PROJECT 3 SECOND EDITION TEACHER BOOK
Project 3 Second Edition: Teacher's Book by Hutchinson, , available at Book Depository with free delivery worldwide. Download for free Oxford Project English Full Set All Editions 1 2 3 4 5 Plus - students teahers book workbook audio cd multirom test key answers - Учебно- методический комплекс Project Second Edition - - второе издание - Project. Hutchinson Tom Project 2 Teacher s Book - Download as PDF File .pdf) or read online. Oxford - Project 2 Teacher s Book Hutchinson Tom 3rd Edition.
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Project 3 Teacher's Book - Download as PDF File .pdf) or read online. Project 3 Teacher's Book. Project third edition is a five-level primary and secondary English course, trusted by teachers and loved by students worldwide. Part of: Project, Third Edition. And you will love all the teacher support available with Project fourth edition. Use digital resources more effectively in your lessons with the digital workshops.
Ask students to say what kind of clothes are used in the plural form. Those with legs or things you need two of, e. Point out that trousers, shorts, etc.
Optional Extra To practise the plural forms with numbers, and if you don't think students will be embarrassed, get students to ask each other questions with How many pairs of Optional Extra Divide class into teams of three or four. For each word in the list, the teams have to find an item that someone in the room or in their books is wearing.
The first team to finish wins. Ask the rest of the class to shout out other adjectives to describe clothing for the student to write them on the board. They can look at what people are wearing for ideas. Check students' spelling. She's wearing a black jumper and. The student who guesses the person being described continues with another description. Tell students to cover the text, and invite students to read the questions aloud.
Explain that when you say 'go', they can uncover the text and try to find the answers as quickly as possible. As soon as they have the answer, they must raise their hands. The first student to get the correct answers is the winner. Answer key b Divide class into groups of three to act out the dialogue.
Monitor for pronunciation. To introduce the new vocabulary, invite students to find these words in the text and try to work out from the context and explain what they mean:. If students have difficulty in doing this, help them by pointing out clues in the text e.
German immigrant, or wholesaler 'he imported things and sold them to small shops'.
Try to elicit the meaning from the students themselves. Then students read the text again more slowly and write sentences about why each thing on the list is important. Write the problems on the board, underlining the expressions too dark, aren't high enough, etc. Answer key People travelled to the west coast of America looking for gold.
Davis made clothes for gold miners. Davis used denim for the clothes because it was strong. Davis couldn't afford a patent so he asked Strauss to be his partner. Davis used rivets to make the trousers stronger. Pop stars wore jeans and made them fashionable.
Designers now use denim for many different kinds of clothes. Ask students to close their books and invite students in turn to make a presentation on jeans using the words on the board as prompts. Try to suggest improvements after each presentation for the next student to use grammar corrections, better linking of ideas. Begin by asking students about clothes they have bought recently: Where did you buy them? Did you try them on first? Ask them to read the dialogue quickly without filling in the words.
Then read the. What do you think of this shirt? It's too dark; I want something lighter. And I want a long-sleeved shirt. They're all short-sleeved. What about this one? Yes, that looks OK.
I'll go and try it on. Excuse me. Where are the changing rooms, please? They're over there next to the trousers.
How is it? It's no good.
It's too big. Have you got it in a smaller size? No, I' m sorry. We haven't. Oh, OK, I'll leave it, then. These shoes are nice. No, they're too flat. I want them highheeled. What about these? They look high enough. They're nice. Are you going to try them on? Have you got these shoes in a size 4, please? Just a moment. Here you are. Thank you. How are they? No, they don't fit. They're too loose. Can I try a size 3Y2? Do they fit OK? Yes, these are fine. I'll take them.
Answer key J ;al ogue 1 shirt Ask the rest of the class to identify the most helpful shop assistant and the most difficult customer. Revision idea Students work with a partner. One student describes something they want to sell to their partner. Their partner doesn't want to buy it and says why, e. It's too old, it isn't big enough, etc. Change roles and repeat with different items e. Check what: The test Aims of the section To discuss school tests, to practise responding to news.
