PDF Touchstone Students Book 3

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Add to Basket. Mixed media product. Condition: New. Language: English. Brand new Book. Seller Inventory AAA More information about this seller Contact this seller. Book Description New Book. Shipped from UK. Established seller since Seller Inventory FM Book Description Condition: New. Seller Inventory n. Mixed Media Product.

Seller Inventory BBS Book Description Cambridge University Press, Never used!. Seller Inventory Seller Inventory BTE Book Description Paperback. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. I enjoy maki ng new friends all the time. I spend most of my free time at horne by myself. It's good 10 spend some time at home, though. You shouldn't forget about your old friends, though. It's important to get along with them, though. It's not good to spend too much time a lone. Though lsmeolthetop words. Do you agree wi th the responses?

Complete the SCittences. OTho wonm' in thoooffcc 0,. She's is really nice. He"s kind nf easygoing.

Student Book Touchstone 3

Write a reason u nder each picwre. J pa rt ner's questions abou t them. Lesson 0, after the first three units, focuses on reading and writing skills while providing additional listening and speaking activities. Who arc they? What do you remember about them? Tell the class. What docs this Web site dn? Xl m panyHh. C"CII original r;. It :ttrr. Correc1 the false semcnccs. Gina didn't remember Ray Scars wlum he contacted her. Gina and Ray arc now married and starting a family. Ou can comact you r old friends for free. Tell your partner how it happened.

B lil" Listen to Javier talk abott his friends. Does he want to get back in touch wit h them? Don't Yes No know Why did he lose touch? Vhy did Javier lose touch with his friends? Complete the rest of the chart. Think about. My circle of friends My best friend from high school Ronaldo is a friend I met on my first day of high school We sat next to each other in an class.

Neither of us was 'Cry good at art. Bothofus arescience-fictionfans. We bolh likeqoinqtothemovies. Botllofus llkegoingtolflemovres. Neilherotus wasverygoodatart.

Ask questions about your partner's friends. It allows students to customize their own vocabulary learning, working in class or at home. J such as"Rerauonships," "Going out," and il routines. Carry theflip padwithyou. What's important? Agree on the five most important things, and tell the class. Relationships can be difficult. You need to be able to laugh sometimes. GI agree. I went out with aguy who didn't have a sense of humor, and it was boring.

Techtrivia Pair work SIUden! A: Ask your partner the ques! Hoi" many right answers can he or she gel? Then answer your partncr"s questions 1. Cau you tefl me what www stonds for? World Wide Web. Unit 7 2. Doyou know JVhat lfre world'smostvisrted Web siteis? He hdped me mow some furn i1urc las! The laime he went away.

Canyoutell me what thepast tense of download1s? Carr you tell me lwwto spell database? Do you know who invented the World Wtde Web? I bet rou wNe mad.


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Did ron complain to him abomit? UnitB Listentothecorwersation onpage4B. Laura andKaylaareatlama'sapartment. Circlethecorrect words 4. The cookies are lemon I ginger and chocolate. Unit6 A Track11 Listen to theconversationonpage Ramon and ling arelalkingonthephone. B Track12 Listen to theirconversationlaterthat evening. Ramon is at the gym. Ramon wants Ling to go to the seminar. Ling decides not to go to class on Saturday. Chen is talking about theguy who lives next to him. Theneighbor gave Chen akey to his apartment 3. Maria thinks it's good that neighbors canhelp eachother out.

Chen's neighbor needed his key at a. Chen complained to his neighbor. Chen is going to help his neighbor again next week. NicoleandCarlosaretalking oncampus. B T1ack 16 Listen to the rest of their conversation. Choose the 1ight answe1. Circle a or b. I will. But wair. That"s good. Icandoth31 Great. Wcdon"t hawoncret DdJra You need a singer? Really' I used ro sing when I was in college Iiili 1cally? Weuscdto perfor marweddingsandpanies Hul YoumustheprPitygood!

Cdin joinmgourh;orJt. Whcn do youpmc! Sunday morn ing. That "sollc timehenwe"rc dcfinitdy not ;osailable. Didrouhcarabomthat guyinour dass. Whathappcncd' '"'T Wcll hc wasgeninggas, andthen hewentinside!

