In Touch 2. Teacher’s Book

162 Pages·8.268 MB·English-Russian

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Bringing friends together ...
with
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i l l Teacher’s
PEARSON Liz Kilbey ■ 0 Book
Carol Skinner
I www.longman.com
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Pearson Education Limited,
Edinburgh Cate, Harlow, r
Essex, CM20 2JE, England
and Associated Companies throughout the world.
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www.longman-elt.com
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© Pearson Education Limited 2001
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All rights reserved; no part of this publication may be reproduced, stored In a
retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the prior written permission of the Publishers.
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The right of Liz Kilbey to be identified as the author of this work has been asserted by her
in accordance with the Copyright, Designs and Patents Act 1988. r
First published 2001
Fifth impression 2008 n
Set in Delima 9.5pt
Printed in China SWTC/05
ISBN 978-0-582-30646-2 r
Illustrated by: Pamela Gaillard (The Write Idea).
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Design by Gemini Design and page make-up by The Write Idea
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Photocopying
The publisher grants permission for the photocopying of those pages marked
‘photocopiable’ according to the following conditions. Individual purchasers may make
copies for their own use or for use by classes they teach. School purchasers may make
copies for use by their staff and students, but this permission does not extend to
additional schools or branches. r
Under no circumstances may any part of this book be photocopied for resale.
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Cover photograph © Pearson Education/by Peter Lake.
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C o n te n ts
Students' Book Contents Map iv
Introduction viii
Welcome to In Touch viii
In Touch for students
In Touch for teachers
The principles behind the course viii
Motivating materials
A systematic approach to language learning
A focus on skills
Confidence building
Memorable materials
The course components x
The Students' Book
The organisation of the Students' Book and Workbook
The Workbook
TheTeacher's Book
The Students' CD
The Class Cassette Set
TheTest Book
A guide to the Students' Book xi
Input lessons
Skills Special units
Revision units
Mini play
Tips xv
Classroom management
Mixed ability classes
Correcting work
Homework
Key to symbols xvi
Daily lesson organiser xvii
Lesson notes T6
Wordlist T122
Workbook key T125
Progress Tests T134
Key to Progress Tests T143
Test Book key T146
Unit Page Topic and Vocabulary Grammar
Welcome to In Touch 6
Remember Your English 8
1 The Londoners 12 People and places Present simple
2 Crazy Gang 14 A surprise parly Present simple or Present
Clothes continuous
3 In Touch Club 16 Information file: China Stative verbs
The countryside
4 Story Time: 18 Fact-based story Past simple
The Day of Terror Time sequencers
Skills Special 1 20 A robbery Recycling: Past simple. Preseni
simple. Present continuous
5 The Londoners 22 A visit to Madame Tussaud’s Preseni continuous (future
Opinions arrangements)
6 Crazy Gang 24 Max the fortune-teller will (future): decisions, offers,
predictions
7 In Touch Club 26 Raising money for UNICEF going to (future plans)
8 Story Time: 28 Science fiction • Yes/No questions
They Came from Kitra 1 Space • Wh questions
Skills Special 2 30 Camp Adventure Recycling: Present continuous
(future), going to
Revision 1 (Units 1-8) 32
9 The Londoners 34 A visit to the RSPCA Present perfect (indefinite time)
Word formation • ever, never
10 In Touch Club 36 Whale watching Preseni perfect with for, since,
Outdoor activities and equipment just, already, yet
11 Crazy Gang 38 Popsy's television show Past simple or Present perfect
12 Story Time: 40 Science fiction some-, any-, no- +
They Came from Kitra 2 -body, -thing, -where
Skills Special 3 42 My favourite town
13 The Londoners 44 A visit to the Globe Theatre • Could/can (permission, requests)
The theatre • Shall 1/Would you like ...? (offers)
14 In Touch Club 46 Robots can. could, be able to (ability)
Phrases with do and make
15 Crazy Gang 48 Max the Magician Tag questions
16 Story Time: 50 Science fiction Suggestions: Let's .... How about 5
They Came from Kitra 3 What about...?, Why don l we ...?
