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FIFTH EDITION Teacher’s Edition Jack C. Richards intro University Printing House, Cambridge cb2 8bs, United Kingdom One Liberty Plaza, 20th Floor, New York, ny 10006, USA 477 Williamstown Road, Port Melbourne, vic 3207, Australia 4843/24, 2nd Floor, Ansari Road, Daryaganj, Delhi – 110002, India 79 Anson Road, #06–04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781108406055 © Cambridge University Press 2017 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1995 Second edition 2000 Third edition 2005 Fourth edition 2013 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Printed in Malaysia by Vivar Printing A catalogue record for this publication is available from the British Library ISBN 9781316620113 Intro Student’s Book with Online Self-Study ISBN 9781316620120 Intro Student’s Book A with Online Self-Study ISBN 9781316620137 Intro Student’s Book B with Online Self-Study ISBN 9781316620144 Intro Student’s Book with Online Self-Study and Online Workbook ISBN 9781316620151 Intro Student’s Book A with Online Self-Study and Online Workbook ISBN 9781316620168 Intro Student’s Book B with Online Self-Study and Online Workbook ISBN 9781316622377 Intro Workbook ISBN 9781316622391 Intro Workbook A ISBN 9781316622407 Intro Workbook B ISBN 9781108406055 Intro Teacher’s Edition ISBN 9781316622216 Intro Class Audio CDs ISBN 9781316623855 Intro Full Contact with Online Self-Study ISBN 9781316623862 Intro Full Contact A with Online Self-Study ISBN 9781316623879 Intro Full Contact B with Online Self-Study ISBN 9781316622193 Presentation Plus Intro Additional resources for this publication at www.cambridge.org/interchange Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. Contents Introduction Plan of Intro Book iv Informed by teachers viii The Fifth Edition of Interchange x Student’s Book overview xi Online Self-study overview xv Online Workbook overview xvi Workbook overview xvii Teacher’s Edition and Assessment Program overviews xviii Presentation Plus overview xix cambridge.org/interchange and Video Program overviews xx Introduction to the CEFR xxi Essential teaching tips xxii Classroom language xxiii Teaching notes 1 What’s your name? T-2 2 Where are my keys? T-8 Progress check T-14 3 Where are you from? T-16 4 Is this coat yours? T-22 Progress check T-28 5 What time is it? T-30 6 I ride my bike to school. T-36 Progress check T-42 7 Does it have a view? T-44 8 Where do you work? T-50 Progress check T-56 9 I always eat breakfast. T-58 10 What sports do you like? T-64 Progress check T-70 11 I’m going to have a party. T-72 12 How do you feel? T-78 Progress check T-84 13 How do I get there? T-86 14 I had a good time. T-92 Progress check T-98 15 Where were you born? T-100 16 Can I take a message? T-106 Progress check T-112 Interchange activities T-114 Grammar plus T-132 Grammar plus answer key T-148 Additional resources Appendix T-151 Language summaries T-152 Workbook answer key T-168 Credits T-184 Plan of Intro book Titles/Topics Speaking Grammar UNIT 1 PAGES 2–7 What’s your name? Introducing yourself and friends; Possessive adjectives my, your, Alphabet; greetings and leave- saying hello and good-bye; asking for his, her; the verb be; affirmative takings; names and titles of address; names and phone numbers statements and contractions numbers 0–10, phone numbers, and email addresses UNIT 2 PAGES 8–13 Where are my keys? Naming objects; asking for and giving Articles a, an, and the; this/these, Possessions, classroom objects, the locations of objects it/they; plurals; yes/no and where personal items, and locations in a questions with be; prepositions of room place: in, in front of, behind, on, next to, and under PROGRESS CHECK PAGES 14–15 UNIT 3 PAGES 16–21 Where are you from? Talking about cities and countries; The verb be: affirmative and negative Cities and countries; adjectives of asking for and giving information statements, yes/no questions, short personality and appearance; numbers about place of origin, nationality, first answers, and Wh-questions 11–103 and ages language, and age; describing people UNIT 4 PAGES 22–27 Is this coat yours? Asking about and describing clothing Possessives: adjectives our and their, Clothing; colors; weather and seasons and colors; talking about the weather pronouns, names, and whose; present and seasons; finding the owners of continuous statements and yes/no objects questions; conjunctions and, but, and so; placement of adjectives before nouns PROGRESS CHECK PAGES 28–29 UNIT 5 PAGES 30–35 What time is it? Asking for and telling time; asking Time expressions: o’clock, A.M., P.M., Clock time; times of the day; about and describing current noon, midnight, in the morning/ everyday activities activities afternoon/evening, at 7:00/night/ midnight; present continuous Wh-questions UNIT 6 PAGES 36–41 I ride my bike to school. Asking for and giving information Simple present statements with Transportation; family relationships; about how people go to work or regular and irregular verbs; simple daily routines; days of the week school; talking about family members; present yes/no and Wh-questions; describing daily and weekly routines time expressions: early, late, every day, on Sundays/weekends/weekdays PROGRESS CHECK PAGES 42–43 UNIT 7 PAGES 44–49 Does it have a view? Asking about and describing houses Simple present short answers; Houses and apartments; rooms; and apartments; talking about the there is, there are; there’s no, there furniture furniture in a room isn’t a, there are no, there aren’t any UNIT 8 PAGES 50–55 Where do you work? Asking for and giving information Simple present Wh-questions with do Jobs and workplaces about work; giving opinions about and does; placement of adjectives after jobs; describing workday routines be and before nouns PROGRESS CHECK PAGES 56–57 iv Introduction Pronunciation/Listening Writing/Reading Interchange Activity Linked sounds Writing a list of names, phone “Celebrity classmates”: Introducing Listening for the spelling of names, numbers, and email addresses yourself to new people phone numbers, and email addresses PAGE 114 Plural -s endings Writing the locations of objects “Find the differences”: Comparing Listening for the locations of objects two pictures of a room PAGE 115 Syllable stress Writing questions requesting “Let’s talk!”: Finding out more about Listening for countries, cities, and personal information your classmates languages; listening to descriptions PAGE 118 of people The letters s and sh Writing questions about what people “Celebrity fashions”: Describing Listening for descriptions of clothing are wearing celebrities’ clothing and colors PAGES 116–117 Rising and falling intonation Writing times of the day “What’s wrong with this picture?”: Listening for times of the day; “Message Me!”: Reading an online Describing what’s wrong with a listening to identify people’s actions chat between two friends picture PAGE 119 Third-person singular -s endings Writing about your weekly routine “Class survey”: Finding out more Listening for activities and days of the “What’s Your Schedule Like?”: about classmates’ habits and routines week Reading about someone’s daily PAGE 120 schedule Words with th Writing about your dream home “Find the differences”: Comparing Listening to descriptions of homes; “Unique Hotels”: Reading about two two apartments listening to people shop for furniture interesting hotels PAGE 121 Reduction of do Writing about jobs “The perfect job”: Figuring out what Listening to people describe their “Dream Jobs”: Reading about two job is right for you jobs unusual jobs PAGE 122 Introduction v Titles/Topics Speaking Grammar UNIT 9 PAGES 58–63 I always eat breakfast. Talking about food likes and dislikes; Count and noncount nouns; some and Basic