0 MICHAEL MCCARTHY JEANNE MCCARTEN HELEN SANDIFORD WITH SUE ALDCORN JANET K. BATTISTE ANDREW GITZY ELIZA JENSEN J TAY LESLEY Dire TOD OH6D6599 5910 5155655550 O54 OODDO 05555)Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Si Paulo, Delhi, Dub Tokyo. Cambridge University Press 32 Avenue ofthe Americas, New York, NY 10013-2473, USA wonw.cambridge org Information on ths title: www.cambridge.ong/978052 1666039 © Cambridge University Press 2005 ‘This publication is in copyright. Subject to statutory exception and tothe provisions of relevant collective licensing agreements, ‘no reproduction of any part may take place without the written permission of Cambridge University Press First published 2005 “th printing 2010 Printed in Hong Kong, China, by Golden Cup Printing Company Limited A catalog record for this publication is available from the British Library. 'SaN 978-0-52-66605-3 pack consisting of student's book and selstudy audio CD/CD-ROM (Windows®, Mac!) JSON 978-0-521-60134-4 pack consisting of student's book/Korea and self-study audio CD/CD-ROM (Windows®, Mac®) ISBN 9780521601351 pack consisting of student's book A and selfstudy audio CDCD-ROM (Windows®, Mac®) ISBN 978-0521-60136-8 pack consisting of student's book B and self study audio CD/CD-ROM (Windows®, Mac®) 'SaN 978-052-6046 workbook ISBN 978-0-521-60137-5 workbook A ISON 978-0.521-60138-2 workbook B ISON 978-0521-66603.9 teacher's edition 1SaN 978-0-521-66600-8 CDs (aio) ISON 978-0521-66601-5 cassettes ‘Cambridge University Press has no responsibility for the persistence or accuracy of uRts for extemal or ‘third-party Intemet Web sites refered to in this publication and does not guarantee that any content on such Web sites is, or will remain, accurate or appropriate Art direction, book design, photo research, and layout services: Adventure House, NYC ‘Audio production: Full House, NYC COCCOCCOCOOCOCOK ¢ COSCCCCOOCOOOOE @0eco< ooo « CoeoeContents °} Jntroduction ~ Introduction iv Course components vill e Structure of the units in the Student's Book x ° Features of the units in the Student’s Book xi rs Corpus frequency: The top 500 spoken words xviii Authors’ acknowledgments al © Scope and sequence xxiv ° Student's Book useful language xxviii - Ideas for handling pair work and group work xxix = Teaching notes Unit? Making friends Unit2 Interests Unit3 Health a ‘Touchstone checkpoint Unit Unit # Celebrations unitS Growing up ° Unit Around town ° ‘Touchstone checkpoint Units 4~6 Unt 7 Going away Unit Athome Unit9 ‘Things happen e ‘Touchstone checkpoint Units 7-9 Unit 19 Communication Unit 11 Appearances Unit 2 Looking ahead ° ‘Touchstone checkpoint Units 10-12 0 Self-study listening Homework ideas Language summaries 40 Testing program Contents Written quizzes 1453 a Written quizzes audio scripts 178 Written quizzes answer key T83 Written tests Written tests audio scripts: ° Written tests answer key = Oral quizzes Oral quizzes sample answers 7220 © Oral tests 1226 ° Oral tests sample answers 1230 nd ‘Score record sheet 1232 pl ‘Student's Book audio seripts 1-234 ° Workbook answer key 1-248‘Touchstone is an innovative new series for adult and young adult learners of English. Itis a “corpus-informed” course, drawing on extensive research into the corpus of North American English in the Cambridge International Corpus — a large database of everyday conversations and texts that show how people actually use English. Corpus research ensures that learners using Touchstone will encounter the most useful and ‘widely used words, phrases, and grammar in everyday situations. The research also makes possible the introduction of the important syllabus area of “conversation management strategies” ~ how to start and end conversations, how to show interest, and how to ask questions that are not too direct. The result is a groundbreaking course of language and skills development that helps learners communicate naturally and effectively, even at the very beginning levels. Easy and enjoyable to teach, Touchstone is full of new and exciting ideas, offering a fresh approach to the teaching and learning of English. Here are some answers to the questions that people have asked us about the Touchstone series. Touchstone is a corpus-informed course. What is a corpus exactly? A corpus is a database of spoken or written English. The words in a corpus can be collected from a variety of sources. For example, words in a written corpus may come from newspapers, magazines, books, or the Internet, while words in a spoken corpus may come from everyday conversations. Touchstone was written with the help of the corpus of North American English in the Cambridge International Corpus (Corpus) ~ a database that currently holds more than 700 million words. What kinds of information can you learn from a corpus? ‘With computer software to analyze a corpus, we can find out the most commonly used English words and expressions. The use of a corpus is a major innovation that makes it possible to develop an exciting new approach to learning English. ‘We used the Corpus to answer questions like the: What are the most frequent words and phrases in English? By analyzing the Corpus, we can identify the most frequent words in everyday