Technology Project 5 Third Edition Teachers Book


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Project 5 Third Edition: Teacher's Book [NA] on *FREE* shipping on qualifying offers. Project third edition is a five-level primary and secondary. Jul 16, Project 5 Third Edition: Teacher's Book () by NA and a great selection of similar New, Used and Collectible. 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.

Project 5 Third Edition Teachers Book

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Project 5 Third Edition: Teacher's Book by Hutchinson, , available at Book Depository with free delivery worldwide. Title: Project 5 test, Author: Krisztina Szabó, Length: 45 pages, Published: 2 Which story is well known by people who haven't read the book? MARK / 10 3 Match the sentences in A to the answers in B. A 1 You shouldn't .. The third kind of word is made just by not using vowels, so that 'text' becomes 'txt'. Buy Project 5 Third Edition: Teacher's Book by Hutchinson - Project third edition encourages students to enjoy the process of learning.

But the young Pip does not ind success through his own hard work but because a mysterious person gives him money. However, in the end Pip loses his fortune but inds something more important. They show the terribly dificult lives poor people had at that time.

One exception is A Tale of Two Cities which is about the French revolution, which happened in the century before Dickens was born. It tells the story of two men who look exactly the same, one good and one bad. The good man is going to be killed by French revolutionaries but changes places with the other. So the bad man dies and the good one is allowed to live. It shows the room in your holiday hotel. There are some problems.

Write an e-mail to the hotel manager saying what the problems are and asking him to solve them. Although the Games began in ancient times, there 2 not be any competition for a long period after that.

Stand Out 2

There 4 be far fewer competitors than there are today. Nowadays, the organizers 7 start planning the Games very early. I think the back tyre is. Example Next week the weather be mostly bright and sunny. Are the statements true T or false F? It sounds strange to many of us, but if you are Japanese this might be true. In most of Asia, insects are often thought to make good pets.

In Western cultures, people do keep insects as pets, but this is often to do with a school project. The main problem with having an insect as a pet is that they are hard to relate to. You can talk to a dog, a cat, a parrot or even a hamster, and perhaps even get them to do some tricks that you can teach them, but being friends with insects is just impossible.

Nor can you cuddle or stroke them. On the one hand they are very fragile: you could easily kill or damage them if you handle them at all. And, on the other hand, touching an insect can be dangerous. Many of them can bite or sting you and in this way inject poison into your body, leading to illness or even death. There are people who keep poisonous tarantula spiders, although it is extremely dangerous and in some places illegal.

With all these problems, it might seem surprising that insect pets are popular anywhere. Some insects make beautiful sounds. Singing crickets are popular in Asian countries, and not just for their voice.

They are used like guard dogs. If a burglar enters the house at night, the cricket stops singing and this wakes the family up. Example Keeping insects is quite popular in Japan.

They show your plans for the weekend. Write a letter to a friend telling him what you are going to do this weekend. Saturday — if good weather Saturday — if bad weather Sunday a. Dont worry, I lend you mine. The question is about the underlined information. Example We usually play golf on Sundays.

I watch ice hockey every weekend. Example You play football on a p. Other explorers followed Columbus, including Hernan Cortez. Cortez was born in the Spanish town of Medellin and studied law.

Spain wanted to capture the country and rule it. The Aztec people, who lived in Mexico, had their own ancient religion and culture. Under their strong Emperor they fought hard, but eventually Cortez won. After his expedition, Cortez returned to Spain and lived in the city of Seville until the end of his life. Not all explorers went back home as heroes.

Later, he was chosen to lead an expedition and became famous because of his discovery of the River Niger.

Another, earlier, explorer who did not come home to fame was an Italian from Venice called Marco Polo. When he was ifteen, he was taken to Asia by his two uncles. Hernan Cortez 3 Born in , in , died in.

Mungo Park 6 Born in , died in. Use these headings: My school — subjects My free time My plans for my future education My future career. Tick the things he talks about. I watch basketball every weekend. Marco Polo Born in Venice in 3. Hernan Cortez 6 Born in , in , died in. Wear a helmet when you cycle. Example If I had enough money I buy a new car. Example If I , I. Use all the information shown in the pictures. Last week I won a car in a competition and I thought I was the luckiest man in the world.

Thanks to my luck, I can drive around in a nice new vehicle, but some people actually owe their lives to their good luck. That same morning I read of a number of amazing escapes.

A group of children were travelling on an opentop bus which was hit by a sports car. The children were thrown from the top of the bus. Fortunately, they landed on soft grass and no one was hurt. The driver of the sports car was arrested for dangerous driving. In another bus accident a woman in her seventies slipped and fell under a bus as it drove away from a bus stop.

Play it again for students to listen, and ask them to clap their hands to keep the rhythm. Then play the recording again, and ask students to listen and repeat what they hear.

Check the students' answers. QY for the tickets. Je's gQing to watch the match. Op tional Extra thi s poem called The most horrible teacher - -;ne world out loud to the class, keeping the -; -hm, and conducting it with your hands. The :: ductor conducts while the choir say the poem. I'm going to the :. I'll come too. I'll bring a bam. Students write the sentences, referring to the text if they have to.

Alternatively, students could work with a partner. He used to wear glasses.

He used to have longer hair. He used to wear a beard a goatee. He used to wear casual clothes. He used to drive a blue car. He used to play the guitar in a band.

He used to go surfing. He used to listen to pop music. He used to have a girlfriend with brown hair. Monitor conversations, checking correct use of grammar. Stu dents work on their own to write the en ces. Monitor their writing and correct where -: J dn't use to do homework.

Students work with a partner to ask and answer: Jesti ons. Each student can use their own sentences - make questions, then compare their partner's:: Optional Extra Jdents walk round the class asking other students.: Jid you use to play all day?

Did you use to get JP early? Each student then reports back to the: Then ask: They then match the symbols to the sounds. Alternatively, you ca n do the activity as a team game.

You point to he symbols at random and the teams try to write "ive words with the sound. The first team with five correct words for the symbol you point to wins a noint. Revision idea Go round the class asking students to think of three things they did in the past and don't do now, and make a used to sentence, for example I used to go to a different school. You may want to give them a model from your own experience to get them started.

Clothes Aims of the section To understand and practise language used for shopping. Grammar Too I enough. New vocabulary Clothes; adjectives describing clothes; immigrant, wholesaler, rivet, patent, business partner. See SB Wordlist p. Set a time limit, for example, three minutes.

Check the answers. The group with the most words wins. 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.

Project 5 test

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. 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.

Project the Third Edition 3 Teacher´s Book

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. 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.

Grammar focus Present simple; present

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?

Project 5 test builder tom hutchinson

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.Then ask students to work with a partner: Write their suggestions on the board. The main problem with having an insect as a pet is that they are hard to relate to. The Aztec people, who lived in Mexico, had their own ancient religion and culture. Yes, with dancing, singing and some gymnastics. Grammar Past simple and present perfect. Thanks Mum and Dad! Before beginning, each student should tell you which event they have chosen and agree with you that it is suitable.