Today! 3 Teacher's book

130 Pages·33.486 MB·English

by  Catherine Bright.

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Today! is a four-level course that shapes learning around the individual,
understanding that no two students are the same. Lessons feature kids in authentic situations,
making English easier to understand, learning more enjoyable and teaching more effective!
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Activation
Foundation
Extension
Shapes learning Motivates Helps students
around the individual by using modern tools to use English today
• Graded diffi culty practice • Teachers’ eText • Authentic characters come
for mixed ability classes for Interactive Whiteboards to life in interactive video
clips
• Optional activities
• MyEnglishLab
in the Pick and Mix section • Fun Grammar
interactive homework
and Pronunciation videos
• Extra support for students management tool
with learning diffi culties • Carefully staged
Communication
and Writing lessons
Components: CEFR www.pearsonELT.com/today
<A1 Starter Catherine Bright
• Students’ Book or
Students’ Book with MyEnglishLab A1 Level 1
Series consultants
• Activity Book A2 Level 2
• Class Audio CDs Brian Abbs Ingrid Freebairn
A2+
Level 3
• Teacher’s Book with eText
B1
for Interactive Whiteboards
COV_TODA_TB_L03GLB_1143_CVR.indd 1 09/10/2014 14:49
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CVR_TODA_TB_L03GLB_1143_IFC.indd 2 05/03/2014 15:16
3
Teacher’s
Book
Contents
Students’ Book Contents ii
Description of the course iv
Course components iv
Features of the course vii
Teaching notes 4–99
Word list 100
Extra speaking practice Answer Key 103
Students’ Book Audioscript 104
Activity Book Audioscript 109
Activity Book Answer Key 111
i
A01_TODA_TB_L03GLB_1143_Pre.indd 1 05/03/2014 15:17
Students’ Book Contents
Unit and lesson page Grammar Vocabulary Communication
1 On the move
Appearance Talk about appearance and personality
Present simple and present continuous: positive,
A I live in Chicago. 4 Personality Talk about routines
negative, wh- questions
adjectives Talk about things happening now
Present continuous for future arrangements:
Transport
B When’s Tom positive, negative, questions and short answers, Talk about transport and travel
6 Travel
arriving? wh- questions, future time expressions Talk about future arrangements
expressions
Present simple for fi xed timetables
Talk about free time and after-school
C We’re going to do going to for future plans: positive, negative, Free time
8 activities
lots of things! questions and short answers, w h- questions activities
Talk about future plans
Speaking: Buy a train ticket
D Communication 10
Writing: Describe travel plans
E Culture today 12 Transport: Getting around in the UK and the USA
F Revision 14 Pronunciation: falling intonation in w h- questions
2 Technology and you
A The teachers will Future predictions with will / won’t : positive,
Technology Make predictions about the future of
be robots. 16 negative, questions and short answers,
technology
wh- questions
B If you click on First conditional + will/won’t : positive, negative, Using Explain how to use technical devices
18
this, … questions and short answers, wh- questions technology Talk about hypothetical future situations
Speaking: Offer help and make decisions
C Communication 20
Writing: Offer to help
D Cross-curricular
22 Science and technology
studies
E Revision 24 Pronunciation: /aɪ /, / aɪl /
Magazine 26
3 People and
achievements
Past simple: positive, negative, questions and short Talk about past events
A He used to help in
answers, wh- questions Education Talk about things that happened in the past
the kitchen. 28
used to and work but not now
could : positive, negative, questions and short answers Talk about abilities in the past
B We were looking Past continuous: positive, negative, questions and Prepositions
Describe past experiences
for you! 30 short answers, wh- questions of
Use prepositions of movement
Past continuous with when and while movement
Describing Describe objects
C No one believed us! 32 Indefi nite pronouns: positive, negative, questions
objects Use indefi nite pronouns
Speaking: Make excuses and apologise
D Communication 34
Writing: A letter of apology
E Culture today 36 Literature: A great British author
F Revision 38 Pronunciation: / ɪŋk /, / ɪŋ /
4 The great outdoors
A Have you ever Camping and Talk about survival skills
40 Present perfect simple with ever and never
seen a bear? survival skills Talk about experiences in your life up to now
Adjectives
B Someone who 42 Describe people and their qualities
Defi ning relative pronouns: w ho, that, where describing
takes risks Defi ne people, places and things
qualities
Speaking: Talk about experiences up to now
C Communication 44
Writing: An interesting day out
D Cross-curricular
46 Geography
studies
E Revision 48 Pronunciation: the silent / r /
Magazine 50

ii
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Unit and lesson page Grammar Vocabulary Communication
5 Entertainment
Present perfect with just , already and yet : Talk about types of fi lm