foods; breakfast foods; meals giving opinions about healthy and any; adverbs of frequency: always, unhealthy foods; talking about foods usually, often, sometimes, hardly ever, you have and need; describing eating never habits UNIT 10 PAGES 64–69 What sports do you like? Asking about free-time activities; Simple present Wh-questions; can Sports; abilities and talents asking for and giving information for ability; yes/no and Wh-questions about abilities and talents with can PROGRESS CHECK PAGES 70–71 UNIT 11 PAGES 72–77 I’m going to have a party. Asking about birthdays; talking about The future with be going to; yes/no Months and dates; birthdays, plans for the evening, weekend, and and Wh-questions with be going to; holidays, festivals, and special days other occasions future time expressions UNIT 12 PAGES 78–83 How do you feel? Describing health problems; talking Have + noun; feel + adjective; Parts of the body; health problems about common medications; giving negative and positive adjectives; and advice; medications advice for health problems imperatives PROGRESS CHECK PAGES 84–85 UNIT 13 PAGES 86–91 How do I get there? Talking about stores and other places; Prepositions of place: on, on the Stores and things you can buy there; asking for and giving directions corner of, across from, next to, tourist attractions between; giving directions with imperatives UNIT 14 PAGES 92–97 I had a good time. Asking for and giving information Simple past statements with regular Weekends; chores and fun activities; about weekend and vacation and irregular verbs; simple past vacations; summer activities activities yes/no questions and short answers PROGRESS CHECK PAGES 98–99 UNIT 15 PAGES 100–105 Where were you born? Asking for and giving information Statements and questions with the Biographical information; years; about date and place of birth; past of be; Wh-questions with did, school days describing school experiences and was, and were memories UNIT 16 PAGES 106–111 Can I take a message? Describing people’s locations; Prepositional phrases; subject and Locations; telephone calls; invitations; making, accepting, and declining object pronouns; invitations with Do going out with friends invitations; making excuses you want to…? and Would you like to…?; verb + to PROGRESS CHECK PAGES 112–113 GRAMMAR PLUS PAGES 132–150 vi Introduction Pronunciation/Listening Writing/Reading Interchange Activity Sentence stress Writing about mealtime habits “Planning a party”: Choose snacks for Listening for people’s food “It’s a Food Festival!”: Reading about a party and compare answers preferences foods people celebrate PAGE 123 Pronunciation of can and can’t Writing questions about sports “Hidden talents”: Finding out more Listening for people’s favorite sports “Awesome Sports Records”: Reading about your classmates’ hidden talents to watch or play; listening to people about fitness records from around the PAGE 124 talk about their abilities world Reduction of going to Writing about weekend plans “Take a guess”: Making guesses Listening to people talk about their “Happy Birthday to You!”: Reading about a classmate’s plans holiday plans about birthday customs in different PAGE 125 places Sentence intonation Writing advice for health problems “Problems, problems”: Giving advice Listening to people talk about health “Do You Know Your Body?”: Reading for some common problems problems; listening for medications interesting facts about your body PAGE 126 Compound nouns Writing directions “Giving directions”: Asking for Listening to people talk about “A Tour of Palermo, Buenos Aires”: directions in a neighborhood shopping; listening to directions Reading about popular tourist PAGE 127, 128 attractions in Buenos Aires, Argentina Simple past -ed endings Writing about last weekend “Past activities”: Comparing your Listening to people talk about their “Did You Have a Good Weekend?”: classmates’ childhoods past summer activities Reading about four people’s PAGE 129 weekend experiences Negative contractions Writing questions about a “This is your life”: Finding out more Listening for places and dates of birth person’s life about your classmates’ lives ”Who is Marina Chapman?”: PAGE 130 Reading about a woman’s life Reduction of want to and have to Writing about weekend plans “The perfect weekend”: Making plans Listening to phone conversations “Austin City Limits!”: Reading about with your classmates about making and changing plans events at a festival PAGE 131 Introduction vii Informed by teachers Teachers from all over the world helped develop Interchange Maria do Carmo Rocha and CAOP English team, Colégio Fifth Edition. They looked at everything – from the color of Arquidiocesano Ouro Preto – Unidade Cônego Paulo the designs to the topics in the conversations – in order to Dilascio, Ouro Preto, Brazil make sure that this course will work in the classroom. We Kim Rodriguez, College of Charleston North, Charleston, heard from 1,500 teachers in: SC, US • Surveys Jesús Leza Alvarado, Coparmex English Institute, • Focus Groups Monterrey, Mexico • In-Depth Reviews John Partain, Cortazar, Guanajuato, Mexico We appreciate the help and input from everyone. In Alexander Palencia Navas, Cursos de Lenguas, Universidad particular, we’d like to give the following people our special del Atlántico, Barranquilla, Colombia thanks: Kenneth Johan Gerardo Steenhuisen Cera, Melfi Osvaldo Guzman Triana, and Carlos Alberto Algarín Jiminez, Cursos Jader Franceschi, Actúa Idiomas, Bento Gonçalves, Rio de Lenguas Extranjeras Universidad del Atlantico, Grande do Sul, Brazil Barranquilla, Colombia Juliana Dos Santos Voltan Costa, Actus Idiomas, São Paulo, Jane P Kerford, East Los Angeles College, Pasadena, CA, Brazil US Ella Osorio, Angelo State University, San Angelo, TX, US Daniela, East Village, Campinas, São Paulo Mary Hunter, Angelo State University, San Angelo, TX, US Rosalva Camacho Orduño, Easy English for Groups S.A. de Mario César González, Angloamericano de Monterrey, SC, C.V., Monterrey, Nuevo León, Mexico Monterrey, Mexico Adonis Gimenez Fusetti, Easy Way Idiomas, Ibiúna, Brazil Samantha Shipman, Auburn High School, Auburn, AL, US Eileen Thompson, Edison Community College, Piqua, OH, Linda, Bernick Language School, Radford, VA, US US Dave Lowrance, Bethesda University of California, Yorba Ahminne Handeri O.L Froede, Englishouse escola de Linda, CA, US idiomas, Teófilo Otoni, Brazil Tajbakhsh Hosseini, Bezmialem Vakif University, Istanbul, Ana Luz Delgado-Izazola, Escuela Nacional Preparatoria 5, Turkey UNAM, Mexico City, Mexico Dilek Gercek, Bil English, Izmir, Turkey Nancy Alarcón Mendoza, Facultad de Estudios Superiores erkan kolat, Biruni University, ELT, Istanbul, Turkey Zaragoza, UNAM, Mexico City, Mexico Nika Gutkowska, Bluedata International, New York, NY, US Marcilio N. Barros, Fast English USA, Campinas, São Paulo, Daniel Alcocer Gómez, Cecati 92, Guadalupe, Nuevo León, Brazil Mexico Greta Douthat, FCI Ashland, Ashland, KY, US Samantha Webb, Central Middle School, Milton-Freewater, Carlos Lizárraga González, Grupo Educativo Anglo OR, US Americano, S.C., Mexico City, Mexico Verónica Salgado, Centro Anglo Americano, Cuernavaca, Hugo Fernando Alcántar Valle, Instituto Politécnico Mexico Nacional, Escuela Superior de Comercio y Administración- Ana Rivadeneira Martínez and Georgia P. de Machuca, Unidad Santotomás, Celex Esca Santo Tomás, Mexico City, Centro de Educación Continua – Universidad Politécnica Mexico del Ecuador, Quito, Ecuador Sueli Nascimento, Instituto Superior de Educação do Rio Anderson Francisco Guimerães Maia, Centro Cultural Brasil de Janeiro, Rio de Janeiro, Brazil Estados Unidos, Belém, Brazil Elsa F Monteverde, International Academic Services, Rosana Mariano, Centro Paula Souza, São Paulo, Brazil Miami, FL, US Carlos de la Paz