CAMBRIDGE OURTH EDITION Jack C. Richards COC e eure aca cle TEACHER'S EDITION rd ST a Pat Ba i CGBUC RTT Rite MCCUE Millions of students around the world have learned English with Interchange, the world’s most successful English series for adult Ehret td ee taiee Interchange Fourth Edition offers the same trusted methodology CE Et eer eet re lace ae re CUO eer ure Cerca cet eh sunireer Mattie etl ee ere a ele od #0 ra Bona) DCU ONC aC ca eee Smo Cua kes arn ei Sema CoR ene) eo) Br Re Ce ce BCC tel cere Renee eet reed with audio, video, and SU moe EU rol Uy EC ee anaes ua eur Tuer rey Tacit SC ena} Sa eR me grammar tips and + New Complete Class Audio interactive format ee eeur acta Cena} Breed eet Sorc Serta ee Ny video and skills practice CAMBRIDGE Taga StS e a asy See a) Re er ee More information | Additional ResourcesContents Introduction Plan of Book 2 Authors’ acknowledgments Aletter from the authors Thenew edition Core series components Student's Book overview Self-study DVD-ROM overview Interchange Arcade overview Workbook overview Online Workbook overview Teacher's Edition overview Video Program overview Teacher Support Site overview Classroom Presentation Software overview ‘Animated Presentations and Placement Test Program overviews Information on the CEFR Essential teaching tips Classroom language Teaching notes 1 Atime to remember 2° Gaughtin the rush Progress check 3 Time fora change! 4 Ivenever heard of that! Progress check 5 Going places 6 OK.No problem! Progress check 7 What’ this for? 8B Let'scelebrat Progress check 9 Times have changed! 10 hate working on weekends. Progress check 11 Its really worth seeing! 12. What happened? Progress check 13 Good book, terrible movie! 14 So that's what it means! Progress check 15 What would you do? 16 What's your excuse? Progress check Interchange activities Grammar plus Additional resources Language summaries ‘Appendix Audio scripts ‘Workbook answer key Credits viii ix xi xvi) vill xix xi xvi evil vil 12 r4 TH6 T22 728 730 7:36 142 750 156 158 164 +70 TH. 178 184 86 7-92 798 F100 T1065 Tr Tr14 1-132 T148 T 16a 1165 W7 1193Sex Male ‘Curent city: Los Angeles, Galifornia, US.A. Hometovin: Dallas, Texas, USA Contact information nal [email protected] Education and Work College: Farrington Technical Institute, Dallas Employer: Deluxe Tours Likes and interests love to be outdoors. | enjoy skiing and swimrning. ‘And'm a good cook Do you think Ted and Ana could be friends? Sex: Female Current city: Los Angeles, California, USA. Hometown: Buenos Aires, Argentina Contact information Email:[email protected] ‘Ana Fernandez Education and Work High school: Santa Maria High School, Los Angeles Employer: Sports Unlimited Likes and interests {ke to go to the movies and take long walks. And Tm learning to in-line skate! Is social networking popular in your country? Do you use any sites? Which ones? Create your own online profile and compare it with a partner. How are you the same? different? lee CONVERSATION Where did you learn to skate? A @ Listen and practice Ted: Oh, I'm really sorry. Are you OK? Ana: I'm fine. But I'm not very good at this. Ted: Neither am....Hey, | like your shirt. Are you from Argentina? ‘Ana: Yes, | am, originally. | was born there. Ted: Did you grow up there? ‘Ana: Yes, | did, but my family moved here ten years ago, when I was in middle school. Ted: And where did you learn to skate? Ana: Here in the park. This is only my third time, Ted: Well, it's my first time. Can you give me some lessons? ‘Ana: Sure, Just follow me. Ted: By the way, my name is Ted. ‘Ana: And Im Ana. Nice to meet you B © Listen to the rest of the conversation. What are ‘two more things you learn about Ted? www.ZabanBook.com,A time to remember AD (ui snapsuor InUnit 1, students discuss the past. In Cycle 1, they get to know people using past tense questions with did and was/were to.ask each other about their past. In Cycle 2, they talk about their childhoods using used to, Learning Objectives: read online profiles; discuss social networking * Books closed. Introduce the topic of meeting people. ‘Ask: “Do people use the Intemet to make new friends in your country? What do you think about social networking? What do you think about online friends?" '* Books open. Ss look at two examples of online profiles. Ask: “What kind of information did these people include?” (Answer: basic information like ‘gender, location, hometown; education and work; likes and interests; and contact information) CONVERSATION * Option: Ss work in pairs. Student A reads the information on the left, and Student B reads the formation on the right. Then partners exchange information about the people. * Ss work in pairs or groups to discuss the questions. Go around the class and give help as needed * If necessary, review the structures “they both and “so does (s)he.” * Option: The third task, creating an online profile, could be assigned as homework or turned into a project. * Ss compare their profile with a partner. They discuss how they are similar and different. Learning Objectives: practice a conversation between two people meeting each other for the first time; see simple past questions in context A © (01, Track 1) BULA 1 hep focus Ss attention on the picture rather than ‘the text, ask them to bring a small card (uch as an index ‘ard to class. 