A I’ve already seen it. 52 Film types
positive, negative, questions and short answers Talk about recent events with a present result
B I’ve wanted to act Present perfect with for / since : positive, Talk about people in fi lms
54 Films
since I was a child. negative, wh- questions Talk about actions that started in the past
C I like hanging out with Verb + -ing Free time
56 Talk about likes, dislikes and preferences
friends. prefer activities
Speaking: Express opinions
D Communication 58
Writing: A book/fi lm review
E Culture today 60 The media: The media and you
F Revision 62 Pronunciation: elision / t /, / d /
6 Rules and advice
have to – present simple: positive, negative,
A I have to be home by Household Talk about obligation , permission
64 questions ; have to – past simple: positive
8.00. jobs and family rules
be allowed to : positive, negative, questions
Injuries,
B You should call an should/shouldn’t : positive, negative, questions Talk about injuries and illnesses
66 illnesses and
ambulance. and short answers, wh- questions Give advice about treatment
treatments
Speaking: Give advice
C Communication 68
Writing: A problem page
D Cross-curricular studies 70 Physical Education
E Revision 72 Pronunciation: the silent / l /
Magazine 74
7 More or le ss
Say how people do things
A You must try harder. 76 Comparative and superlative of adverbs Adverbs
Compare how people do things
Buildings
B The least stressful Comparatives: ( not ) as … as, less … than Compare buildings
78 and parts of
way … Superlative: the least Write about an interesting building
buildings
Quantifi ers: countable nouns, uncountable Talk about wild animals
C Lots of monkeys … 80 Wild animals
nouns Talk about quantities
Speaking: Ask for and give recommendations
D Communication 82
Writing: A guide to my town
The British and animals: The British and their
E Culture today 84
love of animals
F Revision 86 Pronunciation: the schwa /ə /
8 Our world
Present simple passive – be + past participle: Containers Identify materials and containers
A Plastic is recycled, too. 88
positive, negative, questions and materials Describe processes
Past simple passive – be + past participle: Adjectives
B It was called Express opinions and describe feelings
90 positive, negative; be + past participle + by , with -ed / -ing
smellovision! Report past events
wh- questions endings
Speaking: Say goodbye
C Communication 92
Writing: A thank you letter
D Cross-curricular studies 94 Science and technology
E Revision 96 Pronunciation: / r /
Magazine 98
Extra speaking practice:
100
Student A Activities
Extra speaking practice:
104
Student B Activities
Word list 108
Andy’s grammar lessons 110
iiiiii

A01_TODA_TB_L03GLB_1143_Pre.indd 3 05/03/2014 15:17
Description of the course Course components
Who the course is for
Each level of the course consists of:
Today! is a four-level course for young learners • Students’ Book
between the ages of 9/10 and 13/14. There are two • Activity Book
possible entry points: Today! Starter for complete • Teacher’s Book
beginners or for students with little formal • Class audio CDs
knowledge of English and Today! 1 for false • Teacher’s eText for IWB (digitised Students’
beginners. The course will appeal to teachers who Book for use on interactive whiteboards)
value a communicative approach. • Student’s eText (digitised Students’ Book for
use on tablet PCs)
How the syllabus is constructed
• MyEnglishLab (online practice with Learning
Today! combines a clear grammar syllabus with Management System)
a strong focus on communication. Grammatical
Students’ Book Level 3
structures are linked closely to everyday language
use. Topic areas relate to the students’ own The Students’ Book consists of eight units. The
experiences and have been specially chosen units are organised into lessons, each taking up
to present a range of useful vocabulary. New one spread (two pages). Video is an integral part
language is recycled in different situations and of the course. The video elements can be accessed
regular opportunities for revision are provided. on the eText or using a DVD player .
Units 1, 3, 5 and 7 follow this pattern:
How language is presented
• Three language input lessons
Each level of Today! features three or four main
• One Communication lesson
characters who are approximately the same age as
• One Culture today lesson
the students. These characters are photographed
• One Revision lesson
interacting in domestic, school and leisure
settings with their families and friends. The target Units 2, 4, 6 and 8 follow this pattern:
language is presented in context through their • Two language input lessons
conversations and interactions in these settings so • One Communication lesson
that students learn useful everyday language and • One Cross-curricular studies lesson
expressions right from the start. The characters • One Revision lesson
and situations provide a realistic view of the UK • One pick and mix magazine-style spread of
today – its people, their lifestyles and their cultural fun activities
background.