conversation. For example, we can find the top 50, 500, 1,000, or 5,000 words in the spoken Corpus and see how these are different from the ‘most frequent words in the written Corpus. This ensures that students learn the most useful conversational words right from the beginning. Which English words are most likely to occur together? We can find typical collocations, or words frequently used together, by looking at all the examples of an individual word and seeing ‘what words most often precede or follow it. For example, we can identify the adjective that most frequently follows the adverb pretty (as used in It was pretty good.). We learn that the top four adjective collocations with pretty are pretty good, pretty nice, pretty bad, and pretty cool. This kind of information helps us present the adverb pretty, as well as other words and phrases, in natural and useful collocations. What are the most common meanings and uses of a particular grammar structure? By studying the Corpus, we can find out, for example, how people typically use the verb can. Most iv + Introductionteachers are familiar with the meaning of can for “ability,” as in the sentence I can swim. Conversations in the spoken Corpus show that a more frequent meaning of can is that of “possibility,” or what itis possible to do in different places and situations, as in the sentence In.New York, you can go to the top of the Empire State Building. So Touchstone gives priority to this use of can, Which tenses do people use most frequently? The spoken Corpus shows what tenses people use most frequently in conversation. The simple present, for example, is more common than the present continuous. For that reason, we made a decision to introduce the simple present before the present continuous in Touchstone. How do people manage conversations effectively? By reading the multitude of conversations in the Corpus, we can see how people interact in real-life situations. For example, how do people show that they are interested in a conversation and that they are listening? Conversations in the Corpus show that people do this by repeating information, asking questions, and saying things like “Really?,” “Right,” “I know,” and “Uh-huh.” What do people say when they want to end a conversation? There are many examples in the Corpus of people saying. “Anyway,” to end a conversation politely. How do people make sure their questions do not ‘seem too direct? The Corpus shows people rephrasing questions with “I mean,” and adding the word or at the end of yes-no questions. For example: Where do you go after work? I mean, do you go somewhere nice?; Would you like to go out or... ? The answers to these and other questions make it possible for Touchstone to teach students useful strategies for managing conversations successfully in English, Wheat are the most typical contexts for specific vocabulary and grammer structures? Searching the Corpus helps us find typical situations for using specific vocabulary and grammar structures, so that we can present new language in natural contexts. The conversations, interviews, and listening material students encounter in the series are constructed in ways that reflect the character and content of the conversations in the Corpus and are sometimes drawn directly from these conversations. How does this corpus-informed approach help me and my students? By identifying what language is essential to basic communication and what language allows us to speak clearly and precisely, corpus-informed materials can take learners to their goals more quickly and efficiently. In addition, a study of a spoken corpus teaches us important things about social communication. As a result, activities based on corpus-informed materials can focus on the ‘most important features of listening and speaking skills, making students more effective listeners and communicators. Finally, successful learning is all about motivation. Corpus-informed materials motivate learners because they can feel confident that the language they are learning is up-to-date, useful in everyday conversations, and targeted to situations in which they are likely to find themselves. Students can also be sure that the language corresponds to what they will encounter in real conversations, on radio and TV shows, in movies, on the Internet, and in. books, newspapers, and magazines. Do I need to know a lot about the Corpus to be able to teach with Touchstone? Not at all. You don’t need any special knowledge of the Corpus to use the course successfully. But you can feel reassured that we, as authors, have checked the Corpus carefully to ensure that the language we teach is frequent, natural, and useful, and that the statements we make about language are accurate, Introduction « v‘As you teach from Touchstone, you and your students will learn many interesting facts about language coming from our corpus research. Throughout the Student's Books you will see In conversation boxes, which give useful information about spoken grammar and vocabulary. On many of the Vocabulary notebook pages you will find fun facts about vocabulary, such as how people refer to family members and what color and food words are used most frequently