Grammar Past modals. Make sure students understand that the meaning of t he two statements is the same. Write another sentence on the board, e. This jumper's too dark. Ask students to say the same thing using the adjective meaning the opposite, to elicit It's not light enough. In the second sentence the item of clothing should be replaced by it or they to practise identifying the singular or plural forms. Students continue the activity with a partner, using the statements from exercise 6a.
They then change roles. New vocabulary Tests and exams; responding to positive and negative news. Write these on the board, e. Draw attention to polite expressions like I'm sorry, Excuse me. Study the roles with the class, making sure they understand the different stages of the dialogue. Divide the class into groups of three and allocate the roles. Encourage students to do this as an oral activity if they can without writing down. Optional Extra Draw simple pictures or find suitable photos of someone with badly fitting clothes, for example, a man with an enormous hat Ask What's the problem with his clothes?
Students draw similar pictures and ask their partners to identify the problem. What are Luke, Anna, Rosy and Greg going to do? Luke is going to work in the sports centre. Anna is going to work in a hotel. Rosy is going to work in a restaurant Greg is going to work for a newspaper. Invite students to tell you the story of the last episode.
Project Level Teachers Book
Ask Where are they? Ask students to look at picture 3 and ask how they think the kids feel. Students read the story again and decide whether the statements are true or false or if the dialogue doesn't say. Allow time for them to compare w ith a partner before going through the answers. Ask who they think passed the test and who failed. Ask them to give reasons for their opinions.
Divide the class into groups of three or four and give them two minutes to come up with their ideas for the next part of the story. Each group tells the class their ideas. Note the main points from each group on the board. Discuss with the class which group's ideas were closest to the recording.
Play the recording again for students to listen and note the marks. Optional Extra For each sentence, ask students how they think people feel when they say each expression see answer key above for suggestions. Get them to practise saying the sentences with the right feeling. Walk round the class giving help with pronunciation and intonation. When they have finished, invite a student from each group to tell you what marks the others in their group got and how they felt about the test.
So your homework for today is page 20, exercise 5. Now I've got your test papers here. Josh and Mary. Can you give them out, please? Yes, miss. It wasn't an easy test, but most of you did very well. We'll talk about the test next lesson. Ask students to complete the sentences without looking at the text, and then to check the text to see if they were right. What marks did you get, Rosy?
That's brilliant. Well, that's pretty good. I got What about you, Luke? Well, that's not bad. No, not fifty per cent.
Fifteen per cent. Oh, dear. Ask students to explain the difference between had to and could had to implies you had no choice, could implies you were able to. Optional Extra Ask each student to tell you something they had to do yesterday, something they didn't have to do yesterday, something they could do yesterday, something they couldn't do yesterday.
Check they use the correct modals and understand the difference in meanings. Students work on their own to complete the sentences, using the information from the story. Ch eck their answers. How was it? I didn't get it. Oh I'm sorry to hear that. Never mind. How are you? Are you playing football today? We've got an important match. I hope you win.
Optional Extra Write the name of the game, I was someone else yesterday, on the board. Students come to the front of the class in turn. The students imagine th ey were someone else someone the others will now , and tell the class things they had to or didn't have to do, or could or couldn't do, because they were this person and not themselves.
The others try to guess who the student was. You should explain that the gaps are not in the same order as the recording. Stop after each dialogue and check that students have completed the expressions used in it. Fine, thanks.
I'm in a judo competition today. How's it going? Well, I'm a bit nervous. I've got a piano exam today. Well, I'll keep my fingers crossed for you. How did you get on? I failed. Oh well. Better luck next time. You look smart. Where are you going? I've got an interview for a job today. Well, good luck. I hope you get it. Did you win? Yes, we did. We won three nil. That's good news. Well done. Ask students to look at the table and answer the following questions: Which expressions do you use when they have failed?
You can ask the students if they know of any other expressions they could add to these four boxes, for example I hope it goes OK. How did you do? Too bad. Ask students to imagine when they might use this kind of dialogue. Brainstorm a few ideas and write them on the board, e. Divide the class into groups of four. Students choose a situation and write a dialogue for it.