At the end of the Students’ Book there is a unit-
by-unit word list and a grammar reference section.
How language is practised
Input lessons present and practise new grammar,
New vocabulary and grammar are practised in
vocabulary and everyday expressions in a
a series of simple steps which include carefully
communicative way using integrated skills.
graded speaking, listening and writing activities.
Each lesson ends with a productive outcome task. All the grammar boxes are animated on video.
This is either a speaking or a writing task, or a
Communication lessons encourage students to
game. From the beginning, students learn to use
use the productive skills of speaking and writing
the language to communicate in situations related
in authentic contexts while recycling the language
to their own lives.
from the input lessons.
How skills are developed A model dialogue is presented through a three-
Communication lessons develop the productive frame photo story. No new grammar is introduced
skills of speaking and writing in real-life contexts. but new functional exponents are introduced
Reading for specifi c information is practised in and listed in an English today box. Students then
Culture today lessons that focus on aspects of life create and act out their own dialogue.
in Britain and Cross-curricular studies lessons. The model dialogue can be watched
on video. A second version with an alternative
How the material is organised
ending is also available on the video to encourage
The Students’ Book consists of eight thematic units discussion and prediction.
divided into lessons. Each lesson is presented on a
A model text and exercise on a related topic then
double-page spread in order to foster a sense of
lead to a guided writing task.
achievement and progress in the student.
iv
A01_TODA_TB_L03GLB_1143_Pre.indd 4 05/03/2014 15:17
Culture today lessons introduce students to When using the eText, the Students’ Book
different aspects of British life, which are audio can be accessed directly by clicking on
often compared and contrasted with life in one of the ‘play’ icons on the page spreads –
other countries. each of these icons will activate a mini audio
player, allowing control over the audio track. An
Cross-curricular studies lessons provide
audioscript for each recording can be accessed
information about a general curriculum subject,
from the mini audio player if the teacher wishes
e.g. Science, Geography, History or Art. These
to focus students on it, for example when
lessons review the language of the unit and
checking answers.
provide practice in the four skills of Reading,
Writing, Listening and Speaking. Topic specifi c
Activity Book
vocabulary is presented in a New words box.
The Activity Book, to be used in class or for
The Culture today and Cross-curricular
homework, gives further extensive practice of the
lessons are accompanied by a short video related
language in the Students’ Book. For each language
to the topic covered in the lesson, bringing it
input spread in the Students’ Book, there are four
alive for the students. The Teacher’s Book offers
pages of practice in the Activity Book.
suggestions for exploitation but the video can be
To cater for mixed ability classes, the four pages
played at any point in the lesson.
are carefully differentiated to provide practice
Revision lessons occur at the end of every unit and at different levels. The practice starts at the
offer the opportunity to revise the language of most basic level with the Foundation page,
the unit. then progresses to the Activation spread, which
features controlled and less controlled practice
A Pronunciation feature focuses on diffi cult sounds
of the language. The fi nal page of practice is the
through an amusing rhyme.
Extension page, which provides more challenging
Each Pronunciation video features a native activities for more confi dent or able students.
speaker saying the rhyme to illustrate the correct
For every Communication spread, there is one
pronunciation. Students can be asked to listen
page of related practice in the Activity Book.
and repeat.
For every Revision spread, there is a Check page.
A fi nal My progress feature, in the form of I can ... This generally features a text consolidating the
statements, encourages students to think about language of the whole unit with an exam style
what they can now do after studying the unit, for task as appropriate. The exercises are scored
example I can talk about appearance. and students record their score after they have
been checked.
The pick and mix spread is designed to look like a
magazine and contains a mix of puzzles, jokes, fun Teacher’s Book
facts and activities which recycle language from
The Teacher’s Book contains reduced facsimiles of
the previous two units. Recurring features are:
the Students’ Book together with lesson-by-lesson
Fun Time!, Guess what?, Star spot, Just joking and
teaching notes, featuring background Culture
How to ....
today notes, suggested warm-ups and lead-ins,
The activities can be done in any order as they suggestions for additional activities, teaching tips
are not related to each other. They can be done and notes on how to help and support students
by students with very little teacher guidance. One with learning diffi culties.
activity could be assigned to the whole class or
Answers to exercises are provided either on the
different activities to different students according
facsimile Students’ Book page or with the teaching
to their strengths. Activities could also be allocated
notes. The Students’ Book Audioscript, the Activity
to fast fi nishers, used as fi llers or used for a change
Book Audioscript and the Extra speaking practice
of pace in any lesson.
and Activity Book Answer Keys can be found at
the back of the Teacher’s Book.