conversation. In the Teacher's Editions we provide additional information about grammar ‘and vocabulary that we feel will be of particular interest to you as a teacher. See pages xviii-xxi in this Teacher's Edition for a list of the 500 most frequently used words in conversation, What methodology will | be using in Touchstone’ ‘Touchstone merges the best features of proven and familiar communicative methodologies while, at the same time, offering stimulating activities carefully crafted to focus on the Jearning process. The Touchstone philosophy maintains that a successful course meets all of the following goals: 1. Its interaction-based. An important learning aim in every lesson is to get students talking to each other. This strong emphasis on spoken interaction enables students to put new language to use immediately to communicate with their classmates. In addition, Touchstone devotes a full lesson in every unit to the teaching of conversation strategies so that students can learn the skills needed for effective spoken communication. ining experience. Touchstone offers engaging activities that encourage students to talk about their own lives and ideas as they discuss topics relevant to their interests and experiences. Students will enjoy talking about topics such as TV, music, the Internet, sports, and celebrities. The About you icon points out some of these opportunities. 3. It promotes active and inductive learning, Throughout the series students complete tasks that actively involve them in the learning process. Students are also challenged to figure out (inductive learning) grammar structures or English usage. Solving a problem or figuring something out for oneself is a powerful aid to understanding, and research shows that activities that have students notice and figure things out result in successful learning. Figure it out tasks challenge students to think about how target grammar structures are formed and used before they are formally introduced. Notice tasks in the Conversation strategy lessons encourage students to think about how people manage conversations effectively. Word sort tasks and Vocabulary notebook pages get students to actively learn new vocabulary. 4, I encourages students to be independent learners. The Audio CD/CD-ROM in each Student's Book offers students a Self study listening component based on an extension of the dialogue from the Conversation strategy lesson and provides additional oral practice. Students can thus take the initiative to improve their speaking and listening skills, working at their own pace. The CD-ROM includes a database called My vocabulary notebook, which allows students to sort vocabulary in different ways, to print out word lists for a variety of purposes, and to add their own words, expressions, and example sentences. Clear learning aims at the start of each unit, Self-check and Study plan charts in each Touchstone Checkpoint lesson, and Progress checks at the end of each Workbook unit enable students to monitor their own learning. Each Teacher's Edition provides a testing package which gives you and your students another valuable tool for assessing progress. 5. It recognizes the importance of review and recycling. Language students need constant review, and Touchstone systematically recycles and reviews target language in several sections vi + Introductionof the Student’s Book ~in Before you begin, Conversation strategy, Reading and Listening, Vocabulary notebook, and Touchstone checkpoint, as well as in the Workbook. Grammar, vocabulary, and conversation strategies taught in earlier units are recycled in later units. Items learned in lower levels are recycled in subsequent levels. Recycle icons throughout the Teacher's Editions point out these and other opportunities for review and recycling 6. It offers flexibility to meet the needs of specific classes. ‘Touchstone can be used with large and small classes. Activities can be done in pairs, groups, or as a whole class, depending on your particular needs. Touchstone can also be adapted to varying course lengths. For shorter courses, the Vocabulary notebook pages and Reading and Writing tasks can be assigned for homework. For longer courses, the Workbook provides additional learning tasks. For when time allows, the Teacher's Edition offers a variety of extra classroom activities to reinforce learning, Can | teach the lessons in a unit out of order? No, Itis very important that lessons A, B, C, and D are taught in order. This is because the new structures and vocabulary taught in the earlier lessons are generally recycled and reused in the later lessons. Each lesson in a unit assumes that students have learned the language of the previous lesson(s). So, for example, simple present statements are taught before simple present questions; students are taught the strategy of asking questions in two ways only after they have learned how to ask yes-no and information questions. A special thank-you from the authors . . . ‘We would like to extend a very personal thank-you to all the teachers and students who have provided so many constructive comments during the development of Touchstone. We sincerely hope that you will enjoy using Touchstone, and