Print materials include a Student's Book, a Workbook, and a Teacher's Edition with an Assessment Audio CD I CD-ROM. In addition, each level of Touchstone. download Touchstone Teacher's Edition 2 Teachers Book with Audio CD by Michael J. McCarthy, Jeanne McCarten from Waterstones today! Click and Collect from. dancindonna.info: Touchstone Teacher's Edition 2 Teachers Book with Audio CD ( ) by Michael J. McCarthy; Jeanne McCarten; Helen Sandiford.
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Touchstone Teacher's Edition 2 | Easy and enjoyable to teach, Touchstone offers a fresh approach to the teaching and learning of English. | Michael J. McCarthy. Touchstone Teacher's Edition 2 Teachers Book with Audio CD by Michael J. McCarthy, , available at Book Depository with free delivery. Student book touchstone 2. rodriguezarmando · Touchstone 1 Teacher's edition. Samira Garayeva · Touchstone level 3. Elsa Cevallos Ordoñez.
Publicado el 31 de oct. Here you go Student book touchstone 2 download it fast and sure. Parece que ya has recortado esta diapositiva en. Puedes cambiar tus preferencias de publicidad en cualquier momento. Student book touchstone 2. Touchstone 2 teachers. Mostrar SlideShares relacionadas al final.
A J. Z5 listen and lf'pf'at thf' sf'nlf'nCf'S. Noticf' th. ThiSSf'ls th, background. Th,n listen. Lesson B Lesson B teaches the main vocabulary of the unit and builds on the grammar taught in Lesson A.
Un the voubulary abov, and add other words you know. What happenI! PrillCticethe convtrsatlon. So, how was your ski tnp? Did you ha11e a gooa time? I guess. I sort of had an acciderit.
Oh, really? What happened? D1dvou nurtvo11rself? WPll,actually, I was talking on mvctU phone. While you were skiing? Thc1t's kind of dangerous.
Use tht 01wers. What werf' I did yoll doing? How did it happen I was It happenin1:! That' 'i toobao. But she's OK. L that's good. Lesson C Lesson C teaches Conversation strategies, including common expressions useful in conversation, followed by a listening and speaking activity that reinforces this conversational language.
Olivia Oh, I loYe T hal food. Hu go And he left fflf' in the kitchen towatch the cuny. Olivia Uh-oh. Hugo Yuh. It dldn1 taste too tood. I ffubd. Olivia Oh, that's hilarious. I bet no one ewn noliud. Ho one said anything. D Rud the story Mlow.
Practic e t elling the story and commenting 'th a partner. I was wo? Well, ifs not heap. Anyway, I was serving c: I found oul it wu: Th n lisll! Practkewith a partner. Listen 10 lht story. Choose thl! On" timl! Writ , your own Omm nll Of r,sponses When you hear the pausu.
C Palrwo,t. Take tu,ns relelling the story you just heard,or tell your own story. Lesson D Lesson D focuses on reading and writing skills while also providing additional listening and speaking activities.
Tell the clan. Hd the ;uli1. N'n thinp rn "'mn1, the, JU. O wrong Bi.. J doc! C RHd lhl' artKle O" p. Writing includes real-world writing tasks such as drafting email messages, short articles, and blog entries moves from simple sentences to paragraphs, supporting the presentation with models both in the reading text and sample student writing provides a systematic syllabus, including Help note panels that give practical advice on areas such as punctuation, linking ideas, and organizing information.
Sden1 8: A Th1t'lkofa timt someUur-1wentW Writt' 10to 12untencei. I, ,rw. Vocabulary notebook and Free talk Vocabulary notebook provides 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.
The Now I can This helps students focus on the things they can do with the language they have learned. Before you go to sleep f'ach night. Start al your head. Clln you think of each word in English before you fall asteep? Now I can.. Free talk provides optional activities for future practice and expansion of new language and conversation strategies. Bob just cr1shed Into a lamppost.
Some other people s. What was Bob doinf? Study tht picture and try to remember u many d1-taits H possiblt. A Andit'sstchtoptr. Extra practice and Sounds right Extra practice provides additional practice of the grammar points in each lesson.
A Complete the s. I was in class Int Wttk.. I was. I was m ckm last wc,A. Pr,ttk with a partner. C Oh, thh realty borin11uv. Ht' talk. Notice the underlined sounds.