Skills Special 4 52 A weekend at a friend’s house Recycling: requests, permission,
suggestions
Revision 2 (Units 9-16) 54
17 The Londoners 56 Hobbies and pastimes Past continuous
18 Crazy Gang 58 Toffee and the fish Past continuous (while, when)
Shopping Past continuous and Past simple
19 In Touch Club 60 Life in the past used to (past states and habits)
20 Story Time: 62 Fact-based story Past forms: used to. Past simple,
Voyage to the Unknown 1 Adjectives Past continuous
Skills Special 5 64 The hero Recycling: Past simple.
Past continuous
-A Reading Listening Speaking Writing
Letter: answering questions Ticking boxes Asking for information Writing about your
about people family
Dialogue: answering questions Song: short notes Describing clothes
Information file: true/false questions Project: Information file
about your country
Narrative: matching sentence • Pronunciation: /t/ /d/ /id/ Retelling the story
fragments • Numbering pictures
Newspaper article: • reading for gist Description: listening Describing pictures • Order of adjectives
• reading for detail for detail • Paragraphs: description
Dialogue: answering questions Completing notes Talking about birthday Writing about birthday
plans plans
Dialogue: true/false questions • Making decisions, offers
• Game: predictions
Letter: matching sentence True/false questions Talking about plans Writing about plans
fragments
Narrative: answering questions Multiple choice Predicting what will
happen in the story
Brochure: • predicting content Monologue: listening for Talking about • Linking words
• reading for gist context, gisl and detail arrangements • Writing an informal letter
Dialogue: answering questions Completing notes Describing an animal Writing a letter for a
school newspaper
Dialogue: true/false questions Talking about outdoor Writing a letter to
activities In Touch Club
Dialogue: matching sentence • Multiple choice Talking about experiences
fragments • Pronunciation: intonation
Narrative: answering questions Multiple choice Predicting what will
happen in the story
Description: • predicting content Monologues: listening Talking about a favourite Describing your favourite
• reading for gist for gist village, town or city village, town or city
Dialogue: true/false questions • Making requests
• Asking for permission
Article: answering questions Talking about skills Writing about skills
and abilities and abilities
Dialogue: answering questions • Intonation
• Song: gap filling
Narrative: answering questions Multiple choice Making suggestions Writing an informal
letter
Letter: • reading for gist Dialogue: • predicting Dialogue: requests, Writing an informal
• reading for detail • listening for detail permission, suggestions transactional letter
Dialogue: answering questions • True/false questions Talking about the past Writing about the past
• Pronunciation: /n/ /ij/
Dialogue: true/false questions Writing an informal
transactional letter
Interview: answering questions • Ticking boxes Talking about past states Writing about the past
• Labelling pictures and habits and the present
Narrative: ordering sentences Labelling pictures Describing clothes
Narrative: identifying reference Dialogues: • listening for Interviewing an Writing a narrative
words context • identifying eyewitness
speakers
Unit Page Topic and Vocabulary Grammar
4
21 The Londoners 66 Camping in the New Forest Short agreements (So do /./
Verb phrases Neither do 1.)
22 In Touch Club 68 World problems too much/too many: not enough
1
23 Crazy Gang 70 Bugsy’s accident • Comparatives • Superlatives
Personality adjectives What's ... like? He looks ...