that it will contribute to the success cof your English classes. We welcome your feedback and look forward to hearing from you. With our very best wishes, Mike McCarthy Jeanne McCarten Helen Sandiford Introduction +» viiCourse components Each level of Touchstone consists of a Student's Book with a Self-study Audio CD/CD-ROM, a Class Audio Program, a Workbook, and a Teacher's Edition with a CD for the listening portion of the included quizzes and tests. Student’s Book with Self-study Audio CD/CD-ROM ‘There are twelve units in each Student's Book. Each unit consists ™ aunit opener page which presents the unit theme, unit aims, and a Before you begin ‘warm-up activity ' four two-page lessons (Lessons A, B, C, and D) which present grammar; vocabulary; conversation strategies; and listening, reading, and writing practice "= a Vocabulary notebook page with fun tasks where students catalog new vocabulary, reinforce collocations, and further develop their vocabulary-building skills, a Free talk-task at the back of the book that encourages students to interact openly in a natural conversational setting ™ a Self study listening task at the back of the book for independent reinforcement of the ‘unique conversation strategies using the Self-study Audio CD/CD-ROM Four Touchstone checkpoint lessons review the language taught in the previous three units. Unique features of the Student's Book include: * the Conversation strategy lesson, which covers the important new syllabus area of conversation management techniques * a Vocabulary notebook, which offers practical learning tips and personalized activities while systematically covering vocabulary-building strategies * Figure it out tasks, which involve students in figuring out how target structures are formed and used ‘+ Word sort tasks, which encourage students to take an active role in learning new vocabulary Self-study Audio CD/CD-ROM ‘This disk contains listening and speaking practice based on the conversations from Lesson C of the Student's Book. Using the disk as an audio CD, students can: ' listen to and practice the Lesson C convers: isten to a continuation of that conversation in order to complete a Self-study listening activity Using the disk as a CD-ROM, students can: = do these same listening activities on a computer = do additional activities, such as playing the role of one of the speakers and recording their own voices ‘The CD-ROM also includes My vocabulary notebook, a database containing a complete list of the words and expressions in the Student's Books, divided into “target” vocabulary and “bonus” vocabulary. Target vocabulary are words and expressions that students should know and be able to use by the time they finish each unit. Bonus vocabulary are words and expressions that students may encounter but are not required to learn. viii + introductionUsing My vocabulary notebook, students can: = add their own words, expressions, and example sentences to the database = print out the new word lists they have created Workbook ‘The Workbook is a natural extension of the Student's Book, with two pages of follow-up activities for each two-page Student's Book lesson. The Workbook provides: ™ thorough consolidation and practice of the vocabulary, grammar, and conversation strategies taught in the Student's Book = extra reading and writing activities to reinforce these important skills = awide variety of activity types, with photos and illustrations to provide context and keep students motivated = a Progress check at the end of each unit to help students plan further independent study Teacher's Edition with Audio CD ‘The interleaved Teacher's Edition contains practical, step-by-step teaching notes for each page of the Student's Book. It also offers: = awide variety of optional interactive classroom tasks geared to both small and large classes ® extra homework ideas for each lesson = Language notes that not only provide an overview of the language presented in each unit, but also give useful information, drawn from the Corpus, on the frequency of grammatical forms, words, and expressions = a photocopiable testing package containing twelve written and twelve optional oral quizzes (one for each unit), as well as two written and two optional oral tests = an audio CD which provides the recordings for the listening tasks in the testing package ® audio scripts for all recorded material = unit-by-unit language summaries whic the Workbook answer key yelude the ws vocabulary and expressions Class Audio Program ‘The Class Audio CDs and Cassettes provide students with natural models for speaking and pronunciation as well as the opportunity to listen to a variety of voices and accents. The recordings are in natural, conversational American English. Web site ‘The student support Web site provides engaging, interactive vocabulary, grammar, and listening activities. The teacher support Web site offers teaching tips, classroom activities, downloadable materials, and more, Introduction + ixBYE MOR OMT URS ROD) All.units contain the following basic structure. It is important to note that lessons must be taught in A, B, C, D order, There may be some variety in the exact position of pronunciation, listening, and