Tell them to write it for four people. Walk round the class as they talk and write, offering help where needed and checking the dialogues. Tell them to practise reading the dialogue and then to say it without reading.
If you have time, choose one or two groups to act out the dialogue in front of the class. Students work in groups to act out the dialogues in exercise 1. You will need to allow plenty of time for this activity. Ask students to listen to recording 1. Divide the class into groups of four, and assign the roles. As students practise, walk round the class giving help where needed and encouraging the appropriate rhythm and intonation.
Encourage students to practise without books if possible. Choose a good group to act out the scene in front of the class. If you do not have enough time, choose just one section of the story to act out. Optional Extra Students work in groups to write and act out a dialogue between Luke and his parents when he tells them his mark. Play the recording again, stopping after every person for students to repeat.
Encourage students to be very expre. Optional Extra Students walk around the class and find a partner. You shout out one of the expressions from the recording, for example That's a pity and they practise saying it to each other a few times.
Students practise all the expressions like this, changing partners each time. At the end, you can choose the most expressive students to perform for the rest of the class.
Aims of the section To provide students with information and vocabulary about the history of England. New vocabulary Groups of people in the history of England. Context We learn about the history of England from the first settlers to the Norman Conquest. Ask if the know anything about its history, which people lived there, where they came from, any famous wars or battles.
Write any ideas on the board. Students then read and listen. Were any of their ideas mentioned? Students then put the groups of people in the correct order. Write these headings on the board: Invite students to fill in the rest of a table with the missing information. Revision idea To revise past modals students write a composition with the title I'm happy I'm a teenager. They write about what they had to do and couldn't do when they were children of seven or eight, and why they think it is better now.
Tell them how many sentences you want. For weaker groups, you can write a couple of example sentences on the board as models, e.
Project 3 Student's Book
I had to go to bed at nine o'clock but now I can stay up much later. I couldn't watch television after dinner, and now I watch it until midnight. Answer key Boudicca: Celt, English queen who fought the Romans. Norman duke who defeated Harold and became King of England. Roman, built a wall across northern Britain. Anglo-Saxon, united England as one country. Celt, King of Wales who fought the Romans. Roman, sent an army to Britain in AD Play the recording again for students to listen and read and answer the questions.
Check answers. Answer key 1 gold, silver and copper 2 They probably put some rocks round a fire and fire melted the metal. William the Conqueror became King William I. Optional Extra Divide the class into two teams. With books closed, each team writes five questions about the story of England to the test the other team. Can they answer each other's questions? New vocabulary bronze, aluminium, tin, alloy, charcoal, coal, steel, synthetic materials, PVC, polystyrene, nylon, mineral, molecule.
Optional Extra To revise the vocabulary from this section, ask students to write sentences about what the following are: English across the curriculum SB p. You can do this exercise as a race. Students start to look and make their lists when you say go, and put up thei r hands when they finished.
The first student who finishes with the correct answers wins. This exercise can be done as homework. The information can be found in books but if stLJdents have the internet available, they can use this. They can search in both English and their own language, but explain that if they search in English, they w ill probably find some useful new vocabulary too.
Correct their paragraphs or put students in groups or pairs to correct each other's work and ask students to write a corrected copy. This can be a very effective method of improving their grammar and spelling. Yo u can use their paragraphs with some appropriate pictures to make wal l posters. Study skills Tell students that the Study skills boxes give practical suggestions about how to learn.
Ask how many of them use English outside the classroom? What do they use it for? Make a list of some ideas on the board. Try to get each student to promise to do one English speaking activity outside the classroom for next week. Take a note of what the activities are. Follow up to check. Students describe the picture, each student saying one thing about it. Remind them that they should use the present continuous unless they are using stative verbs.
Ask students for some ideas about how they think the story ends. Make some notes on the board. He was studying for a test. His parents were at work and his sister, Becky, was at school. He was hungry, but it was raining heavily so he didn't want to go to the shops. He decided to cook some chips. He put some oil in a saucepan on the cooker and lit the gas.
Then the telephone rang, so Will went to answer it. While he was talking on the phone, the oil suddenly caught fire.
