6. COMPONENTS www.cambridge.org/interchange Test Crafter NEW Interchange Third Edition/Passages Placement and Evaluation Package Whiteboard Software Network NEW Teacher's Resource Book Full Contact B Workbook B Full Contact A Workbook A Whiteboard Software Student's Book B with Self-study Audio CD CD-ROM for Windows Student's Book A with Self-study Audio CD Lab Audio CDs Class Audio CDs Lab Guide Class Audio Cassettes Video Teacher's Guide Teacher's Edition Video Activity Book Workbook Video/NTSC Student's Book Video/DVD Student's Book with Self-study Audio CD
14. Snapshot Teaching Step 1: Books closed. Introduce the new Topic Teaching Step 2: Books closed. Lead the students through the information in the Snapshot. Teaching Step 3: Do the follow-up questions in pairs, groups, or as a class. TEACHING STEPS
16. Snapshot PERSONALIZATON: The teacher adds more personalized questions that relate to her/his students own lives and culture. Why is this important?
20. Word Power How would you introduce the topic neighbourhood ? Would you: 3. Tell them that the topic is talking about the neighbourhood and translate it into Spanish? . 2. Explain to students what a neighbourhood is and what they will find there? 1. Show students photographs of a typical neighbourhood, and ask them to tell you about it? Why? Yes/No Idea
21. Word Power TEACHING STEPS Teaching Step One: Introduce the topic and elicit associated vocabulary. Use vocabulary teaching techniques. Teaching Step Two: Model the pronunciation of new words. Teaching Step Three: Explain and model the task. Teaching Step Four: Students complete the task. Teaching Step Five: Check answers with class. Individual work, peer correction.
22. Word Power 5. Haircut 4. Wash and dry clothes 3. Department store 2. Area 1. Neighbourhood Give an example Elicit an example Give a definition Elicit a definition Mime Translate Vocabulary
23. Word Power Why should we find out what students already know before pre-teaching vocabulary? Suggest a reason why this is a good idea. Why should students sit in front of each other and look at each other during a speaking activity? How can you personalize the word power section? What do you think is better, eliciting definition and examples or giving them? Why?
28. Conversation Which grammar points does the conversation present? Can you find examples of functions in the Conversation? Write examples.
30. Conversation TEACHING STEPS ___ Check students’ comprehension. ___ Books open. Students read silently as they listen once more. ___ Set the scene. Set a focus question. ___ Students practice the conversation. ___ Books closed. Students listen to the audio program once or twice. ___ Explain unfamiliar vocabulary. 1 2 3 6 5 4
31. Conversation TEACHING STRATEGIES Looking at the picture for … Predicting Telling the story Disappearing dialog Musical dialog Substitution dialog Moving dialog Stand up, sit down Say it with feeling Onion Ring Look up and say technique
36. Grammar Focus 4. Ask your students to go back to the Conversation and substitute their own information in the dialog. 3. After eliciting grammar rules, create real sentences about themselves, using the new structure. 2. Give a handout with grammar rules to your students for studying. 1. Use a grammar game from the Teacher´s Edition. Why? Yes/No Technique
39. Pronunciation Which of the following ideas would help your students to recognize the rising-falling intonation? Which one(s) would help them to produce a rising-falling intonation? Check the appropriate column. Then add an idea of your own. Have your students first “hum” the example sentences and then say the words with the appropriate intonation. Have your students listen to example sentences. Tell them to stand up every time the sound rises and to sit down when it falls. Have the whole class listen and repeat after the audio program. Write sentences on the board and have your students draw arrows to show where the sounds rise and fall. Production Recognition Idea