Table Of Content

rl— To itch E Bringing friends together ... with photocopiable tests and resources i L / ' »•» i l l Teacher’s PEARSON Liz Kilbey ■ 0 Book Carol Skinner I www.longman.com ■ r Pearson Education Limited, Edinburgh Cate, Harlow, r Essex, CM20 2JE, England and Associated Companies throughout the world. r www.longman-elt.com r © Pearson Education Limited 2001 r 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. r 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). r Design by Gemini Design and page make-up by The Write Idea n 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. r Cover photograph © Pearson Education/by Peter Lake. r r r r r m n r T 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 r n Reading Listening Speaking Writing Dialogue: true/false questions • Pronunciation: intonation Agreeing and disagreeing i • 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 r A report: answering questions Describing a process Describing a process r 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/ r 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 r • Asking for directions Quiz Matching Describing a mascot for r the Olympic Games Narrative: true/false questions Retelling the story Writing a story r Article: • guessing unknown words Dialogue: listening Describing a picture Writing an article about • reading for gist for detail your favourite team sport r Dialogue: identifying reference Matching Game: talking about r words possibilities Dialogue: true/false questions Completing a chart Giving advice Writing an informal r note Extracts from letters: matching • Quiz • Giving advice r 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 r 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 n 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