When Will smelt the smoke, he ran back to the kitchen. But as he was going into the kitchen he tripped on the leg of a chair and hit his head on a cupboard. Luckily, a few moments later, Becky arrived home.
When she came in, Will was lying on the floor unconscious. Becky quickly took off her wet coat and threw it over the saucepan. Then she turned off the gas. Later Will said 'I was lucky that Becky came home. He used to play football. They didn't use to live in a big house. They used to live in a flat. Oliver used to go cycling with his friends. He didn't use to go horse riding. He used to wear a green uniform. He didn't use to go to school in jeans.
Ask Where is the dialogue taking place? Students work on their own to put the dialogue in order. Invite two students to act out the dialogue for a further check in case some students did not hear correctly.
Answer key Excuse me. Can I try these jeans on, please? Yes, the changing rooms are over there, next to the jackets. Next to the jackets? They aren't big enough. Have you got them in a larger size? Yes, here you are. Try these. Are they better? Walk around the class helping with vocabulary and grammar if required. Each pair acts out their dialogues for the class.
Aims of the section To consolidate new grammar and vocabulary. Grammar Skills.
Ask students to read the examples in the box. Point out that we use linking words in the sentences to contrast the ideas. To check they understand the concept, write some ideas on the board English is easy.
Our teacher is old. We go to school on Fridays. Maths is difficult. Write their suggestions on the board. Read the sentences again and ask the students to tell you which words require starting a new sentence However, On the other hand, and how we separate the parts of the sentence with the other linking words we use a comma.
Invite a student to write his I her sentences on the board. Then they read the song quickly to get a better idea about what information is missing. Ask the rest of the class if they are right and, if not, how to correct them. Ask the students to check their own sentences for mistakes.
Ask students to make sentences joining the contrasting ideas you wrote on the board in exercise 1a. Answer key Answer key Possible answers: On the other hand, they never conquered Scotland.
However, that was old for someone in the Stone Age. For more detailed notes on project work see the introduction to the Teacher's Book page 9. Before beginning, each student should tell you which event they have chosen and agree with you that it is suitable. You may wish to coordinate this activity with what the students are learning in history. Some initial planning will be necessary. For example, you will need to decide how much time to devote to the project.
Students should think about the materials they will need e. You should also decide how the projects should be presented. There are options other than the traditional project book or wall chart. If students have access to the technology, it is easy nowadays to make the project as a website or a video film. Cultural background note -: Lyrics in the song make references to: Play the song again. Ask the students to listen and read the lyrics carefully to find the answer to the question.
Answer key People living underwater, the listeners great, great, great, great grand daughter, boy bands, and girls with round hair. The first is easy to answer stunt actors , so you might want to follow this up by asking: What do you think stunt doubles do in the movies?
They perform action scenes which are too dangerous for the stars to do themselves. Ask students for their ideas about why they think the joo might disappear in the future.
Don't give away the answer yet. Students read and listen to check their predictions. Check the answer to the second question. Unit overview Grammar focus Present perfect; been I gone; present perfect v past simple; question tags.
Students read the text again to answer the comprehension questions. Answer key 1 A stunt double that replaces a big movie star for dangerous action scenes.
Grammar Present perfect; been I gone; present perfect v past simple. See WB Unit 2 pp. Ask them to find at least one example of a question and a negative form.
From their answers, write an example of the question and negative forms on the board. Reading for general comprehension; listening for specific information completing a table ; talking about first-time experiences. Check they understand them by asking them to mime the action. Invite the rest of the class to agree or disagree w ith the mimed meaning.
Students then look at the two photos and match the five actions. Ask students to look at the pictures again and the title of the article. Look at the two questions in the. Answer key There are very many examples in the text. Some possible answers include: Have you ever done anything really dangerous? You've probably never heard of Rick or Angela. They've been in a lot of famous films. You haven't heard of them because they're stunt doubles. Rick and Angela have been stunt doubles for some of the biggest movie stars.
Optional Extra. Where have you Then ask students to work with a partner: Students write the three sentences on their own then work with a partner to check if their sentences are correct. If they agree there is a mistake, the student corrects the sentence. Check all the students' sentences, explaining any errors not corrected.