Arroyo, Teresa Noemí Parra Alarcón, Laura Anand, Irvine Adult School, Irvine, CA, US Gilberto Prof. Marli T. Fernandes (principal) and Prof. Dr. Jefferson Bastida Gaytan, Manuel Esquivel Román, and Rosa Cepeda J. Fernandes (pedagogue), Jefferson Idiomas, São Paulo, Tapia, Centro Universitario Angloamericano, Cuernavaca, Brazil Morelos, Mexico Herman Bartelen, Kanda Gaigo Gakuin, Tokyo, Japan Antonio Almeida, CETEC, Morelos, Mexico Cassia Silva, Key Languages, Key Biscayne, FL, US Cinthia Ferreira, Cinthia Ferreira Languages Services, Sister Mary Hope, Kyoto Notre Dame Joshi Gakuin, Kyoto, Toronto, ON, Canada Japan Phil Thomas and Sérgio Sanchez, CLS Canadian Language Nate Freedman, LAL Language Centres, Boston, MA, US School, São Paulo, Brazil Richard Janzen, Langley Secondary School, Abbotsford, BC, Celia Concannon, Cochise College, Nogales, AZ, US Canada viii Introduction Christina Abel Gabardo, Language House, Campo Largo, Manoel Fialho S Neto, Senac – PE, Recife, Brazil Brazil Jane Imber, Small World, Lawrence, KS, US Ivonne Castro, Learn English International, Cali, Colombia Tony Torres, South Texas College, McAllen, TX, US Julio Cesar Maciel Rodrigues, Liberty Centro de Línguas, Janet Rose, Tennessee Foreign Language Institute, College São Paulo, Brazil Grove, TN, US Ann Gibson, Maynard High School, Maynard, MA, US Todd Enslen, Tohoku University, Sendai, Miyagi, Japan Martin Darling, Meiji Gakuin Daigaku, Tokyo, Japan Daniel Murray, Torrance Adult School, Torrance, CA, US Dax Thomas, Meiji Gakuin Daigaku, Yokohama, Kanagawa, Juan Manuel Pulido Mendoza, Universidad del Atlántico, Japan Barranquilla, Colombia Derya Budak, Mevlana University, Konya, Turkey Juan Carlos Vargas Millán, Universidad Libre Seccional Cali, B Sullivan, Miami Valley Career Technical Center Cali (Valle del Cauca), Colombia International Program, Dayton, OH, US Carmen Cecilia Llanos Ospina, Universidad Libre Seccional Julio Velazquez, Milo Language Center, Weston, FL, US Cali, Cali, Colombia Daiane Siqueira da Silva, Luiz Carlos Buontempo, Marlete Jorge Noriega Zenteno, Universidad Politécnica del Valle Avelina de Oliveira Cunha, Marcos Paulo Segatti, Morgana de México, Estado de México, Mexico Eveline de Oliveira, Nadia Lia Gino Alo, and Paul Hyde Aimee Natasha Holguin S., Universidad Politécnica del Budgen, New Interchange-Escola de Idiomas, São Paulo, Valle de México UPVM, Tultitlàn Estado de México, Mexico Brazil Christian Selene Bernal Barraza, UPVM Universidad Patrícia França Furtado da Costa, Juiz de Fora, Brazil Politécnica del Valle de México, Ecatepec, Mexico Patricia Servín Lizeth Ramos Acosta, Universidad Santiago de Cali, Cali, Chris Pollard, North West Regional College SK, North Colombia Battleford, SK, Canada Silvana Dushku, University of Illinois Champaign, IL, US Olga Amy, Notre Dame High School, Red Deer, Canada Deirdre McMurtry, University of Nebraska – Omaha, Amy Garrett, Ouachita Baptist University, Arkadelphia, Omaha, NE, US AR, US Jason E Mower, University of Utah, Salt Lake City, UT, US Mervin Curry, Palm Beach State College, Boca Raton, Paul Chugg, Vanguard Taylor Language Institute, FL, US Edmonton, Alberta, Canada Julie Barros, Quality English Studio, Guarulhos, São Paulo, Henry Mulak, Varsity Tutors, Los Angeles, CA, US Brazil Shirlei Strucker Calgaro and Hugo Guilherme Karrer, VIP Teodoro González Saldaña and Jesús Monserrrta Mata Centro de Idiomas, Panambi, Rio Grande do Sul, Brazil Franco, Race Idiomas, Mexico City, Mexico Eleanor Kelly, Waseda Daigaku Extension Centre, Tokyo, Autumn Westphal and Noga La`or, Rennert International, Japan New York, NY, US Sherry Ashworth, Wichita State University, Wichita, KS, US Antonio Gallo and Javy Palau, Rigby Idiomas, Monterrey, Laine Bourdene, William Carey University, Hattiesburg, Mexico Tatiane Gabriela Sperb do Nascimento, Right Way, MS, US Igrejinha, Brazil Serap Aydın, Istanbul, Turkey Mustafa Akgül, Selahaddin Eyyubi Universitesi, Liliana Covino, Guarulhos, Brazil Diyarbakır, Turkey Yannuarys Jiménez, Barranquilla, Colombia James Drury M. Fonseca, Senac Idiomas Fortaleza, Fortaleza, Ceara, Brazil Juliana Morais Pazzini, Toronto, ON, Canada Marlon Sanches, Montreal, Canada Additional content contributed by Kenna Bourke, Inara Couto, Nic Harris, Greg Manin, Ashleigh Martinez, Laura McKenzie, Paul McIntyre, Clara Prado, Lynne Robertson, Mari Vargo, Theo Walker, and Maria Lucia Zaorob. Introduction ix The Fifth Edition of Interchange Interchange, the world’s favorite English course, has a long tradition of teaching students how to speak confidently. Millions of people all over the world attest to its effectiveness. What Makes Interchange Special? Jack C. Richards’ communicative methodology: Refined over years and in countless classrooms, the Interchange approach is rooted in solid pedagogy. Flexible units: Instructors can change the order of the activities in each unit, keeping lessons fresh and students engaged. Additional photocopiable activities and a full video program give teachers even more freedom to make Interchange their own. Students speak right from the start: The solid research and winning content give students the confidence to speak early and often. What’s New in the Fifth Edition? 50% new content: Readings, listenings, conversations, and Snapshots have been updated throughout the books. Improved exercises for listenings and readings: We listened to teachers’ requests for greater variety in the activities that accompany the listenings and readings. New digital tools: Self-study for every student available online. An online workbook with fun games. x Introduction Student’s Book overview Every unit in Interchange Fifth Edition contains two cycles, each of which has a specific topic, grammar point, and function. The units in Level Intro contain a variety of exercises, including a Snapshot, Conversation, Grammar focus, Pronunciation, Discussion (or Speaking), Word power, Listening, Writing, Reading, and Interchange activity. The sequence of these exercises differs from unit to unit. Here is a sample unit from Level Intro. Cycle 1 (Exercises 1–5) Topic: sports Grammar: simple present Wh-questions Function: discuss sports students watch and play 10 What sports do you like? Snapshot Discuss sports to watch and play Discuss skills, abilities, and talents • Introduces the unit or cycle topic 1 SNAPSHOT Listen and practice. • Presents vocabulary for discussing SPORTS QUIZ the topic Mexico’s favorite sport South Korea’s favorite sport is soccer. Their second favorite sport is . . . is basketball. Their second favorite sport is . . . • Uses real-world information football bike riding hockey hiking soccer • Provides personalized guided baseball Canada’s favorite sport is discussion questions ice hockey. Their second Brazil’s favorite sport favorite sport is . . . is soccer. Their second basketball favorite is . . . ice-skating tennis snowboarding volleyball swimming Brazil: volleyball; Mexico: baseball; Canada: basketball; South Korea: soccer Can you guess what sports are the second favorite in each country? Check (✓) the sports. Do you like sports? What sports are popular in your country? 