1
24 Story Time: 72 Fact-based story Adverbs of manner
Voyage to the Unknown 2
Skills Special 6 74 A day trip to the seaside Recycling: Past simple. Past
continuous, adverbs
Revision 3 (Units 17-24) 76
25 The Londoners 78 A visit to a newspaper office Passive voice:
Newspaper jobs Preseni simple affirmative
26 Crazy Gang 80 The new James Bond • Passive voice: Present simple
Materials and adjectives negative and questions • made of
1
27 In Touch Club 82 Amazing places: The Nasca Lines Passive voice: Past simple
affirmative, negative and questions
1
28 Story Time: 84 Adventure Linking words so, because
The Legend of Magnus 1
Skills Special 7 86 Westbridge Castle
29 The Londoners 88 A birthday party at an ice rink Verbs with two objects
30 Crazy Gang 90 Max's mobile phone Directions
Position
1
31 In Touch Club 92 The Olympic Games Relative pronouns who. which, that W
Sports and games
1
32 Story Time: 94 Adventure Relative clauses with who. which,
The Legend of Magnus 2 that
Skills Special 8 96 Ice hockey - a great game
1
Revision 4 (Units 25-32) 98
1
33 The Londoners 100 A football match First conditional
,—
Word formation
34 Crazy Gang 102 Max at the gym • Second conditional
• If I were you
35 In Touch Club 104 Schools around the world • should(n't) (advisability, advice)
w
Expressions with lime • have to/don't have to (obligation)
36 Story Time: 106 Mystery story Prepositions (to. in, at)
The Mind In the Machine 1
Skills Special 9 108 Kate’s Problem Page Recycling:
should/shouldn't: If 1 were you
37 The Londoners 110 A play at the end of the school year Reflexive pronouns
38 In Touch Club 112 Internet friends Adjectives with prepositions
Computer words + -/'ng/nouns
39 Crazy Gang 114 Max’s lottery ticket may/might (possibility)
40 Story Time: 116 Mystery story Object and subject questions
The Mind in the Machine 2
Skills Special 10 118 Fim review: Star Wars
Revision 5 (Units 33-40) 120
Mini play 122
Word list 124
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Reading Listening Speaking Writing
Dialogue: true/false questions • Pronunciation: intonation Agreeing and disagreeing
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• Song: gap filling
rArticle: matching Completing notes Project: Your country’s
problems
iDialogue: answering questions Comparing people Describing personalities
and appearance
rNarrative: answering questions Multiple choice Retelling the story Writing a story
rDescription: • identifying reference Description: listening • Describing a picture Describing a day trip
words • guessing unknown words for information • Short exchanges
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A report: answering questions Describing a process Describing a process
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Dialogue: ordering sentences • Describing objects
• Game: identifying objects
rInterview: true/false questions Completing notes Project: describing a
place
rNarrative: true/false questions • Ticking the correct • Expressing opinions
information • Telling a story
• Pronunciation: /a/
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Brochure: • guessing unknown words Dialogues: • inferring Requesting and giving Writing a report
• reading for information • inference • listening for words used information
rIdentifying reference words Word stress Making requests
Dialogue: answering questions Answering questions • Asking for information
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• Asking for directions
Quiz Matching Describing a mascot for
r the Olympic Games
Narrative: true/false questions Retelling the story Writing a story
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Article: • guessing unknown words Dialogue: listening Describing a picture Writing an article about
• reading for gist for detail your favourite team sport
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Dialogue: identifying reference Matching Game: talking about
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words possibilities
Dialogue: true/false questions Completing a chart Giving advice Writing an informal
r note
Extracts from letters: matching • Quiz
• Giving advice
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Narrative: answering questions Talking about the story Writing an ending for
the story
mLetters in a magazine: Dialogue: predicting what • Expressing opinions Writing an informal letter
reading for information people will say • Giving advice giving advice
Dialogue: answering questions Completing notes Acting out an interview Writing interview
questions
E-mail messages: Completing a Writing an e-mail
true/false questions questionnaire message
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Dialogue: answering questions Multiple choice Talking about holiday Writing about holiday
plans plans
Narrative: true/false questions • Talking about the story
H
and computers • Quiz
Film review: • reading for gist Monologues: listening for Describing a film or video Writing a film review
• guessing unknown words detail
T
In tro d u ctio n
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Welcome to In Touch The principles behind the course
Welcome to In Touch, a new three-level course
for upper primary and lower secondary school Motivating materials
students. This introduction: Every teacher knows that students learn more
• describes how the course functions for readily and easily when their interest is engaged
students and teachers and when they feel involved in what they are
• outlines the principles behind the course learning. Students in upper primary and lower
• describes the course and its components secondary school have a lively interest in the
• suggests how to use the materials world around them. They like to compare their
• gives teaching tips own lives with those of their peers in other
parts of the world, including Britain. In Touch
In Touch for students
exploits this interest to teach language
Children today live in a world of rapid change effectively. Furthermore, In Touch recognises the
and are surrounded by images and sounds. As power of narrative and the appeal of humour,
learners, therefore, they can be easily bored and both in teaching and in keeping young learners
often demand constant stimulation. On the other interested and motivated.