Class audio CDs
The Class audio CDs contain the recordings of all
the Students’ Book dialogues, reading texts and
listening tasks. Track numbers are shown in a CD
symbol on the page. The Students’ Book audio is
followed by the Activity Book audio and fi nally
the Tests audio.
v
A01_TODA_TB_L03GLB_1143_Pre.indd 5 05/03/2014 15:17
eText • Adapted Tests for students with dyslexia
The eText is an electronic version of the Students’ The Unit, Achievement, Skills and Standard
Book compatible with an interactive whiteboard level Review tests have been specially adapted
or tablet PC. With interactive activities, integrated for students with dyslexia to ensure that these
audio and video and additional games, teaching students are not disadvantaged as a result of their
is made easier for the teacher and more engaging reading and writing difficulties.
for the student. These tests are at the same level as the regular
The eText is available in two versions, as a tests but include changes to the design and format
Teacher’s eText for IWB (T) and as a Students’ eText of the exercises that take into account the special
(S). These contain: needs of dyslexic students, including larger point
size, increased interlinear spacing and dyslexia-
T S
friendly layout. They are only available as PDFs
• an interactive version of the Students’ and there is only one version.
✓ ✓
Book
• Tests audio
• integrated class audio ✓ ✓
The same audio is used for the listening tasks in
• integrated video ✓ ✓ the regular and adapted tests, and in the Basic and
• games ✓ ✓ Standard level Review Tests. The tasks themselves
are adapted as necessary. The audioscripts are
• teacher workshops on aspects of
available to print.
teaching and learning, including ✓ ✗
dyslexia MyEnglishLab
• downloadable worksheets for extra
✓ ✗ MyEnglishLab is an online resource which allows
language practice
teachers and students to interact beyond the
• downloadable assessment and testing classroom. It contains interactive practice exercises
✓ ✗
materials from the print Activity Book that are automatically
graded, while tips and feedback help students to
(See page xi.)
improve their performance. MyEnglishLab gives
Assessment and testing materials teachers instant access to a range of diagnostic
tools. The Gradebook enables teachers to see
on eText
at a glance how students are progressing. The
The assessment and testing programme comprises: Common Error Report indicates which errors are
• Diagnostic Test (beginning-of-year test) the most common and which students are making
• Unit Tests (A and B versions) these errors. The testing programme is also
• Achievement Tests (A and B versions) available in interactive format. Teachers can assign
• Skills Tests (A and B versions) tasks to the whole class, groups of students or
• Mid-year and end-of-year Review Tests to individual students and the communication tools
measure ability (Basic and Standard level) provided enable teachers to send instant feedback
• Extension tests for stronger students on their work. (See page xi.)
• Revision worksheets for weaker students
The materials can be downloaded as PDFs. They Today! and the CEFR
are also available as editable Word documents so Today! is correlated to the Common European
that teachers can customise them to suit their own Framework of Reference (CEFR) as follows:
students if required. A and B versions of the tests
Today! CEFR
are supplied to discourage cheating.
Starter Towards A1
When the tests have been marked and graded,
the teacher can allocate an Extension Test or a Level 1 A1
remedial Revision worksheet to stronger and
Level 2 A1–A2
weaker students.
Level 3 A2+
vi
A01_TODA_TB_L03GLB_1143_Pre.indd 6 05/03/2014 15:17
Features of the course
Students’ Book
Clear learning
Real characters are Grammar is presented in clear
aims are expressed
photographed in and prominent grammar boxes,
as communicative
real-life situations. animated on the eText.
competencies.
Optional information
7
More or less Lesson aims:
• say how people do things gap activities at the
• compare how people do things Vocabulary: Adverbs 6 Look at the table and write sentences.
