aloud, and have Ss repeat. A sk individual Ss to call out th e ir locations e. Repeat for p ictu re 2. Pairs play a guessing game. SI gives a clue e. S2 tries to guess th e item e g. Are they chairs? Extra activity - individuals Ss close th e ir books They w rite the local ion of as m any item s as they rem em ber from th e picture in Part A e. Ss com pare answ ers in pa irs T hen they open their books and check their answ ers.

The teacher is looking for th in g s. B Figure Preview the task Point out th a t th e questions it out are a u questions w ith Where. Tell Ss to find the Where questions in th e conversation in Part A, and read them aloud. Tell them to see. G roups: Divide th e class into two groups, one group plaving th e teacher an d th e o th er group playing Paula. Have th e groups read the conversation aloud and then change roles. P a irs: Tell Ss to practice th e conversation in pairs, tak in g tu rns playing each role.

T hen tell p airs to change th e conversation, w ith th e teacher asking for different item s an d Paula answ ering w ith different locations. E ncourage pairs to use actual item s in th e classroom. Have a few pairs p resent th e ir new conversations to th e class. Ask a S to choose th e correct questions. Ask Ss to call out th e contraction. The English in the CIC comes from many sources including newspapers, books, Web sites, magazines, radio and television broadcasts, and recordings of everyday conversations.

Strategies like these are taught in every unit to help students manage conversation more effectively. In Conversation panels present interesting, useful facts about the vocabulary and grammar most frequently used in conversation. Figure it out and Notice activities challenge students to think about new grammar and new conversation strategies. A Vocabulary Notebook page in every unit offers students practical tips and activities for building their vocabulary. The Touchstone workbook provides follow-up exercises for each lesson in the Student's Book, giving thorough practice of new vocabulary, structures, and conversation strategies, as well as providing extra reading and writing activities.

A progress-check chart at the end of each Workbook unit helps students evaluate their progress and plan further study.