speaking activities from unit to unit. Unit opener Unitoverview Lesson A—Grammar, pronunciation, and warm-up activity and speaking Lesson 8 ~ Vocabulary, grammar, and speaking Lesson D ~ Reading, writing, listening, Vocabulary notebook — Strategies and speaking for learning vocabulary C ¢ COCOODOO Oc GOOCCOCOOOE eood « CcMUM SOL ee Led © Unit opener ‘The unit opener page sets the scene for the unit topic, and introduces new vocabulary. _~ Betore you begin ' provides phoios of contemporary if, alowing easy introduction of te unt theme Ce a Pate 1 recycles structures from previous units ina short warm-up activity teaches new vocabulary related tothe unit theme 7 Introduction + xiLesson A Lesson A presents the main grammar point of the unit with some relevant new vocabulary. It may include a Speaking naturaily pronunciation task, a Talk about it group discussion, or a Listening task. ee Getting started "= presents new grammar in natural contexts such as Conversations, interviews, survys, and phone messages ' focuses onthe mos frequent and useful language for everyday communication Figure it out ' haps students notice the forms and uses ofthe new structure ' challenges students to use their inductive skils before @ grammar chart is presented Grammar charts ' provide a clear presentation of new structures Grammar exercises ™ give students both controled and frer practice withthe new stucture ' offer opportunities to exchange personal information In conversation "= presents intresting facts from the Corpus about the frequency of grammatical forms and vocabulary in spoken English di + Introduction Og @eo¢ ¢_ Lesson B- Lesson 8 teaches the main vocabulary of the unit and builds on the grammar taught in Lesson A. It may include a Speaking naturally pronunciation task, a Talk about it group discussion, or a Listening task Building vocabulary = visually presents new words and expressions, offering students amin picture dictionary for thee reference © offers a vocabulary sylabus that craws on corpus frequency information while providing motivating topics 1 Bailing voabulary———— 1 2 enna yan ae Word sort 1 elps students organize new vocabulary in meaningtul ways to hel the learing process * givas opportunities for students to use the new vocabulary ‘immeditoly in meaning, personalzed interactions wih classmates ‘Speaking naturally 1 helps students understand and use natural pronunciation nd intonation 2 Speaing natural Sag is_— tad om on it a _ m 1: @imaanprsomennties iin aetnainhy ' provides communicative and personalized practice to fully Integrate pronunciation ito the lesson * covers the key areas of linking and reduction, stess and intonation, basic grammatical forms, and common problems in listening comprehension * i Building tanguage 1 builds on the grammar of Lesson A, presenting new language in a different style from the previous lesson ' provides adatonal Figure tout tasks 5 Vocabulary notebook {sel it ig Introduction + xiiiLesson C teaches a Conversation strategy and some common expressions useful in conversation, followed by a listening activity reinforcing this conversational language. The grammar in this lesson is always recycled and is thus grammar that students already know. Conversation strategy 1 teaches students techniques for managing conversations more effectively n English ' offers an excling syllabus of strategies drawn trom Conversations in the Corpus, covering techniques such 2s starting and ending conversations, reacting to news and formation, taking time to think, repeating ideas, keeping Conversations going, beng pote and not “too direct," and ‘much more ‘This section provides afou-stp presentation and practice where students: > Firs, think about the concept Then, ten and understand a conversation, __—+ Nest, notice the strategy and find more examples. Finally, use the strategy in interactive and personalized practice -A Seltstudy Aveo CD/CD-ROM allows students to: ee rane eres os + fistento and practice the Lesson C conversation + Iisten to a continuation ofthe conversation, which provides the basis fo the Se-study stoning tasks at the back of each ‘Student's Book Strategy plus "= teaches conversation managomont expressions such as / mean, Wel, and Anyway, ll chosen for tar relevance and frequency 1 extends and reinforces the Conversation strategy ‘3Uistoning Dien htes mrecowenseney EE xiv + IntroductionLesson D_ = Lesson , after the and speaking activities. 