An the sounds like the sound In IL: Other sy1lablH arie,strons. Uke the syllable sis in as. Circle the stressed strangHfl sytl1ble. The Council of Europe's work on the definition of appropriate learning objectives for adult language learners dates back to the s.
The influential Threshold series J. Trim, Cambridge University Press, provides a detailed description in functional, notional, grammatical, and sociocultural terms of what a language user needs to be able to do in order to communicate effectively in the sort of situations commonly encountered in everyday life.
Three levels of proficiency are identified, called Waystage, Threshold, and Vantage. The Threshold series was followed in by the publication of the Common European Framework of Reference, which describes six levels of communicative ability in terms of competences or "can do" statements: Based on the CEFR descriptors, the Council of Europe also developed the European Language Portfolio, a document that enables learners to assess their language ability and to keep an internationally recognized record of their language learning experience.
Touchstone Second Edition and the Common European Framework of Reference The table below shows how Touchstone Second Edition correlates with the Council of Europe's levels and with some major international examinations. Corpus frequency The top spoken words This is a list of the top words in spoken North American English.
It is based on a sample of four and a half million words of conversation from the Cambridge English Corpus. Acknowledgments Touchstone Second Edition has benefited from extensive development research. The authors and publishers would like to extend their thanks to the following reviewers and consultants for their valuable insights and suggestions: Touchstone Second Edition authors and publishers would also like to thank the following individuals and institutions who have provided excellent feedback and support on Touchstone Blended: Touchstone Second Edition authors and publishers would also like to thank the following contributors to Touchstone Second Edition: Vrabel, and Eric Zuarino.
Authors' Acknowledgments The authors would like to thank all the Cambridge University Press staff and freelancers who were involved in the creation of Touchstone Second Edition. In addition, they would like to acknowledge a huge debt of gratitude that they owe to two people: Mary Vaughn, for her role in creating Touchstone First Edition and for being a constant source of wisdom ever since, and Bryan Fletcher, who also had the vision that has led to the success of Touchstone Blended Learning.
Helen Sandiford would like to thank her family for their love and support, especially her husband Bryan. The author team would also like to thank each other, for the joy of working together, sharing the same professional dedication, and for the mutual support and friendship. Finally, the authors would like to thank our dear friend Alejandro Martinez, Global Training Manager, who sadly passed away in He is greatly missed by all who had the pleasure to work with him.
Alex was a huge supporter of Touchstone and everyone is deeply grateful to him for his contribution to its success. Create a about special days and new special day or celebrations on a festival, and talk about it I calendar with other groups. Do you have an unusual home habit? Every cloud has a silver lining. Sorry about that! Ask and answer questions to determine what's different about people in two pictures, and guess where they went.
I'll do It! A good idea? What will life be like in the future? Pair work and group work are an integral part of most language-learning classes and provide many advantages to language learners, including: Arranging pairs and groups One challenge is setting up the pairs or groups. Here are some suggestions: Pairing stronger Ss with less proficient ones allows peer teaching to take place. Less proficient Ss often feel more comfortable asking questions of a classmate rather than of the teacher.
The stronger S is challenged by having to explain the material. To form random groups. All the "ls" form a group, all the "2s,"and so on. Ss draw slips and work with Ss with the next number e. The danger with this, however, is that friends will form pairs or groups and speak about personal-things as opposed to doing the activity. Many tasks fail because Ss do not completely understand what to do.
State the instructions simply and clearly, and, when possible, have Ss come to the front of the class to demonstrate the activity: Setting time limits ensures that Ss use their time effectively.
Establish a signal to indicate time is up; for example, clap your hands. These roles are leader and secretary. The leader makes sure that the task is carried out correctly and ensures that group members speak English.
The secretary writes down the group's answers and reports on what the group discussed. In addition, it is of critical importance that all Ss are doing something productive during group work. There is a danger that when it is not a S's turn to speak, he or she will lose interest. To avoid this, make sure that each group activity has a focused task - so that when Ss are not speaking, they have to actively listen.
For example, if Ss are discussing their favorite foods, have Ss make a note of a food each person likes or find someone who likes the same food. Make sure Ss report what they have heard. Circulate and remind Ss to use English. Make note of problematic language points to reteach later.
Pair work and group work are tried-and-true classroom techniques. Trying out ideas such as the ones here and sharing ideas with other teachers can lead to their effective use.
