Touchstone Student's Book 1 is the first level of the innovative Touchstone series A free Self-Study Audio CD/CD-ROM at the back of the book gives students. 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. books in this series. Touchstone Level 1 Student's Book with Audio CD/CD- ROM Touchstone Teacher's Edition 1 Teachers Book 1 with Audio CD. 15% off .
|Language:||English, Spanish, Hindi|
|Genre:||Business & Career|
|Distribution:||Free* [*Register to download]|
Touchstone Student's Book 1 is the first level of the innovative Touchstone A free Self-Study Audio CD/CD-ROM at the back of the book gives. Mac®) ISBN 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 Fabulous food. Touchstone checkpoint units Self-study listening. Homework idea. Language summaries. Testing program. Students book audio scripts.
How does this corpus-informed approach help me and my students? By identifying w hat language is essential to basic com m unication and w hat language allows us to speak clearly and precisely, corpus-inform ed m aterials can take learners to their goals m ore quickly an d efficiently. In addition, a study of a spoken corpus teaches us im p o rtan t things about social com m unication. As a result, activities based on corpus-inform ed m aterials can focus on the m ost im p o rtan t features of listening an d speaking skills, m aking students m ore effective listeners and com m unicators.
Finally, successful learning is all about m otivation. C orpus-inform ed m aterials m otivate learners because they can feel confident th at the language they are learning is up-to-date useful in everyday conversations, and targeted to situations in w hich they are likely to find them selves Students can also be sure th a t the language corresponds to w hat they will encounter in real conversations, on radio and TV shows, in movies, on th e Internet, and in books, new spapers, an d m agazines.
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 th e C orpus to use the course successfully. But you can feel reassured th a t we, as authors, have checked the Corpus carefully to ensure th at the language we teach is frequent, natural, and useful, and th at the statem ents we m ake about language are accurate.
On m any of the Vocabulary notebook pages you will find fun facts about vocabulary, such as how people refer to fam ily m em bers and w hat color and food words are used m ost frequently in conversation.
In the Teacher's Editions we provide additional inform ation about gram m ar and vocabulary th at we feel will be of p a rticu la r interest to you as a teacher.
What methodology will I be using in Touchstone? Touchstone m erges the best features of proven and fam iliar com m unicative m ethodologies while, at the sam e tim e, offering stim ulating activities carefully crafted to focus on the learning process. The Touchstone philosophy m ain tain s th at a successful course m eets all of the following goals: 1.
It is interaction-based. An im p o rtan t learning aim in every lesson is to get students talking to each other This strong em phasis on spoken interaction enables students to put new language to use im m ediately to com m unicate w ith their classm ates. In addition, Touchstone devotes a full lesson in every u n it to the teaching of conversation strategies so th at students can learn the skills needed for effective spoken com m unication.
It personalizes the learning experience. Touchstone o ffe rs 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, th e Internet, sports, an d celebrities. The About you icon points out som e of these opportunities.
It promotes active and inductive learning. T hroughout the series students com plete tasks th at actively involve them in the learning process. Students are also challenged to figure out inductive learning g ram m ar stru ctu res or English usage.
Solving a problem or figuring som ething out for oneself is a pow erful aid to understanding, and reseaich shows th at activities th a t have students notice and figure things out result in successful learning. Figure it out tasks challenge students to th in k about how target g ram m ar stru ctu res are form ed and used before they are form ally introduced.
Notice tasks in the Conversation strategy lessons encourage students to th in k about how people m anage conversations effectively. Word sort tasks and Vocabulary notebook pages get students to actively learn new vocabulary. Students can thus take the initiative to im prove th eir speaking and listening skills, working at th eir own pace.
The CD-ROM includes a d atabase called My vocabulary notebook, which allows students to sort vocabulary in different ways, to p rint out word lists for a variety of purposes, and to add th eir own words, expressions, and exam ple sentences. Clear learning aim s at the sta rt of each unit, Self check and Study plan ch arts in each Touchstone Checkpoint lesson, and Progress checks at the end of each Workbook u n it enable students to m onitor th eir own learning.
Each Teacher s Edition provides a testing package which gives you and vour students an o th er valuable tool for assessing progress. It recognizes the importance of review and recycling. G ram m ar, vocabulary, and conversation strategies taught in earlier u n its are recycled in later units. Item s learned in lower levels are recycled in subsequent levels. It offers flexibility to meet the needs of specific classes. Touchstone can be used w ith large and sm all classes.
Activities can be done in pairs, groups, or as a whole class, depending on your p articu lar needs. Touchstone can also be adapted to varying course lengths. For shorter courses, the Vocabulary notebook pages an d Reading and Writing tasks can be assigned for hom ework. For longer courses, the W orkbook provides additional learning tasks. Can I teach the lessons in a unit out of order? It is very im p o rtan t th at lessons A. B, C, and D are taught in order. This is because the new stru ctu res and vocabulary taught in the earlier lessons are generally recycled and reused in the later lessons.
Each lesson in a u nit assum es th a t students have learned th e language of the previous lesson s. Are oil your friends Internet friends"2 t Yes No 4. 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! 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? Complete the chart. On your own offers fun, cmat've ways to practice vocabulary outside of class. Free talk 5 Playaboardgame. He goes ou: Its always m y busy b Pie foods mlybad. Adam usuallytree?