2 CONVERSATION When do you play all these sports? Listen and practice. Conversation TARA So, Victor, what do you do in your free time? VICTOR Well, I really like sports. • Provides structured listening and TARA Cool! What sports do you like? speaking practice VICTOR My favorite sports are basketball, soccer, and tennis. • Introduces the meaning and use TARA Wow! You’re a really good athlete. When do you play all these sports? of Cycle 1 grammar in context VICTOR Oh . . . I don’t play them very often. TARA What do you mean? • Uses pictures to set the scene and VICTOR I just watch them on TV! illustrate new vocabulary 64 • Provides follow-up listening tasks Introduction xi 3 GRAMMAR FOCUS Simple present Wh-questions What sports do you play? I play soccer and basketball. Who do you play basketball with? I play with some friends from work. Where do you play? We play at a gym near the office. How often do you practice? We practice twice a week. When do you practice? We practice on Tuesdays and Thursdays. What time do you start? We start at six in the evening. Grammar focus A Complete the conversations with the correct GRAMMAR PLUS see page 141 Wh-question words. Then practice with a partner. • Includes audio recordings of the 1. A: How often do you go bike riding? grammar B: A: Oh, about once or twice a week. I love to go bike riding. I go every Sunday. B: Really? do you go? • Provides controlled grammar A: B: Usually at about ten in the morning. Oh, yeah? do you go with? practice in realistic contexts, such A: 2. A: A group of friends. Come with us next time! I watch sports on TV every weekend. as short conversations B: Really? do you like to watch? A: Soccer. It’s my favorite! B: do you usually watch soccer? • Provides freer, more personalized A: In the evening or on weekends. B: And do you usually watch it? speaking practice At home? A: No, at my brother’s house. He has a home theater! B Complete the conversation with Wh-questions. Then compare with a partner. A: What sports do you like ? B: I like a lot of sports, but I really love volleyball! A: ? B: I usually play with my sister and some friends. A: ? B: We practice on Saturdays. A: ? B: We start at about noon. A: ? B: We usually play at a sports club, but sometimes we play on the beach. C PAIR WORK Ask your partner five questions about sports or other activities. Then tell the class. A: What sports do you like? B: I don’t like sports very much. A: Oh? What do you like to do in your free time? What sports do you like? 65 4 LISTENING What do you think of sports? Listen to the conversations about sports. Complete the chart. Listening Favorite sport Do they play or watch it? • Provides pre-listening focus tasks or Play Watch 1. James football ✓ questions 2. Brianna 3. Matthew 4. Nicole • Develops a variety of listening skills, such as listening for main ideas and details 5 SPEAKING Free-time activities A Add one more question about free-time activities to the chart. Then ask two people the questions. Write their names and complete the chart. Name: Name: 1. What sports do you like to watch or play? 2. What do you do on the weekends? 3. What do you like to do when the weather Speaking is nice? 4. What do you like to do when it’s raining? • Provides communicative tasks that help 5. How often do you play video games? develop oral fluency 6. ? A: Soo-hyun, what sports do you like? B: I like a lot of sports. My favorites are soccer and baseball. • Includes pair work, group work, and class B CLASS ACTIVITY Tell your classmates about your partners’ free-time activities. activities 6 CONVERSATION What can I do? Listen and practice. Look! There’s a talent show audition on Friday. Dylan Let’s enter. Becky Oh, I can’t enter a talent show. What can I do? Conversation Dylan You can sing very well. Becky Really? Thanks! • Provides structured listening and speaking Dylan I can’t sing at all, but I can play the piano, so . . . practice Becky So maybe we can enter the contest. Dylan Of course we can. Let’s do it! • Introduces the meaning and use of Cycle 2 Becky OK. We can practice tomorrow! grammar, useful expressions, and discourse 66 Unit 10 • Uses pictures to set the scene and illustrate new vocabulary xii Introduction Cycle 2 (Exercises 6–12) 7 GRAMMAR FOCUS Can for ability Topic: skills and abilities I you I What can I do? You I you You can sing. Grammar: Can for ability She He can can’t sing very well. sing at all. Can she he sing? Yes, she can. No, he can’t. Who can sing? Function: discuss skills, abilities, and talents We They we they we they Becky can. GRAMMAR PLUS see page 141 A Six people are talking about things they can and can’t do. Complete these sentences. Grammar focus • Presents examples from the Ben Sara Diane previous conversation 1. I can swim. 2. I fix cars. 3. I sing. • Provides controlled grammar practice in realistic contexts, such as short conversations Jeff Lisa Megan 4. I ice-skate. 5. I play 6. I cook. the piano. B PAIR WORK Ask and answer questions about the pictures in part A. A: Can Ben swim? Pronunciation B: Yes, he can. C GROUP WORK Can your classmates do the things in part A? Ask and answer questions. • Provides controlled practice “Can you swim, Diego?” in recognizing and producing 8 PRONUNCIATION Can and can’t sounds linked to the cycle A Listen and practice. Notice the pronunciation of can and can’t. grammar /kən/ I can play the piano. /kænt/ I can’t sing at all. • Promotes extended or B PAIR WORK Your partner reads a sentence for each number. Check (✓) the sentence you hear. 1. I can cook. 2. I can drive. 3. I can swim. 4. I can dance. personalized pronunciation I can’t cook. I can’t drive. I can’t swim. I can’t dance. practice What sports do you like? 67 9 LISTENING Are you good at sports? Listen to three people talk about their abilities. Write J (Joshua), M (Monica), or A (Anthony) on the things they can do well. 1 2 3 4 Listening • Provides pre-listening focus tasks or questions 5 6 7 8 • Develops a variety of listening skills, such as listening for main ideas and details 10 WORD POWER Talents and abilities A Complete the word map with talents and abilities from the list. Then listen and practice. MUSICAL OR ARTISTIC ✓ bake cookies ATHLETIC build a robot design a website do math in your head edit a video fix a computer make electronic music TALENTS AND Word power ABILITIES play chess ride a horse TECHNICAL OTHER • Presents vocabulary related to the bake cookies run a marathon skateboard unit topic take good photos tell good jokes • Provides practice with collocations B GROUP WORK Who can do the things in part A? Make a list of guesses about your classmates. and categorizing vocabulary A: Who can bake cookies? bake cookies - Melanie B: I think Melanie can. C: Who can design . . . ? design a website • Promotes freer, more personalized practice C CLASS ACTIVITY Go around the room and check your guesses. A: Melanie, can you bake cookies? B: Yes, I can. 11 INTERCHANGE 10 Hidden talents and abilities Learn more about your classmates’ hidden talents and abilities. Go to Interchange 10 on page 124. 68 Unit 10 Introduction xiii 12 READING A Some people like to set world records. Why do you think they like to do that? Reading Awesome Sports Records Kalamandalam • Presents a variety of text types Hemalatha of India has an amazing marathon record, but it’s not for running. She can dance, and dance, and • Introduces the text with a pre-reading base jumping dance! In fact, Kalamandalam can dance for 123 hours and 15 minutes. That’s the longest task Base jumping is a dangerous sport. dance marathon on record. Kalamandalam’s special dance Otto the skateboarding dog Do you know about People jump off buildings, is from India. It’s called the Otto? Otto likes surfing, • Develops a variety of reading skills, bridges, and other high places. The Burj Khalifa tower in Dubai, United Arab Emirates, Mohiniyattam dance. skateboarding, and playing soccer. Otto is a champion skateboarder, but he’s a dog such as reading for main ideas, is 824 meters (2,717 feet) tall. That’s a very scary jump. But from Lima, Peru! Otto has the record for skateboarding Fred Fugen and Vince Reffet of reading for details, and inferencing France can jump it! They also enjoy skydiving and parachuting. through the legs of 30 people! Can you squash an • Promotes discussion that involves Do you know what a unicycle is? It’s a bicycle with just one wheel. David apple? Can you squash it using just the muscles in your arms? One woman can! personalization and analysis Weichenberger of Austria has the world record for longest Her name is Linsey Lindberg. Linsey is from Texas, in the jump on a unicycle. He can U.S. In one minute, she can jump 2.95 meters (about squash 10 apples. That’s one 10 feet). Mohiniyattam dance apple every six seconds. B Read the records. Then check (✓) the correct answers to the questions. 