Write the sentences on the board. Answer key 1 Angela has fallen off bridges, high buildings and motorbikes. I haven't seen a shooting star. Students can use their own deas once they have used up the ideas from the oook.
Students walk round the class asking and answering the questions Have you ever When did this happen? Ask them to identify which sentence has a past time reference. Answer key Past simple: Present perfect: Walk round the class checking they are using the correct tenses. Go though answers with the class.
Answer key Optional Extra To practise the present perfect form and short answers, ask each student to think of something interesting they have done up to now and make a true sentence, for example, I have won a music competition.
The more surprising the ach ievement or experience the better. Each student should then make up another achievement w hich isn't actually true. For a third sentence, they ca n choose either a true or a made-up experience. Ask students to work with a partner and tell each other their three sentences. Their partner should decide if they think the statement is true or false by responding with: Yes, you have.
Each statement correctly judged wins 1 point. Students work with a few other partners make sure every student has an equal number of chances. Walk around and monitor the activity for mistakes with the present perfect. The student with the most correct guesses around the class is the winner.
Walk round the room and monitor their correct use of tenses. Optional Extra Early finishers can ask each other about things they have done and when they did them: Have you been to a pop concert? Who did you see? When did you see them? Optional Extra Students work with a partner to prepare and act out an interview with a stunt actor.
One of them is an interviewer and the other a film stunt actor. The interviewer can ask about: Ask a few pairs to act out their dialogues to the class. So, what have you done for the first time recently?
I've drunk coffee. When did you do that? Last Monday. And did you like it? It was horrible. Answer key 1 drunk coffee, last Monday, felt disgusted because it was horrible 2 ridden an elephant, yesterday, felt a bit frightened because the elephant was high 3 been on an aeroplane, two weeks ago, felt good because it was great 4 eaten curry, Saturday, felt happy because it was delicious 5 broken arm, Sunday afternoon, felt interested because it was interesting 6 spoken French to someone, last week, felt nervous.
OK, and what have you done for the first time recently? I've ridden an elephant. An elephant? We went on a school trip to the zoo. Was it good? Yes, but the elephant was really high.
And what have you done for the first time recently? I've been on an aeroplane. Two weeks ago. We went to Spain for our holiday. Did you have a good time? It was great. I've eaten curry. On Saturday. We went to an Indian restaurant. Well, it was a bit hot, but it was delicious. OK, what have you done for the first time recently? I've broken my arm.
Oh dear. How did you do that? I fell off my bike on Sunday afternoon. Did you go to hospital? Yes, I did.
That was quite interesting. I've never been to hospital before. I've spoken to someone in French. Last week. Some people from France came to our school. And how did you feel? I was a bit nervous, but it was OK. Optional Extra For the benefit of students who find distinguishing these sounds difficult, ask them to work in groups.
They can use any word more than once, but they cannot use any other words except a, the or and. The group who make the longest correct sentence wins e. Hear that big bird which sits in this big tree, sings and eats big seeds quickly. Find out which student can say the longest sentence quickest. Revision idea Students tell each other, or write a short paragraph about the most dangerous thing they have ever done. Optional Extra Many students find 'the past action with a result in the present' concept difficult.
This activity may help clarify the concept. Mime walking with a limp, and ask students what they think has happened to you, to elicit, for example, You've hurt your leg. Answer saying when it happened, for example Yes, I have. I fell yesterday.
Aim of the section To present and practise urther uses of the present perfect. Grammar Present perfect; for I since. See WB Jnit 2 pp. New vocabulary N ordl ist p. Invite students to come to the front of the class and mime different problems. The other students suggest what has happened and the first student tells them when.
Ask for more than one idea for every problem. Context Smart Alec closes the door and the.. What ideas do they have about the story? How does Sue feel in the last picture very angry? Play the recording for students to read, listen and an swer the questions.
Answer key 1 She's hot and she wants to eat her lunch. Students read the text and answer the questions. They are waiting for some criminals. At half past seven. Ten minutes. Smart Alec. She hasn't taken her mobile. The fire brigade. Sweet Sue. Optional extra Students work in groups to act out the story. With stronger groups, ask students to work in groups -o write and act out a dialogue which continues -he story.