Regardless of the arrangement you use, vary pair and group members often. This way Ss can interact with most of or all of their classmates, thereby building a class community.
See Student's Book p. This section reviews the main points of stress and intonation taught in Touchstone Level l, Units 7 and People stress, or say louder, the words they think of as the main content words. The intonation changes on the most stressed syllable. In statements that give information that the speaker does not expect the listener to know, the intonation often falls.
Falling intonation also signals that all the information has been given. This lesson reviews simple affirmative and negative statements, yes-no questions, short answers, and information questions with be and other verbs.
Form The grammar chart includes the verb structures taught in Touchstone Level l, Units 1 to 5. The simple present is one of the most common structures in spoken English. Ss review the main uses taught in Level 1: Common errors with do or does In simple present questions.
Ss may leave out the auxiliary verb do or does in simple present questions. The chart in the lesson introduces short responses to affirmative and negative statements using too and either. B I am too. I Me too. A I'm allergic to cats. B I do too. A I watch pro football. B I can too. A I can shop for hours! A I'm not an animal Jover. B I'm not either. I Me neither. A I don't watch much television.
B I don't either. A I can't afford anything new. B I can't either. However, these are not as common. They can also sound rude. A I like football. B Oh, I don't. However, in general. The most common of this type of response are Me too, I do too, I don't either, and Me either. Me either Is not considered correct by some people, though it is twice as frequent as Me neither. The lesson provides an opportunity to review many of the vocabulary topics taught in Level 1: TV shows, clothes, colors, weekend activities, and food.
Countable nouns have a singular and a plural form; they can be used with the article a I an and with numbers e. Uncountable nouns have no plural form and are not used with the article a I an e. Many sports activities require a specific verb before the name of the activity. The most common are play. I like to play tennis and baseball. On the weekends, I do aerobics andyoga.
In the summer, I go swimming every morning. They generally avoid questions about very personal topics such as salary, age, or religion. Strategy plus Actually See Student's Book p. This information can be new or surprising. A Do you drive to school? B Actually, I walk. It's only two miles. A Did you watch the football game on N last night? B No, I didn't. I actually don't watch much N. In some languages, the equivalent word means now, these days, or currently.
It is not used with these meanings in English. It is approximately five times more frequent in conversation than in newspapers and other written texts. About 15 percent are at the beginning, and about 10 percent are at the end. The Reading Tip tells Ss that the title of an article can help them predict what the article will be about. Predicting ideas and activating your own knowledge about a subject can help you read a text more easily.
The Help Note reviews the basic punctuation taught in Level 1: See Student's Book pp. The reading text and writing activity include examples of imperatives, including imperatives with be:.
Making friends Teach this unit opener page together with Lesson A in one class period. Introduce the theme of the unit Say, "This unit is about making friends. How do you know them? In Unit 1, you learn how to Tell Ss to listen and read along. Ss look through the lessons to familiarize themselves with how each unit in the Student's Book is set up. Look quickly through the lessons. Try to find at least one example of each. You have three minutes.
Call on a few Ss to identify an example e. What's your name? I watch pro football. I do too. Do you drive to class? Actually, no. I take the subway. Pairs try to agree on the three best places to meet people and the three best reasons to become friends. Ss use the two lists already on the board and their own ideas. Several pairs report to the class. When you're getting to know someone, what are you doing?
Have Ss call out ideas about where people can make friends. Write ideas on the board. Say, "Imagine you meet someone at school or work.
What questions can you ask to get to know the person? What do you study? Do you like your job? Home andfamily. Say, "Think of a yes-no question etc.. What's the topic? Underline the information question word s e. Where do you live?
Do you. Ss each write one question to ask their classmates and their own answer. They walk around asking and answering. If 82 gives an answer that is also true for 81, 81 writes S2's name on a piece of paper. After five minutes, Ss sit down. A few Ss report back to the class e. This is true for six students.
Raise your hand if the answer is yes. Now raise your hand if the answer is no. What are some things you want to know about your classmates? Books open. Read the title of the questionnaire aloud. Ask, "What are the four topics in the questionnaire? Ask Ss to call out their underlined words. Write them on the board. Get as many definitions as possible from Ss. Explain any remaining words. Tell them that they are going to write one more question for each section.