1 Reading Listening and speaking * covers these important, complementary skis in the same section 1 presents convorsatons and exacts that areal based an reali language 1 Includes @ new typeof task that mirors real communication by teaching students to react with interest and respond in ways, that keep @ conversation gong: tasks include “isten and choose ‘a good response,” “listen and predict,” and "sten and decide if you agree” writing ' inciuds real-world wring tasks such as email massages, leters, short articles, and material for Web pages ‘= moves from simple sentences to paragraphs, supporting the presentation with models both in the acing text and sample student wing 1 provides a systematic sylabus, including Hap note panels ‘that give practical advice on areas such as punctuation inking ioeas, and ocganizing information t three units, focuses on reading and writing skills while providing additional listening ‘Reading ® provides compretensve reading-sils development, including prereading, “zs you read,” and postreading tasks in every lesson ' offers high-interest texts, adapted from newspapers, magazines, books, andthe Internet, which recycle and consolidate language and provide interesting content for discussion aWeitiag. Messages. <4 Free talk Ihe gue ol sand das. Introduction * xv_—Vocabulary notebook = Vocabulary notebook provides a page of enjoyable tasks at the end of every unit to help students organize and write down new vocabulary. It allows students to customize their own vocabulary learning, working in class orat home. Learning tip "= introduces a useful technique in every unit for acquing new vocabulary "= covers wring whole expressions or collacatons; grouping Vocabulary in dierent ways, using charts, mind maps, and pictues; an other techniques ravare fe je 2 econ Task 1 practies the ecnique inthe Learning tp wit a set peel el of vocabulary akon rom the uni. } PE a fll era et | eeattry toyota nn | =< fe a ‘On your own offes fun, creatve ways to practice vocabulary outside of cass. | | | Toe pe o xvi + Introduction____Free talk and Self-study Audio CD/CD-ROM fe Free talk and Selt-study Audio CD/CD-ROM provide optional activities for future practice and expansion of new a language and conversation strategies. e Free talk * "= encourages students to use the new language in meaningful interaction with ther classmates ° "= presents a creative and varia range of task types, incing P= Information-gap actives, discussions and games ° SorstudyAuao c0/C0-ROM oe ® corns ising ad speaking Tere brace tased onthe Lisson | itmh nme oO CC conversation and strategy Sami gaa - * roves an exterson to fiat i fh eomeraton or ura Saeco ° listening practice ame Be - s alows sudeistorlepaya | ama Speake and record the ov e Voies (6-04 on) és 1 is accompanied by extra ates, srs, ard answer a ‘keys in the back of the Student's Book “At nn 9g 38 Aaa a | a Introduction + xviiCorpus frequency 2 to This isa list of the top 500 words in spoken North American English. It is based on a sample of four and a Q half million words of conversation from the Cambridge International Corpus. The most frequent word, J, is at the top of the list. P o ‘hei 41 with, 81 they're e 2 and 42 he 82 kind o 3 the 43. one 83 here 4 you 44 are 84 from a 5 uh 45. this 85 did e 6 to 46 there 86 something ° 7a 47 tm 87 too oO 8 that 48 all 88 more @ 9 it 49 if 89. very 10 of 50 no 90 want ™ 11 yeah 51 get 91 little e 12 know 52 about 92. been 0 13 in 53 at 93 things Q 14 like 54 out 94 an 15 they 55 had 95 you're a 16 have 56 then 96 said a 7 50 57 because 97 there's ¥v 18 was 58 go 98 I've 19 but 59. up 99 much 20 is 60. she 100. where 21 its 61 when 101 two ~ 22 we 62. them 102 thing 4 23, huh 63 can 103. her ¥ 24 just 64 would 104 didn't v 25 oh 65 as 105. other @ 26 do 66 me 106 say 27 don't 67. mean. 107, back pe 28 that’s 68 some 108 could ms 29. well 69. good 109 their o 30 for 70 got 110 our J 31 what 71 OK 111 guess Q 32 on 72 people 112 yes 33. think 73 now 3. way ~ 34 right 74 going 114 has * 35 not 75 were 15 down 2 36 um 76 lot 116 we're o 37 or 7 your 17 any O 38 my 78 time 18 he’s 39 be 79 see 119. work 40 really 80 how 120 take . Introduction C121 122 123 124 125 126 127 128 129 130 BI 132 133 134 135 136 137 138 139 40 ui 42 43 “44 M5 M6 7 ua 149 150 151 182 153 154 155 156 187 158 159 160 161 162 163 164 165 166 even those over probably him who put years sure can't pretty gonna stuff come these why big actually she's day five always school look still around 167 168 169 170 171 172 173 174 175 176 Ww 178 179 180 181 182, 183 184 1385 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202, 203 204 205, 206 207 208 209 210 2 212 anything kids first does, need. should talking last thought doesn't different money long used getting same four every new everything many before though most tell being bit house also through fee! course what's old done sort great bad we've another car true whole whatever 213 214 215 216 217 218 219 220 221 222 223 224 225 226 207 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248, 249 250 251 252 253 254 255 256 257 258 twenty after ever find care better hard haven't trying give ta problem else remember might again pay try place part let keep children, anyway came six family wasn't talk made hundred night call saying dollars live away either read having far watch week mhm quite enough Introduction + xix259 260 261 262 283 264 265 266 267 268 269) 270 an 272 273 24 275 276 277 278 279 280 281 282 283 284 285, 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 next couple own wouldn't ten interesting am sometimes bye seems heard goes called point ago while fact once seen wanted isn't start high somebody let's times guy area fun they've you've started job says play usually wow exactly took few child thirty buy person working half Xx + Introduction 305 306 307 308 309 310 31 312 313 314 315 316 3i7 318 319 320 321 322, 323 324 325, 326 327 328 329) 330 331 332, 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 