1. What’s special about a unicycle? a. It has no wheels. b. It has one wheel, not two. 2. Who likes base jumping? a. David Weichenberger b. Fred Fugen 3. What sort of marathon can Kalamandalam do? a. a dance marathon b. a running marathon 4. How does Linsey Lindberg squash apples? a. with her hands b. with her arm muscles 5. What is one sport that Otto plays? a. basketball b. soccer C GROUP WORK Do you think it’s fun to set world records? Why or why not? What other world records do you know about? Tell your classmates. What sports do you like? 69 In the back of the book Interchange activity Grammar plus • Expands on the unit topic, vocabulary, and grammar • Explores the unit grammar in greater depth • Provides opportunities to consolidate new language • Practices the grammar with controlled in a creative or fun way exercises • Promotes fluency with communicative activities such • Can be done in class or assigned as as discussions, information gaps, and games homework INTERCHANGE 10 Hidden talents and abilities UNIT 10 A CLASS ACTIVITY Add two more activities to the list. Then go around the class. Find someone 1 Simple present Wh-questions page 65 who can and someone who can’t do each thing. Try to write a different name on each line. ■ Remember: Who = what person; where = what place; how often = what frequency; Can you . . . ? Can Can’t when = what days; what time = what time of day do a handstand ■ Remember: Use do or does after the question word. do yoga Complete the questions with the correct question word and do or does. juggle three balls Then match the questions with the answers. make your own clothes 1. What sport do you like? c a. My father and my two brothers. 2. you go to games with? b. Usually at four o’clock. play two musical instruments 3. often your team play? c. Soccer. I love to watch my team. raise one eyebrow 4. they play? d. Once or twice a month. say the alphabet backward 5. they play? e. On Sunday afternoons. say “hello” in three languages 6. time the games start? f. At the Olympic Stadium. swim underwater 2 Can for ability page 67 whistle a song ■ Use the base form of the verb with can. With third-person singular, don’t add an –s to can or to the base form: She can play the piano. (NOT: She can plays the piano.) A Write sentences about the things people can and can’t do. Use can or can’t with and, but, or or. (✓ = can, ✗ = can’t) 1. Olivia: ride a bike ✓ drive a car ✗ Olivia can ride a bike, but she can’t drive a car. 2. Juan: play the piano ✓ play the violin ✓ 3. Matt and Drew: act ✓ sing ✗ 4. Alicia: snowboard ✓ ice-skate ✗ do a handstand make your own clothes raise one eyebrow 5. Ben: take good photos ✓ edit videos ✓ 6. Corinne: write poems ✗ tell good jokes ✓ Z . . . Y . . . X . . . W . . . B Look at part A. Answer the questions. Write short sentences. 1. Can Matt and Drew sing? No, they can’t. 2. Who can tell good jokes? 3. Can Olivia drive a car? say the alphabet backward whistle a song juggle balls 4. Can Juan play the piano? 5. Who can snowboard? A: Can you do a handstand? 6. What can Matt do? B: Yes, I can. OR No, I can’t. B CLASS ACTIVITY Share your answers with the class. “Nick can’t do a handstand, but Sylvia can. And Yan-mei can do yoga.” C Do you have any other hidden talents or abilities? 124 Interchange 10 Unit 10 Grammar plus 141 xiv Introduction Online Self-study overview Interchange Fifth Edition online Self-study provides students with hundreds of additional exercises to practice the language taught in the Student’s Book on their own, in the classroom, or in the lab. Interactive exercises The complete Interchange video Hundreds of interactive exercises program provide hours of additional: The entire Interchange video program for this level is • vocabulary practice included online with exercises that allow the students to • grammar practice watch and check comprehension themselves. • listening practice • speaking practice • reading practice Introduction xv Online Workbook overview The Interchange Fifth Edition Online Workbook provides additional activities to reinforce what is presented in the corresponding Student’s Book. Each Online Workbook includes: • A variety of interactive activities which correspond to each Student’s Book lesson, allowing students to interact with workbook material in a fresh, lively way. • Instant feedback for hundreds of activities, challenging students to focus on areas for improvement. • Simple tools for teachers to monitor students’ progress such as scores, attendance, and time spent online, providing instant information. The Interchange Fifth Edition Online Workbooks can be purchased in two ways: • as an institutional subscription, • as part of a Student’s Book with Online Workbook Pack. Games • Fun, interactive, self-scoring activities in the Online Workbooks offer a fresh change of pace. xvi Introduction Workbook overview Interchange Fifth Edition provides students with additional opportunities to practice the language taught in the Student’s Book outside of the classroom by using the Workbook that accompanies each level. 7 Does it have a view? 1 Label the parts of the house. 8. 7. 1. bedroom 2. Vocabulary • Provides vocabulary practice based on the unit topic 3. 6. 4. 5. 2 Complete the conversation. Use the sentences in the box. No, I don’t. I live with my sisters. Yes, it has three bedrooms. ✓ No, I live in an apartment. Yes, it has a great view of the city. Ji-hye: Do you live in a house, Fernanda? Fernanda: No, I live in an apartment. Ji-hye: Well, is it very big? Fernanda: Ji-hye: Does it have a view? Fernanda: Ji-hye: Oh, that’s great! And do you live alone? Fernanda: 37 9 Choose the correct responses. 1. A: My apartment has a view of the park. 3. A: I really need a new desk. B: You’re lucky. B: • Guess what! • So let’s go shopping this weekend. • You’re lucky. • That’s great! 2. A: Do you need living room furniture? 4. A: Do you have chairs in your kitchen? B: B: • Yes, I do. I need a sofa and a coffee table. • Yes, I do. I need six chairs. • No, I don’t. I need a sofa and a coffee table. • Yes, I do. I have six chairs. 10 Draw a picture of your home. Then write a description. Use the questions in the box for ideas. Grammar • Reinforces the unit grammar through controlled practice Writing • Promotes freer, more personalized practice • Reinforces the vocabulary and grammar in the unit Do you live in a house or an apartment? What rooms does your home have? What furniture do you have? Who lives with you? 42 Unit 7 Introduction xvii Teacher’s Edition overview The Teacher’s Editions provide complete support for teachers who are using Interchange Fifth Edition. They contain Supplementary Resources Overview charts to help teachers plan their lessons (for more information see page xx), Language summaries, Workbook answer keys, Audio scripts, Fresh ideas, and Games. They also include detailed teaching notes for the units and Progress checks in the Student’s Books. Teaching notes 3 GRAMMAR FOCUS Learning Objective: ask and answer simple present B Wh-questions • Learning objectives for each exercise [CD 2, Track 43] • Explain the task. Then ask two Ss to model the first two lines of the conversation. • Ss complete the task individually. Then they compare Simple present Wh-questions answers in pairs. • Step-by-step lesson plans • Focus Ss’ attention on the Grammar Focus box. Elicit or explain that Wh-questions ask for information. • Ask