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Aodwhenhecame uu1. Cdia You"rc kidditog! It is based on a sample of four and a half million words of conversation from the Cambridge International Corpus. The most frequent word, I, is at the top of the list. I""" '"" even anything twenty -- those kids after 1"'"' over first ever probably does find him need care who us better put should hard years talking haven't sure last trying can't thought give pretty doesn't I'd gonna different problem stuff money else come long remember these used might by getting again into same pay went four try make every place than new part year everything let three many keep which before children home though anyway will most came nice tell six never being family only bit wasn't his house talk doing also made cause use hundred off through night I'll feel call Touchstone has benefited from extensive development research.

The authors and publishers would like to extend their particular thanks to the following reviewers, consultants, and piloters for their valuable insights and suggestions. The authors would also like to thank the editorial and production team: Sue Aldcorn, Sylvia P. In addition, the authors would like to thank Colin Hayes and Jeremy Mynatt for making the project possible in the first place. Most of all, very special thanks are due to Mary Vaughn for her dedication, support, and professionalism. Helen Sandiford would like to thank her family and especially her husband, Bryan Swan, for his support and love.

I've never done that! Unit 7 Relationships pages Unit 8 What if? Use the expression The thing is. What would you do? Let's take turns asking the questions. OK, who wants to go first? Do you want me to make the list? Should I write down the information this time? Do you know what the answer is?

We're finished. What should we do next? I'm stuck. Can you help me7 Would you mind checking my work? Let's compare answers. Let's exchange papers. What does this say? Do you mean? I don't understand what this means. A challenge faced by many teachers is getting students speaking in the classroom. Speaking activities succeed when each student is involved, has many opportunities to speak, and is motivated to contribute. The following two classroom structures can be used with many classroom speaking tasks found in Touchstone Student's Books and many of the tasks suggested in Touchstone Teacher's Editions.

These two structures ensure that students are not wasting valuable speaking time waiting for their turn. Each pair or group is actively working towards a shared goal. Think-pair-share Kagan, Use This structure can be used with any critical thinking or personalization task where students have a question or problem to respond to. How it works Have students form pairs. Pose a question such as ones in Touchstone Student's Book 3 e. Give students a designated amount of time, such as thirty seconds, to think through their response individually and rehearse the language they will use to answer.

When time is up, have students turn to their partner and take turns sharing their responses. Pairs then share their answers in one of these ways: Variation 1: Have students report their partner's answers to another pair. Variation 2: Have pairs share their answers with a larger group, or with the entire class. RoundTable Kagan, Use This structure can be used for brainstorming, practicing, or reviewing.

This person reviews the task to be done. The leader makes sure that group members stay on task and can indicate when the next person in the group should respond such as when one student is talking too much and others too little. This person writes down the information that relates to doing the task e. Secretaries can ask group members to repeat what they said or read out what they wrote for group members to confirm.

This person tries to get all Ss to respond fully, encouraging the reluctant member to say more. This person can check for a specific language point and remild other students of the point: "Remember the rule for what comes after the verb want:. Have students repeat one role several times until they feel comfortable with it. Also, have students evaluate their performance of the role and discuss any problems they had doing it. Assign a group task, such as Touchstone Student's Book 3, Exercise 3 on p.

Students in the group take turns responding. The leader can start the responding, and it can continue clockwise. Kagan, Dr. The lesson contrasts adverbs with adjectives. Not all words ending in -ly are adverbs e. Adverbs of manner are commonly used after action verbs.

They describe how things are done or how things happen. He drives carefully.

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She sings well. The adjectives are often modified by intensifying adverbs such as extremely or totally e. The most frequent -ly adverbs of manner in conversation- quickly, easily, differently, automatically, slowly, properly, badly, strongly, and carefully- are all in the top 4, words. Grammar Adjectives See Student's Book p. They often come before nouns. They also come after the verb be and similar verbs see below for more information on this type of verb.

She's a good singer. He's a careful driver. He's careful. I get impatient. However, when feel means "to have an opinion about," it is followed by an adverb. I don'tfeel strongly about it. Speaking naturally Questions giving alternatives See Student's Book p.