looking someone coming eight love everybody able we'll life may both, type end Teast told saw college ones almost since days couldn't gets guys god country wait yet believe thinking funny state until husband idea name seven together each hear help nothing parents, room, today makes 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 am 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 stay ‘mom sounds change understand such gone system, comes thank show thousand left friends class already eat small boy paper world best water myself run they'll won't movie cool news number basically nine enjoy bought whether especially taking sit book fifty months women month found397 398 399) 400 401 402 403 404 405 406 407 408 409 410 au 412 413 a4 415 416 a7 418 419 420 421 422 423 424 425 426 427 428 429 430 431 side food looks summer hmm fine hey student agree mother problems city second definitely spend happened hours war matter supposed worked company friend set minutes morning between music close eave wile knew pick important ask 432 433 434 435 436 437 438 439 440 441 442 443, 444 445 446 447 448 449 450 451 452 453, 454 455 456 457 458 459 460 461 462 463 464 466 hour deal mine reason credit dog group turn making American weeks certain less must dad during lived forty air government eighty wonderful seem wrong young places girl happen sorry living drive outside bring easy stop 467 468 469 470 am 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 percent hand gosh top cut computer tried gotten mind business anybody takes aren't question rather twelve phone program without moved gave yep case looked certainly talked beautiful card walk married anymore you'll middle tax Introduction + xxi__ Authors’ acknowledgments Touchstone has benefited from extensive development research. ‘The authors and publishers would lke to extend thelr particular ‘hanks to the following reviewers, consultants, and piloters for their valuable insights and suggestions. Reviewers and consultans: ‘Thomas Job Lane and Marilia de M. Zanella fom Assoctagto Alumni, Sao Paulo, Brazil; Simon Banka from Phil Young’s English School, Curitiba Brazil; Katy Cox from Casa Thomas Jefferson, Brasilia, Brazil; Rodrigo Santana rom CCBEU, Golanis Brazil Cristina Aspert, Nancy Lake, an Airton Pretini Junior fom, CELLED, Sto Paulo, Brazi; Sonia Cury from Centro Britanieo, Sto Paulo, Brazil: Daniela Alves Meyer fra IBEU, Rio de Janeto, Braz ‘Aska Farias from Mai English, Belo Horizonte, Baal Solange CCassiolato from LT, Sdo Paulo, Brazil; Feesando Prestes Mai fom, Polidiomas, Sao Paulo, Brazil: Ches Ritchie and DeborsSchisler from Seven Idiomas, Sio Paulo, ravi; Maria Teresa Maiztegul and Joaeyr de Oliveira froma Unido Cultural EEUU, Sao Paul, Brazil: Sakae Onoda from Chiba University of Commeree, Ichikawa, lapans James Boyd and Ann Conlon ftom BCC Foreign Language Institute, Osaka, Japan; Catherine Chamier from ELEC, Tokyo, Japan Janaka ‘Willams, Japan: David Aline from Kanagawa University, Yokohama, Japan; Brian Long fram Kyoto University of Foreign Studies, Kyoto, Japan: Alistair Home and Brian Quinn trom Kyushu Universty, Fukuoia, Japan; Rafsel Dovale from Matsushita Electr Industrial (Cow Lt, Osaka, Japan; Bill Acton, Michael Herriman, Bruce Monk, and Alan Thomson from Nagoya University of Commerce, Nsshin, Japan; Alan Bessette from Poole Gakuin University, Osaks, Japan; Brian Colins from Sundal Foreign Language Institute, Tokye Colfege of Music, Tokyo, Japan; Todd Odgers om The Tokyo Center for Language and Culture, Toko, Japan; jion Hanagata from Tokyo Foreign Language College, Tokyo, Japan: Peter Collins and Charlene Mills rom Tokal University, Hiratsuka, Japan; David Stewat from ‘Tokyo Institute of Technology, Tokyo. Japan: Alberto Peto Villalabos {rom Cenlex Santo Tomas, Mexico City, Mexico; Diana Jones and (Carls Lizarage trom Instituto Angloamericano. Mexico Cit. Mexico; Raul Mar and Marla Tecesa Monroy from Universidad ‘de Cuautitlén izall. Mexico City, Mexico; JoAnn Milles fora Universidad del Vale de Mexico, Mexico City, Mexico; Orlando (Carranza from ICPNA, Peru; Sister Melanie Bair and iyeon leon {tom The Catholie University of Korea, Seoul, Sout Korea Peter E, Nelson ftom Chung-Ang University, Seoul. South Korea; josepl ‘Schouweler from Dongguk Universe, Seoul, South Kores: Michael Brazil and Sean Witty from Gwangwoon University, Seoul, South Korea: Kelly Martin and Larry Michienz from Hankook FLS. University Seoul, South Korea; Scott Duerstockand Jane Miller {rom Konkuk University Seoul, South Kore; Athena Pichay from ‘Korea University Seoul, South Korea; Lane Darnell Bahl, Susan Caesar and Aaron Hughes from Korea University Seoul, South Korea; Farzana Hyland and Stephen van Vlack rom Sookmmyung, ‘Women's University, Seoul, South Korea; Hae-Young Kim, Terry Nelson, and Ron Schafrick from Sungkyunkwan University, Seoul, South Korea; Mary Chen and Michele 8. M Fan from Chinese Cultural University, Taipe, Taiwan: Joseph Sorel from Chris's College, Taipei, Taiwan; Dan Aldridge and Brian Kieinsmith trom ELSI, Tipel, Taiwan; Ching-Shyang Anna Chien and Duen-Yeh haries Chang fom Hsin Wu Institute of Technology Tipe, Taiwan; Timothy Hogan, Andrew Rooney