J 2 Benh as! Ben doesn wantFrench food fastfood today. Katerflay, and Tina are at a barbecue. Flayhaiesthe beach 7. Rityr a goodswimmer 3. Rayis giving Tinaswimming lessons. Rayorachces swimming everyday. B Track it Listen to the rest of the conversation:.
Circlethe correct words. Sarah needs doesnHneednewearrings. Nay Nice!. Bythe way. Nke to meet yov Bmj Yeah. So,do you go to the beach alot? Tinti Yeah,on the weekends. I olay aoftb li Ray Really? Ipliy softball. Tmti Ol Do you play on a team? Tin45 So comeand loin ourteam. Weplay at apark near hem, Ray Uh.
I mean, the sendeeisn't res! Wea n reallybusy. I mean,how often do you work elhereT Weill.
I work every nighton the weekend:: And sometomes on Tuesdays and Wednesdays. Doyou ft out with friends? Sometimes,but not veryofter Oh thet's not good. Yov mean Fabto's? Uh,what about my neighborhood? It's ,you know. Brn Righs. So,how about, urn. It It far? I usually havvlunch at noon.
Ban's BHchw s. Corpusfrequency The top spoken words This is a list of the top 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.
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. Sao Paulo. Japan; David Aline from Kanagawa University. Mexico City. Nelson from Chung-Ang University. Seoul, South Korea: Illinois, USA. Madeleine Murphy from College of San Mateo.
San Mateo. John Lanier. San Francisco. New York. Mmovitz, D. Shelagh Speers. Mary Vaughn. Jennifer Wilkin, and all the design and production team at Adventure House. Kanako Aoki. Maty Louise Baez, Carlos Barbisan. Alexandre Canizares, Cruz Castro.
Joao Madureira, Andy Martin. Alejandro Martinez. Nigel McQuittv, Carine Mitchell. Antonio Puente, Colin Reublinger. Andrew Rob: 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. A time and a place.. Name aifferent countries or cities where you can do interesting things Touchstone checkpoint Units pages What a week!
Usefullanguage for Getting help.
Can you repeat that, please? Can you explain the activity again, please? Are you ready? Just a minute. Do you want to be A or B? You can be B. I have. What do we do next? Here you go 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. 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 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. A student then reads his or her answers aloud, and the class checks their 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. 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.
Other students go to the board and correct any mistakes. 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 People often say Hello to answer the phone. These expressions are common in formal situations such as stores, workplaces, and classrooms.
Typical replies are Thanks or Thank you You too. Are you Amy? Note the inverted form in questions: Short answers with no use contractions e. Standard greeting H ow areyou? Typical informal replies are Good or Not bad Fine is a more neutral rep! 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. The chart in the lesson introduces the pronoun if and the possessive adjectives my and your. My name's Victor. Conversation strategy Howabout you? See Student's Book p. Pronunciation The you in the question How about you? A Are you a student here? B Yes, I am. How aboutyou? It is a simple way for learners of English to do this because they only have to ask the one question.
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. The chart brings together the everyday expressions found in this unit. 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? W hat about you? Allaboutyou Teach th's unit opening page together with Lesson A in one class period. 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 Tell Ss to listen and read along.
Read them aloud, and have Ss repeat. Hello Bye. Good night Good morning. Thank you. Hello Hi.
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.
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.
Tell Ss to write numbers in the boxes. Answers 1 Hello 2]lhanKS. JT Good night. 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.
Before you Match each express Good morning. H Thank you. How are you? Sarah Good. How are you, Matt? Matt Hello. I'm Matt Lenski. Matt Nice to meet you. M att and Sarah are friends. Are M att and Emily friends? Practice the conversations. Then practice w ith a partner. Use your own nam es. Q A Hello. Nice to m eet you. How are A Good, thanks. Write on the board Hello Good-bye. Point to the first picture. This is Sarah. Pause the recording after the lirst conversation Ask, Are Matt and Sarah friends?
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. Check answers with the class: Answers 1 A Hello. Nice to meet you. A Nice to meet you. A Good thanks. I m Say. T Good morning Ss: 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. Tell Ss to look at the pictures and then at the words on the board. 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.
If appropriate, Ss can stand several feet apart and make a gesture for good-bye, imitating the people in the pictures. T Model the task by playing the first conversation on the recording and then pausing. Good night.
T Pause after each conversation. 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. Ss share answers in pairs. Read the instructions aloud. Model the activity. Say, This expression can go. Ask Ss to compare their completed webs with a partner. Ss call out the answers. Write all the answers on the boa d. Possible answers Hello: Have a good evening. 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. Hi How are you? You too 3. Have Ss do the task in class, or assign begins on p. Emily Good night. Matt Good night.
See you tomorrow. Matt Bye. See you, B 1 Listen to the conversations. CZf You too.
Good night 2. Good, thanks. I m fine. See you later. OK See you later. See you next week. Hey, Oscar! Hello 5. Have a nice day. Com pare w ith a partner. How txye you? D ClaSS activity Say hello and good-bye to five classm ates. Lesson B Hi. My name is David.
My last name is Hanson. My first name is Elizabeth. Liz is short for Elizabeth. My middle name is Ann. Frank is my husband Name: B Complete the sentences. Then com pare w ith a partner. David Hanson is single. Hanson Liz Park is single.
Park Miss Park Mary Gomez is married. Mrs Gomez Frank Gomez is married. Gomez 3.