different Ss to write the questions on the board. If needed, correct the questions with the class. • To review the meanings of Wh-question words, write this on the board: • Option: Ss practice the conversation in pairs. • Audio scripts Who Where Answers A: What sports do you like? How often B: I like a lot of sports, but I really love volleyball! • Answers and Vocabulary definitions When What time Elicit or give examples of questions using each A: B: A: Who do you usually play with? I usually play with my sister and some friends. When do you practice? B: We practice on Saturdays. Wh-word. A: What time do you start? • Stimulating and fun Games to review or practice • Elicit the pattern for simple present Wh-questions: Question word + do/does + subject + verb? B: A: B: We start at about noon. Where do you play? We usually play at a sports club, but sometimes skills such as grammar and vocabulary If needed, refer Ss to Unit 8, Exercise 4. • Play the audio program. Ss listen and read silently. we play on the beach. C Pair work A • Alternative ways to present and review exercises • Explain the first part of the task. Ask two Ss to model the first three lines of the first conversation. • Explain the task. Then ask two Ss to model the example conversation. • Ss write questions about sports or other activities in the Fresh ideas • Ss complete the task individually. Then they compare answers in pairs or small groups. individually. Go around the class and give help as needed. TIP • Option: If Ss have trouble thinking of questions to ask, elicit questions from the class and write them on • Tips that promote teacher training and In mixed-level classes, include at least one strong S in each pair or group when they complete tasks involving grammar accuracy. Encourage Ss to the board. • Ss work in pairs. They take turns asking and collaborate and help each other. development • Elicit answers from the class and write them on the answering their questions. Then ask different Ss to tell the class their partners’ answers. board. • Option: Ss write sentences about their partners before they tell the class. • Options for alternative presentations or Answers 1. A: How often do you go bike riding? For a new way to practice Wh-questions, try Question Exchange – download it from the website. B: Oh, about once or twice a week. expansions A: B: I love to go bike riding. I go every Sunday. Really? What time/When do you go? A: Usually at about ten in the morning. B: Oh, yeah? Who do you go with? • Suggestions for further practice in other A: 2. A: B: A group of friends. Come with us next time! I watch sports on TV every weekend. Really? What sports/What do you like to watch? Interchange Fifth Edition components and A: B: Soccer. It’s my favorite! When do you usually watch soccer? A: In the evenings or on weekends. online B: A: And where do you usually watch it? At home? No, at my brother’s house. He has a home theater! • Suggestions for regular assessment using • Ss practice the conversations in pairs. quizzes and tests T-65 Unit 10 Complete Assessment Program The complete assessment program contains oral and written quizzes and tests. It includes PDF and Microsoft Word versions of all quizzes, mid-term and final tests, the placement test program, audio, audio scripts, and answer keys. xviii Introduction Presentation Plus overview Interchange Presentation Plus is a complete classroom presentation package, combining the contents of the Student’s Book, the class audio, and the video program for each level of the series into a convenient one-stop presentation solution. It can be used with all types of interactive whiteboards or with just a projector and a computer to present Interchange core materials in the classroom in a lively and engaging way. Presentation Plus simplifies several of the teaching tasks that take place in the classroom. You can use Presentation Plus to display the answers for the exercises in an uncomplicated way, zoom in on a page to more efficiently focus students’ attention on an activity or image, and even annotate pages for future lessons. Introduction xix cambridge.org/interchange Go online for a variety of materials to assist with your teaching of the series. Here you will find practical articles, correlations, language summaries, overviews of supplementary materials, ideas for games and extra activities, as well as a number of downloadable worksheets for projects and extra practice of vocabulary, grammar, listening, writing, and speaking. Supplementary UNIT 1 SUPPLEMENTARY RESOURCES OVERVIEW After the following SB exercises You can use these materials in class Your students can use these materials outside the classroom Downloadable Unit 3 WHERE ARE YOU FROM? Project Worksheet Plan Resources worksheets 1 Conversation SS Unit 1 Speaking 1 Imagine that you will visit a classmate’s hometown. Write questions that you want to ask your 2 Snapshot classmate about his or her town, family, and friends. Then find a photo of your family or friends 3 Grammar Focus SB Unit 1 Grammar Plus, Focus 1 in your hometown. A partner will ask you questions about the photo. SS Unit 1 Grammar 1 What ? CYCLE 1 GAME Sentence Runner (The verb be 1) Where ? Overviews • Offer extra speaking 4 Speaking TSS Unit 1 Extra Worksheet Who ? 5 Listening How ? 6 Word Power SS Unit 1 Vocabulary 1 7 Speaking SS Unit 1 Vocabulary 2 ? WB Unit 1 exercises 1–4 opportunities ? Indicate all the activities ? 8 Conversation SS Unit 1 Speaking 2 9 Grammar Focus SB Unit 1 Grammar Plus, Focus 2 SS Unit 1 Grammar 2 Prepare available in the various 10 Pronunciation 11 Speaking GAME Speak or Swim (The verb be 2) • Provide guidance for PAIR WORK Share your pictures with your partner. Then take turns asking and answering questions. Write your partner’s answers. Present CYCLE 2 ancillary components 12 Listening 13 Interchange 1 GAME Sentence Stacker (The alphabet and numbers) projects and extra CLASS ACTIVITY Put your partner’s picture on the map. Then describe your partner’s hometown and the people in the photo. Give at least three pieces of information about the city or town and the people. 14 Speaking TSS Unit 1 Vocabulary Worksheet SS Unit 1 Reading 1–2 that can be used after TSS TSS TSS Unit 1 Grammar Worksheet Unit 1 Listening Worksheet Unit 1 Project Worksheet SS Unit 1 Listening 1–3 SS Unit 1 Video 1–3 GAME Word keys (The verb be; Saying practice of grammar, hello and good-bye) vocabulary, listening, VID Unit 1 each exercise in the Key GAME: Online Game VID: Video DVD VRB Unit 1 SB: Student’s Book VRB: Video Resource Book WB Unit 1 exercises 5–10 SS: Self-study DVD-ROM WB: Online Workbook/Workbook TSS: Teacher Support Site Student’s Book units for and writing extra practice, review, and assessment. Unit 1 Supplementary Resources Overview Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable Interchange Intro Teacher’s Resource Worksheets © Cambridge University Press 2017 Photocopiable Video Program overview The Interchange Video Program TEACHING A TYPICAL VIDEO SEQUENCE is designed to complement the The worksheets and teaching notes for each video are Student’s Books. Each video provides organized into four sections: Preview, Watch the video, further practice related to the topics, Follow-up, and Language close-up. The unit-by-unit teaching language, and vocabulary introduced notes in the Video Resource Book give detailed suggestions for teaching each unit. in the corresponding unit of the Student’s Book. Preview The Preview activities build on each other to provide students PROGRAM COMPONENTS with relevant background information and key vocabulary that Video will assist them in better understanding the video. The sixteen videos in each level’s video Watch the video program complement Units 1 through 16 of The carefully sequenced Watch