and Dawn Young from Language Training and Testing Center, Taipe, Taiwan; Ten Mel ‘Hisu and Vushwei Eunice Shi from National Tatwan Normal University, Tape, Taiwan; Roma Starczewska and Su-Wel Wang {rom PQ3M Talpel Language and Computer Center, Taipei, Taian laine Parris from Shih Chien University, Taipe, Talal Castello from Cafiada College, Rechyood City California USA: Dennis Johnson, Gregory Keech, and Penny Larson fom Clty College of San Francisca - Institute for International Students, San Francisco, California, USA; Dita Henry from Collegeof Lake (County, Gray’ Lake, lino, USA: Madeleine Murph from College ‘of San Mateo, San Mateo, California, USA; Ben Yoder fom Harper College, Palatine inols, USA; Christine Aguila, Jobin Lanier, ‘Armando Mata, and Ellen Sellegren from Lakeview Learning Genter. Chicago, lines, USA; llen Gomez trom Laney College, Oakland, California, Us ‘white from Northeastern Ilinots Unlverslty, Chicago linos, USA; Randi Reppen from Northern ‘Arizona University, Flagstaff, Arizona, USA; Janine Gluad from San Francisco State University ~ College of Extended Learning, + Introduction ‘San Francisco, California, USA; Peg Sarosy rom San Praneisco State University ~American Language Institute, San Francisco, California, USA; David Mitchell from UC Berkley Extension, [ELP~Engiish Language Program, San Francisco, California, USA; Elleen Censoti, Kim Knutson, Dave Onufrock, Marnie Ramker, and Jerry Stanfield from Universit of llinos at Chieago ~Tutorium. ‘titensive English, Chicago llnois, USA; Johnnie johnson iafernik from University of San Francisco, ESL Program, San Franeisco, California, USA; Judy Friedman from Nev York Institute ‘of Technology, New York, New York, USA; sheila Hackner fiom St John’s University, New York, NewYork, USA: Joan Leskin from William Paterson University, Wayne, New Jersey, USA: Linda Pele {rom LaGuardia Community College, Long Island City, Now York, USA; Tamara Plotnick from Pace University, New York USA; Lenore ‘Rosenbluth from Montelar tate University, Monica, New Jerse, USA: Suzanne Seidel from Nassati Community College, Garden City, New York, USA: ei Un from New York University, New ‘School, and LaGuardia Community College, Nov York, New York, ‘USA; Cynthia Wiseman ftom Hunter College. New York, Nev York, USA; Aaron Lawson from Cornell University, Ithaca, New York, USA, forhishelp in corpus research Belkis Vanes from CTCBelo Monte, Caracas, Venezuela; Victoria Gara from English World, Caracas, YVenezuel: Kevin Bandy from LT Language Teaching Services, Caracas, Venezuela; Ivonne Quintero from PDVSA, Caracas, Venezuela Jorge from ELFE Idiomas, Sao Paulo, Brazil Eloisa ‘Marches! Oliveira from ETE Professor Camargo Aranha, 0 Paulo, ‘Brazil; Marlena Wanderley Pessoa from IBEU, Rlo de Janel, Brazil; Mareia Lota from LTG, So Paulo, Brazil Mice Valenai {rom USP English on Campus, 520 Paulo, Brazil; elena Johanovie {rom YEP international, Sao Paulo, Brazil: James Steinman {rom Osaka International College for Women, Moriguchi, Japan; ‘Brad Visgatis from Osaka International University for Women, ‘Moriguchi, Japan; William Figoai from Osaka institute of ‘Technology, Osaka, Japan; Terry O’Brien from Otani Women's University, Tondabayashi, Japan; Gregory Kenner from YMCA Language Centered at Hanky St, Osaka, apa: Daniel Alejandro Ramos and Salvador Enrique Castaneda from Instituto (ite eribane Nortnmet ano alloca, Gundaljea ‘Mexico; Patricia Robinson and Melida Valdes from Universidad de Guadalajara, Guadalajara, Mexico, We would also like to thank the people who arranged recordings: Debbie Berkcold, Bobbie Gore, Bll Kober, Aaron Lawson, Terri -Massin, Tract Sulter, Bryan Swan, and the many people who agreed io be recorded. ‘The authors would also Uke wo thank the edttorlal and produetion Sue Aldcor, Eleanor K. Barnes, Spvia P Bloch, David Boke, Karen, Brock, Jeff Chen, Syvia Dare, Karen Davy, Doberah Goldblatt Paul Heacock, Loulsa Hellegers, Cindee Howard, Lesley Kousal, Heather MeCarron, Lise R, Minovitz, Diana Nam, Kathy Niomezyk, Sandra Pike, Bill Preston, Janet Raskin, Mary Sande, Tamar Savr, Susannah Sodergren,Sholagh Speers, Kayo Taguchi, Mary Vaughn, Jennifer Wilkin, Don Williams at Page Designs International, and the Adventure House eam, ‘And these Cambridge University Press staff and advisors: ‘Yumiko Akeba, Jim Anderson, Kanako Aoki, Mary Louise Baez, Carlos Barbican, Aloxandre Canizares, Cruz Casto, Kathleen (Corley, Kate Cory-Wright, lta da Costa, Peter Davison, Elizabeth Furikava, Steven Golden, Yuri Hara, Catherine Higham, Gareth Knight, Jogo Madureira, Andy Martin, Alejandro Martinez, Nigel ‘MeQuitty, Carine Mitchell, Mark O'Neil, Rebecca Ou, Antonio, ‘Puente, Colin Reublinger, Andrew Robinson, Dan Schulte, Kumiko Sekioka, Catherine Shih, Howard Siegelman, Ivan Sorrentino, lan Sutherland, Aleione Tavares, Koen Van Landeghem, Sergio Varela and.Elen Zlotnick. Inadeition, the authors would like to thank Colin Hayes and Jeremy ‘Mynott for making the project possible in te is place. Most af all, very special thanks are due to Mary Vaugha for her dedication, Support, and professionalism. Helen Sandiferd would like to thank hh family and especially her husband, Bryan Swan. or his support andl.