5s then use the card to cover the text. * Ss cover the text with a card and look at the picture. ‘Ask them to guess some information (e.g., "Where are these people? What are they doing? What has just happened” Do they know each other?”). Don't give the answers yet * Play the audio program, Ss listen and check their predictions. (Answer: Two strangers were skating in the park and crashed into each other.) * Ask Ss to listen for three facts about Ana's, background. Play the audio program again, Ss listen and take notes, ' Check Ss* answers. (Answers: She's from Argentina, ‘She was born and grew up there. Her family moved ten years ago, when she was in middle school.) * Point out how Ana gives additional information (e.g. have fun, f For more practice exchanging personal information, 1 try Say It with Feeling! — download it from the website. Ss use gestures and emotions here, such as surprise when bumping into each other, hand gestures, ‘when saying “Here in the park,” and a handshake when introducing themselves, * Option: Books closed. Ask pairs to stand up and act out the conversation. For a challenge, have Ss substitute their own personal information. BILD ir ime isan issue, ask only one ortwo pals to act out the conversation Be (01, Track2} * Read the instructions and the question. Tell $s not 0 worry about understanding every word, Then play the rest of the audio program, Ss listen to find the answers. (Note: Because Interchange Fourth Edition Student's ‘Book 2 contains longer listening materials than Student's Book 1, the audio scripts appear at the back ofthis ‘Teacher's Edition,) AudioScript ‘See pageT-165, ‘Answers ‘Ted works in a travel agency He's a computer specials. BD BR 8 kt a RL a SYGRAMMAR FOCUS Learning Objectives: practice talking about the past; cask and answer questions with was/were and did © [€D1, Track 3] Past tense questions = Books closed. Write these questions on the board. Ask ‘Ss to complete them 1. Where you born? 2.When -youmove to Los Angeles? ‘= Focus $s’ attention on the Grammar Focus box. Then ask them to check their answers. "Ask: “What is the difference between the left and right columns?” (Answer: Left column contains questions with be; right column contains questions with did.) Point out that we say “to be bom” (not “to born”) and “to die” (not “to be died”) Elicit the rule forthe two types of questions: Tobe: Wh--+was/were + subject + (rest)? Other verbs: Wh- + did + subject + verb + (rest)? ‘= Books open. Focus Ss’ attention on the Grammar Focus box. Play the audio program to present the questions and statements. Play the audio program again. Divide the to two groups: One group repeats the questions, and the other repeats the responses. For additional practice, Ss switch roles A * Read the instructions and model the task with the first question. Ss complete the exercise individually and then go over answers in pairs. LISTENING Learning Objectives: learn about immigrants’ difficulties; develop skillsin listening for detail A © (cD1, Track 4] * Asa topic warm-up, ask Ss questions bout immigrants (eg, “Are there many immigrants where you live? Where are they from? What do you think they miss? What do you think they find difficult?” Set the scene, $s are going to hear interviews with two immigrants. Play the audio program. S find out where they come from. (Answer: Vi and Egypt) Audioscript See pageT-165. T-3 ® Unit 1 ' Elicit Ss’ responses to check answers, 1. Ae Could you tell me a litle about yourself’ Where were you born? B: | was born in South Korea A: Did you grow up there? 8: No, didn’t. | grew up in Canada, 2. Ac When did you begin to study English? 8: I began/started in middle school. ‘A: What did you think of lish class at fist? 8: I thought it was alittle difcul, but fun. 3. A: Did you havea favorite teacher when you were child? B: Yes, did. had an excellent teacher named ‘Miss Perez. ‘A: What did she teach? 8: She taught science. ™ Ss practice the conversations in pais. Then they change roles and practice again For another way to practice this Conversation, try © Look Up and Speak! — download it from the website, B Pair work * Read the instructions. Model the task with one or two Ss by asking them these questions in part A: “Where were you born? Did you grow up there?” * Ss workin pairs to take turns asking the questions and responding with their own information * Go around the class and give help as needed. Note any common grammatical problems. After pairs finish, g0 over the errors you noticed. B © (cD1, Track 5} * Present the questions in the chart. Point out that Ss need to write only key words and phrases, not full sentences. Play the audio program again. $s listen and complete the chart. * Aficr Ss compare answers in pairs, check answers by asking some Ss to write their responses on the board. Huy ‘Ahmed 1. in 1998 in 2005 2. norelativesin the US. different educational system 3. momiscooking family and fiends * Option: Have Ss discuss other difficulties that immigrants face.GRAMMAR FOCUS Where were you born? When did you move to Los Angeles? Twas born in Argentina. I moved here ten years ago. | didn’t speak English. | Were you born in Buenos Aires? Did you take English classes in Argentina? | Yes, | was. Yes, | did. | took classes for a year. No, I wasn’t. Iwas born in Cérdoba. No, | didn’t. My aunt taught me at home A Complete these conversations, Then practice with a partner. 1. A: Could you tell me a little about yourself? Where you born? : born in South Korea. you grow up there? No, | l up in Canada, 2. A: When you begin to study English? 1 in middle school. : What you think of English class at first? BI it was a little difficult, but fun. BA you have a favorite teacher when you achild? B: Yes,1 it an excellent teacher named Miss Perez. A: What she teach? 8: She science, B PAIRWORK Take turns asking the questions in part A. Give your own information when answering. (Gj uszenne A © Listen to interviews with two immigrants to the United States, Where are they from? B © Listen again and complete the chart. 1. When did he move fo the United States? 2. What is difficult about being ‘an immigrant? 3. What does he miss the mos!? Atime to remember = 3 5 PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPerrytGn FOURTH EDITION For updates and technical support: ‘ww.cambridge.org/esl/support CAMBRIDGE UNIVERSITY PRESS vevncambrdge.o7