the video activities first help the corresponding Student’s Book. There students focus on gist and then guide them in identifying are a variety of genres: dramatized stories, important details and language. These tasks also prepare documentaries, interviews, profiles, and them for Follow-up speaking activities. travelogues. Follow-up Video Resource Book The Follow-up speaking activities encourage students to The Video Resource Book contains the extend and personalize information by voicing their opinions following: or carrying out communicative tasks. • engaging photocopiable worksheets for students Language close-up • detailed teaching notes for teachers Students finish with the Language closeup, examining and • answer keys for the student worksheets practicing the particular language structures and functions • complete video transcripts presented in the video. xx Introduction Introduction to the CEFR Introduction to the Common European Framework of Reference (CEFR) The overall aim of the Council of Europe’s called Waystage, Threshold, and Vantage (roughly Common European Framework of Reference corresponding to Elementary, Intermediate, and (CEFR) is to provide objective criteria for Upper Intermediate). describing and assessing language proficiency The Threshold series was followed in 2001 by the in an internationally comparable manner. The publication of the Common European Framework Council of Europe’s work on the definition of Reference, which describes six levels of of appropriate learning objectives for adult communicative ability in terms of competences language learners dates back to the ’70s. The or “can do” statements: A1 (Breakthrough), influential Threshold series (J. A. van Ek and J. A2 (Waystage), B1 (Threshold), B2 (Vantage), L. M. Trim, Cambridge University Press, 1991) C1 (Effective Operational Proficiency), and C2 provides a detailed description in functional, (Mastery). Based on the CEFR descriptors, the notional, grammatical, and sociocultural terms, Council of Europe also developed the European of what a language user needs to be able to do Language Portfolio, a document that enables in order to communicate effectively in the sort learners to assess their language ability and to of situations commonly encountered in everyday keep an internationally recognized record of their life. Three levels of proficiency are identified, language learning experience. Interchange Fifth Edition and the Common European Framework of Reference The table below shows how Interchange Fifth Edition correlates with the Council of Europe’s levels and with some major international examinations. CEFR Council of Europe Cambridge ESOL IELTS TOEFL iBT TOEIC Interchange Level Intro A1 Breakthrough 120+ Level 1 A2 Waystage 225+ Level 2 B1 Threshold KET (Key English 4.0–5.0 57–86 550+ Test) Level 3 PET (Preliminary English Test) Passages Level 1 B2 Vantage FCE (First Certificate 5.5–6.5 87–109 785+ in English) Level 2 C1 Effective Operational CAE (Certificate in 7.0–8.0 110–120 490+ (Listening) Efficiency Advanced English) 445+ (Reading) Source: http://www.cambridgeesol.org/about/standards/cefr.html Introduction xxi Essential teaching tips Classroom management Monitoring Error correction • Make sure you go around the room and check that the students are doing the activity and • During controlled practice accuracy activities, offer help as necessary. correct students’ wrong use of the target language right away, either by correcting the • Monitor closely during controlled practice, error yourself or, whenever possible, having but don’t make yourself too accessible during the student identify and / or correct the fluency activities; otherwise, students may rely error. This way, the focus is on accuracy, and on you to answer questions rather than focus students can internalize the correct forms, on communicating their ideas to their partner meaning, and use of the language. or group. • During oral fluency activities, go around the room and take notes on errors you hear. Do Teaching lower-level students not interrupt students. Instead, take notes of • Teach the Classroom Language on page xxiii their errors in the use of target language and and put useful language up in the classroom, write these errors on the board. Encourage so the students get used to using English. students to correct them first. Be sure to point • Don’t rush. Make sure all the students have out and praise students for language used had enough time to practice the material. correctly as well. • Do a lot of repetition and drilling of the new target language. Grouping students • Encourage students to practice and review It is good to have students work in a variety of target language by doing activities in the settings: individually, in pairs, in groups and as Workbook and Self-study. a class. This creates a more student-centered • Elicit answers from your students and involve environment and increases student talking time. them in the learning process. Even though • The easiest and quickest way to put students they are beginners, they may have a passive in pairs is to have two students sitting close to knowledge of English. Find out what they one another work together. This is good for already know by asking them questions. when students need to have a quick discussion • Use the optional activities within the Teaching or check answers. Notes and the Supplementary Resources • To ensure students don’t always work with the Overview charts at the beginning of each unit same partner and / or for longer activities, in this Teacher’s Edition to add variety to your pair students by name, e.g., Maria work with lessons. Javier. • One way to put students in groups is to give Teaching reading and listening them a number from 1 to 4, and then have all • Reading and Listening texts are meant to number 1s work together, all number 2s work help the students become better readers / together, and so forth. listeners, not to test them. Explain to your students why they need to read or listen to a Instructions text several times. • Give short instructions and model the activity • Adapt the reading speed to the purpose for the students. of the reading. When the students read for • Check your instructions, but avoid asking, gist, encourage them to read quickly. When Do you understand? Instead ask concept students read for detail, give them more time. questions such as, Are you going to speak or write when you do this activity? xxii Introduction Classroom Language Teacher instructions Work in groups of three. Listen and practice. Open your books. Work with a partner. Give me your paper. For homework, please . . . Close your books. Take out a piece of paper. Turn to page . . . Please repeat. Introduction xxiii Unit 1 Supplementary Resources Overview After the following You can use these materials Your students can use these materials SB exercises in class outside the classroom 1 Conversation SS Unit 1 Speaking 1 2 Snapshot 3 Grammar Focus SB Unit 1 Grammar Plus, Focus 1 SS Unit 1 Grammar 1 CYCLE 1 GAME Sentence Runner (The verb be 1) 4 Speaking TSS Unit 1 Extra Worksheet 5 Listening 6 Word Power SS Unit 1 Vocabulary 1 7 Speaking SS Unit 1 Vocabulary 2 WB Unit 1 exercises 1–4 8 Conversation SS Unit 1 Speaking 2 9 Grammar Focus SB Unit 1 Grammar Plus, Focus 2 SS Unit 1 Grammar 2 GAME Speak or Swim (The verb be 2) 10 Pronunciation 11 Speaking CYCLE 2 12 Listening GAME Sentence Stacker (The alphabet and numbers) 13 Interchange 1 14 Speaking TSS Unit 1 Vocabulary Worksheet SS Unit 1 Reading 1–2 TSS Unit 1 Grammar Worksheet SS Unit 1 Listening 1–3 TSS Unit 1 Listening Worksheet SS Unit 1 Video 1–3 TSS Unit 1 Project Worksheet GAME Word keys (The verb be; Saying VID Unit 1 hello and good-bye) VRB Unit 1 WB Unit 1 exercises 5–10 Key GAME: Online Game SB: Student’s