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The examples show a typical intonation pattern used when people ask questions with alternatives or choices. In the first question, the intonation typically rises. In the second question, it typically falls. The falling intonation signals that there will be no more alternatives to come and that the list of questions is finished. He's extremely competitive. She's totally reliable. Intensifying adverbs make the meaning of a following word stronger. Grammar Adverbs before adjectives and adverbs See Student's Book p. The chart in the lesson presents adverbs that are used before adjectives and adverbs.

Form Intensifying adverbs usually come before the adjective they modify, except for at all, which is typically used with not and comes after the adjective e. Adverbs such as extremely, totally, very, and really are all intensifying adverbs. She's extremely generous. These stronger adjectives use adverbs such as absolutely or really. She's absolutely wonde1jul. This sentence means "She is totally unselfish. The use suggests that the activity takes place often and that it is worth commenting on for some reason. For example, it might be used to describe someone's annoying habit or an activity that is funny or special in some way.

We're always reading magazines in this house. We never stop! When I was in college, I was always buying CDs. It can be used to make an account of a situation or event livelier. Corpus information Always with continuous Always with a continuous verb is often tised to describe actions that are annoying, although it can also be used to describe positive behavior.

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About half of the examples in the corpus describe annoying or negative behavior, and the rest are either positive or carry no positive or negative associations. Help note Useful expressions See Student's Book p. The Help Note presents expressions that students can use in writing about themselves. She's not very selfish. This sentence means "She's just a little selfish. He's completely honest. Grammar Adjective prefixes See Student's Book p.

He's unfriendly. Very or extremely, rather than pretty and really, are used in more formal writing. Strategy plus At least See Student's Book p. My girlfriend is always late, but at least she apologizes. There were at leastfifty people there. That's what we all used to do, or at least, most ofus. He's always working. At least, that's what I heard. Corpus information At least The expression at least is in the top words and expressions in conversation, and it accounts for over 90 percent of the uses of the word least. About 25 percent of uses of at least in conversation are in the meaning taught in the lesson.

The expression usually comes at the beginning of a sentence rather than at the end. The way we are Teach this unit opening page together with Lesson A in one class period. Introduce the theme of the unit Say, "Think about your best friend. What's he or she like? Tell me one thing. Label the column Personality. Say, "Now tell me about one of your best friend's favorite free-time activities. Label the column Habits. Say, "Personality and habits are two things we talk about when we describe the way people are.

Tell Ss to listen and read along. Read it aloud. Help 'with new vocabulary as needed. The woman with glasses I in sneakers looks outgoing. Ask Ss who disagree to raise their hands and give. Check answers with the class: ask individual Ss, "Who do you think looks shy? I conservative? I stylish? Say, "Read the Unit l aims again. Look quickly through the lessons. Try to find which lesson each unit aim is found in. The third aim is in more than one lesson. You have three minutes. Call on a few Ss to identify its lesson. Ask other Ss to say whether they agree or not e.

I think he Ishe looks shy. S3: Really? Groups report which people they would most like to meet and give their reasons. Extra activity - pairs Call out the number of a page in the Student's Book with a picture of a person. Ss look at the page and describe the person to a partner, talking about personality, habits, possible job, etc. Partners say if they agree or not e. E I walk very fast and use the time to make phone calls. E I honk my horn a lot. I get mad easily in bad traffic.

E I take the game seriously, and I feel very bad if I lose. E I eat quickly so that I can get back to my work. E I get impatient and complain to the people behind the counter. I read something or make a few phone calls. E I get very stressed - I hate it when I don't have time to do a job properly. E I often have to miss it because I have too much to do. E I sometimes interrupt them to finish their sentences. For each item, circle a or b. How are you alike? C Circle the correct words. Which sentences are true for you?

I listen to people careful I carefully.

I get impatient I impatiently in long lines. I'm a quiet I quietly person. I take school and work very serious I seriously. Say, "Think about your answer to this question. Write your answer. Have Ss read the items. Help with new vocabulary as needed. Say, "Now listen and take the quiz.