Sweet Sue calls Mr Biggs the next day to apologize and explain why she didn't meet him. Students use the information in the story where necessary and write the reasons. He hasn't had lunch. He's closed the door and the window.
He's been to the bank. He's bought new shoes. He's found Sweet Sue's phone. He's taken some photos. He hasn't switched on the computer. Ask students to look at the sentences and complete the rules.
Ask students for other examples of 'points in time' for example, last week, two months ago, in January and 'periods of time' for example, two weeks, six days, three years, ages, a long time. Write their ideas on the board in two columns, headed 'point in time' and 'period of time'. Write the time and date Tell students to tick it. Students to look at the rest of the table and tick the other negatives which they think have the extra syllable.
Play the recording again for students to listen and repeat. To demonstrate the activity, play item 1 from audio recording 1. Ask students to look at sentence 1 in the book, and choose wh ich form is true for the dialogue they have just heard: Remind students that they are not listening to exact words in the book.
Now play the rest of the recording for students to listen and complete the exercise. Revision idea Write these on separate pieces of paper: Students walk around the class asking each other how long they have done these things, and find out who has done it for the shortest and longest times.
How long have you lived in New York?
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We've been here since last July. What languages do you study at school? We study French at school. But I studied German for one year, too. Aims of the section To practise reading comprehension; to learn the adjectives associated with certain nouns; to listen to what contestants decide to do in a quiz show and to talk about game shows. Grammar Past simple and present perfect. New vocabulary Word formation nouns and adjectives. We read about the advantages and disadvantages of fame, and listen to and play a ga me show.
Ask if they can guess the answers to the questions just by looking at the pictures. Then play the recording for students to listen and read. Ask students the answers to the questions. As k students to give you one w ord to fill each gap e. I am a teacher. He is clever.
He's a friendly person. Ask w hat kind of words go in t he gaps noun, adjective, noun, adjective. Students now w ork on their own to complete the sentences in the Student's Book. Make a list on the board. Get students to arrange them in groups according to type coo king, show business, romantic, adventure, etc. Invite st udents to tell you about their likes and dislikes.
W hich is the favourite show? This is the design book about Processing that we've hoped for. Unlike most other Processing books, it doesn't discuss programming basics so it's free to start with exciting examples. The publisher promotes, "Generative design is a revolutionary new method of creating artwork, models, and animations from sets of rules, or algorithms. By using accessible programming languages such as Processing, artists and designers are producing extravagant, crystalline structures that can form the basis of anything from patterned textiles and typography to lighting, scientific diagrams, sculptures, films, and even fantastical buildings.
Opening with a gallery of thirty-five illustrated case studies, Generative Design takes users through specific, practical instructions on how to create their own visual experiments by combining simple-to-use programming codes with basic design principles. A detailed handbook of advanced strategies provides visual artists with all the tools to achieve proficiency.
Both a how-to manual and a showcase for recent work in this exciting new field, Generative Design is the definitive study and reference book that designers have been waiting for. Nyhoff, Larry R. It is designed to appeal to a broad range of readers, including those who want to learn to program to create digital art, as well as those who seek to learn to program to process numerical information or data.
It can be used by students and instructors in a first course on programming, as well as by anyone eager to teach them self to program. Published April , friends of ED. Based on research funded by the National Science Foundation, this book brings together some of the most engaging and successful approaches from the digital arts and computer science classrooms: Learn the latest features of Processing 2.
Walk with veteran author Andrew Glassner on a journey of shared discovery as he takes actual Processing projects from inspiration to reality. You'll closely follow every step he takes and see exactly how each project evolves, including big and small mistakes he's made along the way and how to fix them!
Once you see the results, you'll understand why programming is such a powerful skill for self-expression. His bio reads, "Dr.Project 3: Well, it was a bit hot, but it was delicious. Stock Image. Fotopedia offers a number of other great apps related to foreign travel here. It'll be all right, because I like clothes, but I think I'll miss my friends.
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