hand, they need the reassurance of the familiar
In order to achieve the highest level of student
to develop self-confidence as learners. In Touch
motivation possible. In Touch presents and
provides the variety they need to keep their
teaches new language through four different
motivation high and at the same time it gives
and distinct types of unit, or thematic ‘strands':
them a clear framework within which they can
The Londoners. In Touch Club, Crazy Gang and
learn with confidence.
Story Time. Each of these self-contained
Students attending upper primary and lower thematic ‘strands’ occurs once in every cycle of
secondary school are at an age between material, providing the variety, humour, interest
childhood and adolescence. They are developing and stimulation that young students need. Every
intellectually and emotionally, and at different cycle of units begins with The Londoners but the
rates. Classes usually have students of mixed other ‘strands' are not always in the same
ability and different degrees of maturity, with position in the cycle.
different experiences of learning a foreign
The Londoners
language and different interests. Therefore they
In The Londoners units, students read about a
have different needs. They cannot learn
group of friends living everyday lives in London.
effectively from materials written for older
The friends do the kinds of things that young
students, but need materials specifically aimed at
students do. For example, they go to school and
the age group to which they belong. In Touch has
talk to their friends, so students can identify with
been written at the cognitive level of primary and
them. They also visit places of interest in and
lower secondary school students. It addresses
around London.
their learning needs and caters for their interests.
There are ten Londoners units through which
In Touch for teachers
students learn the language of everyday
In Touch has also been written with busy situations. At the beginning of each Londoners
teachers in mind. The organisation of the unit in In Touch Students' Book 2 there is a new
course makes it easy for them to plan their feature: an information box with an attached
lessons across a teaching period (year or term). question. The purpose of this information box is
The course is flexible; teachers can modify the to highlight an aspect of British life and help the
materials to suit the different needs of their student to learn more about life in Britain.
students by using the Extension Activities and
photocopiable resources in the Teacher's Book. In Touch Club
The In Touch Club units take the form of a
This also gives ideas on how to deal with mixed
ability classes and provides tips on teaching the newsletter for the In Touch Club - a club for
English learners around the world. Students
materials. The Students’ Book is supported by a
learn about children around the world by
full set of other components. The clarity of the
reading interviews with In Touch Club members
lessons means that teachers do not need to
spend much time preparing them. Furthermore, and their contributions to the newsletter.
Students can compare their own lives with those
the unique thematic ‘strand’ organisation of the
of children in other countries and learn that we
Students’ Book makes the course easy to teach.
are all members of the global village. They can
also make friends through a virtual club; there
is an In Touch Club website available on the
Internet.
Crazy Gang
In the Crazy Gang units students can read about
the humorous adventures of a group of cartoon
VIII
characters. The situations and jokes in these units A focus on skills
make new language memorable. The situations
There are ten Skills Special units in In Touch 2.
lend themselves to role play and students can act
They teach and develop the skills of listening,
them out. which further reinforces student
speaking, reading and writing. Skills are actually
involvement. The strong visual element of the
taught, not simply practised. Clear models
cartoon is also important in helping students
provide guidance for speaking and writing. No
learn and remember new language.
new' grammar items are presented in the Skills
Story Time Special units, so students can focus on the skills
The Story Time units present new language themselves. New vocabulary in the Skills Special
through the medium of stories. Some of the units is carefully controlled and restricted to
stories are fact-based; some are fictional. essential words for the topic being practised. At
the same time vocabulary from the previous
There are five stories in different genres in In units is recycled.
Touch 2 so all tastes are catered for. The stories
are: The Day of Terror, a story about the In Touch is primarily intended for students who
eruption of Mount Vesuvius; They Came from live in non-English-speaking environments.