A You must try harder. 4 w 0i33th i Ltiss toepnp aonsdit ere. Wpehaitc. hM tawtoch w eoarcdhs amdevearnb t he 1 Thoamrd ewsot.r ks harder than Dylan but Tara works the end of the Students’
same? Which word doesn’t have an opposite? Dylan Tara T om
badly carefully carelessly early far 1 Wscohroko hl ard at 67% 92% 78% Book provide further
fqausite t l y h a r dsl o w llayt e w elollu dly near quickly 2 Dspoo wrtes ll at **** *** **
badly – well 3 Rdiusnta fnacset ) ( short 6ho muri les per 8ho muri les per 4ho muri les per opportunities for
4 Go to bed late 11.30 p.m. 9.30 p.m. 10.00 p.m.
Grammar 5 Get up early 8.15 a.m. 7.15 a.m. 7.00 a.m. communicative
Comparative and superlative of adverbs 6 Cycle far 10 miles 7 miles 8 miles
quickly C moomrep qauraictkivlye S thuep eqruliactki evset Speaking speaking practice.
slowly more slowly the slow est 7 A: Imagine you’re B’s teacher. Make
hard hard er the hard est comments (1–6). B: Respond using a–f.
l f w b faaaatesrde tlll y lfbwfaauetosrt ettrt ehsree rer r t t t t thhhhheeeee lfbwfaauetosrs ettrt ehss ttse ts t 1 1 2 3 ABYYYooo:: uuuSYo’ orddrueiir dd’ysrnn,ep I’’ es’ttl palrd keesoipaan kedwgia n ettkhglo lme oti no oql oourte huel oedqsut lulyidaoi.e lsnytt. l cyH .a i r s e t fo urlyly t. est.
4 You’re reading too fast.
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Target language is presented Students learn useful Visuals help students to
in a communicative context. everyday expressions. memorise new vocabulary.
Activity Book
The Activity Book provides four pages of practice and consolidation for each Students’ Book lesson.
There are three levels Every unit has a
of diffi culty. listening task.
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73 74 82 77
Students have the chance to personalise
the language and write about themselves.
vii
A01_TODA_TB_L03GLB_1143_Pre.indd 7 05/03/2014 15:17
Students’ Book Communication Activity Book Communication
Everyday functional/situational language is presented Further consolidation is provided
through a photo story. A video accompanies the photo story. in the Activity Book.
C Communication Writing: An interesting day out 4 D Communication 7
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Key functional expressions Productive speaking and writing
are presented in a clear box. tasks are carefully staged.
Students’ Book Culture today
Students learn about aspects of British life and culture, Listening texts expand the
develop skills and expand their language. A specially topic and provide further input
fi lmed video brings the topic to life. for speaking and writing.
E Culture today The British and animals 7
Reading Speaking
The British and their love of animals 1 A 1t3t1en Lbiostreonu gahn?d read. Who is David 4 Acosukn atnrdy. answer about animals in your
TMBTcbfpaoahhnuororiteeddpttsr yi ygu,eBst oilrh hmreatoni ahsrtfpiev ia alfisoil em ncihmsro a ehi5nplilloli i0 lgaafiefiiv rorhsspesre hnthoe h a. gm.rta b ncTsTovi,ieihhr llemaddlneei nofistpya m,dn esl oaslh tifo.lks ss.eo t GPuienRReteaapsBDb CtpFib oiraiiliisgdgettnhssssss Bri1t ai2n 3 4 mill5io ns6 7 8 9 1040 million C2 Q• • • •o ATBT mhhrt Rui eetleei splmaaeihsdrao ctp s sea 1ett g ohkp5papo0oeilp npep nu u efarllsreaancaarried lopnlp ycetcen o tl tos osm v f ta aeBprr serlweei t 3 a2 it s et hc th f h ai n me g i f l4 ai e c s . .t h fi a lv e e . a poent . 1 1 2 3 ABABWDpWWr::::o o hhhI BYWW ghyoaaiecrhhottaucah yavau pzm c?etwou ea e npmsotanne’ estsd je w t otgoo yshdyao r oehoy ltwuwkrao eya rvaaiuo laefp td duahcr elyeov ihahtfoo ge vilabnouu e ivupgnt r essoita t etn orroIehe’k ardf?wenst w p ul?ophiarok uaaereulrvk d kpltesd o r ayn oy ynoheogoduaaruu va rd l emvilmoki ikaegsmye i s dt th teeoaooosdr g ?uheh?. s a W afevuv.eehn ??.a t
keep small farm animals Hamsters TV. Many people watch them 5 . 4 Which wild animal do you think is the most
ardenopdet sislnne’sat keaenss dw a tenhldel. roBetu h…te ir t H CohFrirscoekgses/nP/sToo, n eaitdecss. • • FvTaohrnoleiumm nUa tKtleh reweigr a ahisngt s eta.h noeifm 7 6 a l r e s c u e ccBeornuittnirstehrsy .t etoe nfi agghet rfso cr an Priontjeerecsttin: gA/thne aleamst ainzteirnesgti nag?n Wimhya? l