Review the questions from Before You Begin, if necessary. Call on individual Ss to tell the class their questions. What's your middle name? Are you a morning person? Do you get up early? Horne and Family: Do you have brothers and sisters? What are your friends like? Ss 1 interviews his or her partner and takes notes. Ss then exchange roles. My name means "light. Yes, I'm named after my grandmother. Yes, it's OK. It's a pretty common name. Yes, I do. Yes, I am.
My major is history. No, I'm not. I work in a supermarket. I get to class by subway. It takes about 45 minutes. Home and Family 1. No, I don't. My neighborhood is really boring. I live with my family. No, most of my friends are from school. She's a lot of fun. She's a student, and works after school at her family's restaurant. We usually go to the movies. Give Ss time to choose five interesting things about their partner from the questionnaire.
Then have them sit with a new partner and tell that partner the five things they thought were interesting about their first partner. Say, "People say the most important content word in a statement or question louder and more clearly. This is called stress. Look at the three questions. What are the stressed words? Say, "T hese are the stressed syllables or parts of words. Say, "Look at the arrows. They all start to go up on the stressed word. But two of them then go up and one of them goes down.
What's different about these questions? In information questions, the voice rises slightly on the stressed word and then falls. T his rising and falling of the voice is called intonation. Ask, "What are. T his is where the intonation changes. Please note the use of color in the Speaking naturally sections throughout this book. Red indicates stress and maroon indicates any other feature that is being taught.
Tell them to listen carefully for the stressed words and how the voice rises and falls. About you. Tell pairs to take turns asking and answering the questions, this time using their own information.
You may want to model some no answers e. I don't have a nickname. Explain that it reviews the simple present of verbs, including be, affirmative and negative statements, yes-no questions, short answers, and information questions.
Give Ss two minutes to review the chart. Review the various grammar patterns. Write sentences from the chart on the board with blanks in place of the words in bold.
Call on a few Ss to fill in the blanks. Tell Ss to ask and answer questions from the chart in pairs, taking turns playing each role. B No, I'm not. I have o brother and sister. Ask Ss to think of a question to complete the conversation. Write suggestions on the board [e. For example, "Do you have a big family? It matches the topic, but uses a different verb than the answer. Do the task Have Ss complete the task by writing a possible question for each answer.
Have Ss compare their questions in pairs. For each item, have a few Ss read their questions aloud, and ask other Ss with the same question to raise their hands. Are you an only child? What does your sister I mother do? Do you have a car? I Do you take the subway to class? What's your favorite color? Are your parents from here? What do you and your friends do in your free time? Does your best friend I sister live near here?
What are your classmates like? Have Ss work in pairs to ask and answer their questions. Make sure Ss answer with their own information. Write on the board: What you study? Where your family live? Ask Ss to correct the sentences. Ss give their own answers again. Have Ss do the tasks in class, or assign them for homework. See the teaching notes on p. T that will cause Ss problems. Read the instructions aloud.
Say, "Read each of the six questions carefully. Listen for the stressed words to get the main ideas in Miranda's answers. T Ss listen and choose the best question for each answer. Pause after each exchange to give Ss time to write the number in the box. Play the recording again Ss review their answers. Check answers with the class. What's your favorite season? What's your favorite band? Do you ever go out on weeknights? Do you have any pets?
How much time do you spend with your family? What do you usually do on the weekends? Play the recording again. Have Ss write down what they learn about Miranda. Then have volunteers share their notes with the class.
Remind Ss that follow-up questions are questions that you ask to get more information. Pairs take turns asking each other the questions from A and then asking follow-up questions. Pairsexchange "answer" papersand try to write the matching questions. Ss then compare questions and see how many are the same. We can't stand ho"or movies.
Ask, "What do you and your best friend have in common? Then ask, "What do you think the people have in common? They both want a new TV. They like shopping] Say, "Listen. What do these friends really have in common? Take notes. Pause the recording after each conversation to give Ss time to write the answer. Play the recording again Ss listen and review their answers. Then ask, "What do the people in conversation 1 have in common? They don't watch much television.
They watch pro football. They can't afford anything new. They're broke.
Divide the class into two groups, one group playing A and the other group playingB. Have groups read each conversation aloud and then change roles. Tell pairs to take turns playing the roles of speakers A andB. I am too. Ask,"What two words do these responses have in common? I'm not an animal lover.