Kitra, a space adventure; Voyage into the These students do not get much exposure to
Unknown, a story based on the voyage of the English and rarely have a chance to speak it
Mayflower to America; The Legend of Magnus, a outside the classroom. In Touch has numerous
story based on a Viking myth; The Mind in the reading and writing cxercises, not only in the
Machine, a science fiction story based around a Skills Special units but also in the language
computer. input units: these exercises help to consolidate
the oral work done in the classroom.
Students are motivated to start reading for
pleasure, and they will want to read on, either Confidence building
to find out what the end of a particular story is,
Confidence is essential for successful learning.
or to see what the next story is about. The
In Touch builds confidence in the following
strong narrative element in the Story Time units
ways:
helps to imprint new language on students’
• The language input units all have the same
minds for easy retrieval.
basic framework, so students quickly learn
what is expected of them. Each unit,
A systematic approach to language
regardless of its thematic identity, presents
learning
new language in a clear context. Then
Every aspect of language learning is covered students are given the model of the language
systematically in a syllabus that addresses all the item, which they practise in controlled
linguistic needs of young learners. activities. Exercises and activities are easy to
set up and instructional rubrics are clear and
The forty language input units [The Londoners, short. When students understand what is
In Touch Club, Crazy Gang and Story Time)
expected of them, they have the confidence to
present new grammar and structures in a clear
tackle the language tasks.
context in motivating presentation texts. Each
• There are clear models for speaking and writing,
unit usually focuses on a single grammar item or
and guidance is always given: the speaking and
structure. This step-by-step approach makes
writing exercises are realistic. This means that,
language learning easier, especially for students
at the end of a unit, students can use the
who have had little or no previous contact with
language they have learnt with confidence.
English.
• Most importantly, the expectations of the course
are realistic for students of this age. The
Complete models of grammar items are presented
objectives of each lesson are clear and the tasks
to show clearly how the language works. As
are achievable, therefore students should feel a
students progress through In Touch, they are
sense of accomplishment at the end of each
guided into making valid generalisations about
unit.
the language. Common language difficulties are
also highlighted in special sections.
Memorable materials
New vocabulary is also presented in appropriate Students can only learn effectively if new
contexts in the presentation texts. The exercises language (grammar, structures or vocabulary) is
and activities that follow the presentation texts systematically recycled so that it can be
activate and consolidate it. remembered and used easily. In Touch recycles
language within the language input units,
There are also newly-introduced exercises and
across them and also in the Skills Special units.
activities to practise lexical sets.
There is further recycling and consolidation in
Grammar and vocabulary are systematically the five Revision units. Teachers can also use
recycled and consolidated in subsequent units. the photocopiable Progress Tests in the
This is important for young learners, who learn Teacher's Book and in the Test Book to identify
most effectively by reading, hearing and using any remedial teaching which needs to be done.
new language frequently.
The course components Students' Book Workbook
The components for each level of In Touch are: CYCLE 1
• Students' Book
• Workbook
• Teacher’s Book (interleaved)
1 The Londoners Unit 1
• Class Cassette Set
• Students' CD
• Test Book
The Students' Book
The core teaching units of the Students’ Book 2 Crazy Gang Unit 2
are:
• Ten cycles of units. Each cycle has four
language input units: The Londoners, In Touch
Club, Crcuy Gang, and Story Time.
• Five Skills Special units, which teach and
develop the skills 3 In Touch Club Unit 3
• Ten Revision units
The Students’ Book also contains the following:
• Contents map
• Welcome to In Touch
• Remember Your English 4 Story Time Unit 4
• A mini play
• Unit-by-unit wordlist
A more detailed description of all the sections in
Check
the Students’ Book is given in A Guide to the Skills
Yourself
Students’ Book later in this introduction. Skills Special 1 Special
Units
1-4
The Organisation of the Students' Book
and Workbook
CYCLE 2
The diagram on the right shows two cycles of
units in Students' Book 2 and the corresponding
units in Workbook 2.
5 The Londoners Unit 5
6 Crazy Gang Unit 6
7 In Touch Club Unit 7
8 Story Time Unit 8
Check
Skills
Yourself
Skills Special 2 Special
Units
5-8
Revision 1