5 R Reeaadd aabboouutt tthhee ppoollaarr bbeeaarr..
N TtDohaoeav. i BdTtr huAitetiysrth eee nesbp npoejocrroiya uowllgyagh lt.oc rHhvaeien ’tsmgh oenn amBetr uoitrefies t hsph rn eo abgteurasrtma-lkimsnteo sw, n L3is t e132ni Lnisgte n and answer True ( T ) or False ( F ). AnWi natmheiarcezhsi nftgain cagtn itismo t ayhlo:e u m? o st
presenters of nature documentaries on TV. Not the polar bear
motarnbaadsvne eywrl vlpieeledddoe tapsotsl epsm olhaamacnveeyes o wovfiin sltd ihtt heead enc oipamlslda amenlssea tat,n .sh y H hopietslt a eahcsmaetss,a. wozHirene tg th easst Tbcahenae r bp ieon l atthrhr ebe eew aomrr leidst.r teShsoe mt alaellr gmaenasdlte s
danodcu wmieldn taanriimesa hlsa ovne tTaVu. ght people a lot about rare cTccaaahnnne ywww leeeiviiigggehhh m aaaossss tmmmlyuuu cccinhhh taaahssse 777A000r000c tkkkiciii,lll ooosss...
FnAatCuTr: e In p trhoeg rUaKm, m40e sp eervceernyt w oef epke.o ple watch Termite w Pwwohhhleeearrrreee b tttehhhaeeer sttt eeekmmmepppeeeeprrr aaawtttauuurrrrmeee cccbaaaennnc aggguooos eddd oootwwwhnnne yttt oooh a---v444e555 tdddheeeicgggkrrr eeefeeeusssr..., small
ears and short tails. They eat seals and fi sh. They fi nd
V IrtlthnSFa’eehhaAmae alsaelodvaCclr n yesu nawT,til r exin:mo1 nu td Ti t6cegmyfohoe en e fnsaen enrpoelt tdi sUe rr n m eaeoanaKon.n tdu ewb Iyedwsctat ch’ rsihscbatn o liiab yse na nob Ir agm’ntitomlnh hgliaoui m eeaosvnt r n uoakefia tp tlexln.ur sa ctysiIn.ihmr tthwttei -eanact iecltvoig mahrec uiaga neatnsreog etjstto r..ihwa n ybIYat yo s hetta r ssbeobnkptlu ee p omhatrf o nadtoIao’nriarmmdk e.yf ee! I ea’Ir v el ed 3 6 5 2 1 4 1 AhB ABABBH Boerrrnn eooootamiiauemmooovvsrekkkemeaaeeeesr.llr s. i HHehht Fhenaaooa ssj huu ov ossaaeyeellm err t eediieessaa e tddaoiths yyhn pel i TrsstkpoeehVergeeao rnnatega vgrsmtteakhhrromymeeyws mddecd r oovaaeaeccyb puur F. oeyrmmoru .f zteea enn sp nttte . aa Porrlpyyal n eA e’nst i .m al 6Tffm Iaornhn oaotye Wimdenn cyr cer eo emillpaltuesooesatpudliin arlneahyy!rg ba aTbk bontfheietlau ceola:cate mrwt tuasa:ehsh s te Peilwtrte o e eftoill tshalac nd er–roae y g lawbo oeicnueannasraiyltymn .tr ec Uaosafrlabummenlrn.ofs ee oFudtilsrstili nn tnaaf2u’dgr t2nnos ,aiafw0memta a0hep cla0ils thytu eln,.io no .n t dtw hItoete h ra rdea neto nd hwead esolri nrgeil’cnhdte ’t.th . ave
N b nuaetdugwriael i(wsbtu o d rg nedartisgua rre) o cbasgeer v e ( a n riamrea l ) c raerpet il e l a w T Aan hpdei lnte cksas nsa tmbreaosksuee tdp .e iDotop lyeo hua apgprieere, ?h ealthier, fi tter Ewl Iloinklonetergpe l darha.e a nssTndntth oiscenr aigkarn re tfelwr a tuetconhit gke :h hs eAl alancprsa ge niteml e sbsputwec h lihaamu nnpa dt us t un oa1sd 4nete0iwmsr wokait ailsmlsot esteirn.rt .u r tenhkse
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Encourage students to work out the Project work relates the topic to the
meaning of new words from the context. students’ own lives and culture.
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