I don't watch much television. I can't afford anything new. Ask, "What do you notice about these three statements? I'm not either.
I don't either. I can't either. Ask, "What three words do these responses have in common? Tell them to look at the board and the conversations for help. Have Ss compare. Exercise lB. All the responses of theB speakers agree with the statements by the A speakers. Note that that too is used in responses that agree with affirmative statements and not or n't and either is used in responses that agree with negative statements.
I'm broke. Ask,"Are these negative or affirmative statements? Ss listen and repeat. Have Ss write responses to the remaining statements. Check answers with the class: Have pairs of Ss read a statement and its response aloud.
Ask, "What's the pattern when you respond to an affirmative statement with am? How about negative statements? Say, "People say Me either or Me neither. They have the same meaning. Which do you think is more common - Me neither or Me either? Say, "You can use Me either in conversations with friends, but not in formal conversations. Have two Ss read the example aloud. Then have pairs make and respond to statements.
Ask Ss to identify what they see in each picture. Call on groups to report their lists, and write them on the board. Tell Ss to add any new words to their lists and keep their lists.
Weekend activities: Tell Ss to write their favorite things from their lists in each column. To model how to compare their charts, ask two Ss to read the example aloud. Say, "When you and your partner find something you have in common, write a statement about it - for example: We both sleep late on the weekends.
Ss find out what they have in common with other classmates. Using their chart from Exercise 38, Ss have ten minutes to walk around the class telling classmates about themselves. Ss write the names of all the classmates who agree with their statements. Call on a few Ss to report to the class e.
Tell Ss to turn to Vocabulary Notebook on p. Have Ss complete the sentences. When Ss finish, have them walk around the class, reading their completed sentences to their classmates. For each sentence, they should try to find someone with the same tastes and write his or her name next to the sentence.
Where are they? Help with new vocabulary as needed. The answers are easy and not personal. There is little chance of someone being uncomfortable answering the question. Say "Eve and Chris are waiting to go into a club. They don't know each other. What can they say to start a conversation?
Do you know the band? Do you come here a lot? When meeting someone for the first time, people often ask, "Where are you from? Topics that should be avoided in general are salary and appearance, especially someone's weight. What are Eve and Chris talking about? Ss listen.
It's cold tonight. Things they see around them: There are a lot of people out here tonight. Taste in music: Are you a big hip-hop fan? My name's Chris. I I'm Eve. Ss listen and read along. Ask, "Do Eve and Chris use any of these conversation starters? Which ones? Ooh, it's cold tonight. The club: Boy, there are a lot of people out here tonight.
I Do you come here a lot? General questions: So are you a big hip-hop fan? Where can you use the first one? Have Ss compare their answers in pairs. Ask a few Ss to read their answers aloud. Possible answers. Remind Ss to continue each conversation as long as they can.
Ask Ss to write out one of their conversations, and then call on a few pairs to act them out for the class. Each pair writes a description of a situation where people are meeting for the first time. Ss can get ideas from Exercise 1 D. Pairs exchange their situations. Ss in each pair then start a conversation based on the situation and continue it as long as they can. Explain that actually is very common in spoken English.
People use it to show that the information they are giving is new for the listener or surprising. People also use it when they want to "gently" correct another person. Read the conversation aloud. Have Ss repeat the conversation. Have Ss find the sentences with actually in Chris and Eve's conversation on p. Ask Ss to read the sentences aloud. Write them on the board: But actually, I kind of like cold weather. Yeah, I do, actually 3. Actually, no, but my brother's in the band tonight.
Point to sentence 1 and ask, "Why does Chris use actually? Ask, "Is actually in the top , , or words that people use most in conversation? Raise your hand if you were correct. Ask two Ss to model the example by reading it aloud. Remind them to respond with their own ideas. I think you live next to the school. Your famlly doesn't have a TY. S1 In each pair reads a statement, and S2 corrects it with actually e.
I'm an only child. I live downtown. Actually, we have three 1Vs. Have Ss complete the task. Have pairs of Ss read each starter and its response. Pause the recording after each conversation to give Ss time to write. Use the information to help you choose the correct conversation starter.
T Pause after the first response. Read aloud the correct conversation starter, numbered 1 in the box. Ask, "Which words help you choose? Do not check answers at this time. Check your answers as you listen. T Pause after each conversation, and check the answers with the class.
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