Book SS: Online Self-study TSS: Teacher Support Site VID: Video DVD VRB: Video Resource Book WB: Online Workbook/Workbook Unit 1 Supplementary Resources Overview Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 1 Use the space below to customize a plan that fits your needs. With the following I am using these materials My students are using these materials outside SB exercises in class the classroom With or instead of the I am using these materials following SB section for assessment Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 1 1 What’s your name? Cycle 1, Exercises 1–7 In Unit 1, students say hello, make introductions, and say good-bye and exchange contact information. By the end of Cycle 1, students will be able to say hello and make introductions using my, your, his, and her. By the end of Cycle 2, students will be able to say good-bye and exchange contact information using subject pronouns and the verb be. 1 CONVERSATION Learning Objective: use my and your while saying hello • Write this sentence on the board: and making introductions It’s nice to meet you. TIP Ask a S to read the sentence. Respond: “It’s nice to To learn your Ss’ names, have them make name meet you, too.” cards. Each S folds a piece of paper in thirds and • Play the audio program again. Ss listen and read writes his or her name on one side. Then they silently. Then they practice the conversation in pairs. place the name cards on their desks. For a new way to practice this conversation, try Look Up and Speak! – download it from the website. A [CD 1, Track 1] • Focus Ss’ attention on the first names and last names • Books closed. Introduce yourself. Shake hands in the box. Model with your own name. Say: “My first with a S and say: “Hi. My name is . . .” or “I’m . . .” name is . . . My last name is . . .” Ask a few Ss: “What’s Encourage Ss to respond using their own names your first name? What’s your last name?” (e.g., My name is . . . or I’m . . .) When Ss respond, say: “It’s nice to meet you.” B Pair work • Books open. Focus Ss’ attention on the picture and • Explain the task. Then model it with a few Ss, using the names in the conversation. your own names and the conversation as a model. • Play the audio program. Ss listen and read silently. • Ss stand up and practice the conversation in pairs. • Write these sentences on the board: When they finish, they practice the conversation with I’m Isabella Martins. a different partner. My name is Joshua Brown. • Ss change roles and partners several times. Go • Explain that I’m . . . and My name is . . . have the around the class and encourage Ss to shake hands same meaning. Change Isabella Martins to Joshua and smile while introducing themselves. Brown (and vice versa) in the sentences on the board. • Option: Ask one or two pairs of Ss to role-play the • Play the audio program again. Ss listen and read conversation for the class. silently. Explain that Nice to meet you means “It’s For a new way to practice this conversation, try nice to meet you,” and I’m sorry. What’s your last Moving Dialog – download it from the website. name again? means “Please repeat your last name.” • To explain the meaning of too, draw two female stick figures on the board. Label each figure Isabella. Point to one and say: “My name is Isabella.” Then point to the other and say: “My name is Isabella, too.” 2 SNAPSHOT Learning Objective: talk about popular names in the • Write this on the board: U.S. and their own countries Michael Ask: “What is the nickname for Michael?” Elicit the [CD 1, Track 2] answer. (Answer: Mike). Circle the first part of the • Focus Ss’ attention on the Snapshot. Explain that name: “Mich.” Explain that we change the spelling these are popular names in English. A nickname is an for the nickname “Mike.” Repeat with the name informal name for a person, place, or thing. Madison (Maddie). • Play the audio program. Ss listen and repeat. • Read the focus questions. • Elicit popular names and nicknames and list them under the Ss’ countries. Then elicit any nicknames the Ss have and add them to the lists. What’s your name? T-2 3 GRAMMAR FOCUS Learning Objective: ask and answer questions with Answers What’s . . . name? and my, your, his, and her 1. A: Hello. What’s your name? B: Hi. My name is Carlos. [CD 1, Track 3] What’s your name? A: My name is Akina. • Play the audio program for the Grammar Focus box. 2. A: What’s his name? Ss listen and read silently. B: His name is Ethan. A: And what’s her name? A B: Her name is Caroline. • Focus Ss’ attention on the pictures. Ask Ss what the people are doing. (Answer: shaking hands/meeting B Pair work each other/introducing themselves) • Ss practice in pairs using their own names and the • Read the example aloud. Ss complete the task names of other Ss. Then have each partner stand and individually. Elicit the answers. find a new partner and practice again. Repeat until each S has spoken to three or four partners. 4 SPEAKING Learning Objectives: identify letters and their sounds; B Class activity [CD 1, Track 5] spell people’s names • Explain the task and focus Ss’ attention on the example list of classmates’ names. A [CD 1, Track 4] • Play the second part of the audio program. Ss listen • Play the first part of the audio program. Ss listen and and read silently. Then play the second part again, read silently. Then play the first part of the audio pausing after each line. Ss listen and repeat. program again. Ss listen and repeat. • Model the task with a S. Then Ss go around the class • Option: Ss practice the alphabet in pairs, taking with their notebooks and complete the task. turns reading the letters. 5 LISTENING Learning Objective: listen for correct spelling 2. Woman Eric Russo. Is your first name spelled E-R- [CD 1, Track 6] I-C? Erick No. My name is spelled E-R-I-C-K. • Read the four pairs of names aloud. Point out that Woman I’m sorry. Could you repeat that? the names in each pair have the same pronunciation. Erick Yes. It’s E-R-I-C-K. • Play the first conversation in the audio program Woman Oh, so it’s Erick with a C-K. Got it. and model the task. Then play the rest of the audio 3. Sophia My name is Sophia Peters. program, pausing after each conversation. Ss listen Woman Thank you. Sophia . . . that’s S-O-F-I-A? and complete the task. Sophia No. It’s spelled S-O-P-H-I-A. • Ss compare their answers in pairs. Then write the Woman Oh, excuse me. S-O-P-H-I-A. answers on the board. Sophia That’s right. 4. Audio script Woman Your name, please? Zachary It’s Zachary Tanaka. 1. Woman Is your first name Z-A-C-K-A-R-Y? Woman Is your name Cate Lopez? Zachary No, it’s Z-A-C-H-A-R-Y. Cate That’s right. Woman Oh, so it’s Z-A-C-H-A-R-Y. Thank you, Woman And how do you spell your first name? Mr. Tanaka. Cate It’s C-A-T-E. Woman OK. Thank you. Answers 1. Cate 2. Erick 3. Sophia 4. Zachary T-3 Unit 1 6 WORD POWER Learning Objective: use titles for men and women B [CD 1, Track 8] A [CD 1, Track 7] • Play the audio program. Ss listen and read silently. Play the audio program again. Ss complete the task. • Focus Ss’ attention on the box with titles. Read each title aloud and ask Ss to repeat. • Call on Ss to say the names and titles. Write the answers on the board. • Explain that we use titles with last names. Remind Ss of the meanings of male and female. Answers • Ask the class: “Who uses the title Miss? Mrs.? Ms.? 1. Mr. Mr.?” Ss raise their hands. Explain that the end 2. Mrs. punctuation for Mrs., Ms., and Mr. is a period. 3. Miss 4. Ms. • Play the audio program. Ss listen and repeat. • Option: To help Ss recognize the difference between • Option: Ss work in pairs. S1 spells out the names on Miss and Ms., ask them to put their hands on their his or her list, and S2 writes them down. Then they throats and say the words. The sound /s/ in Miss has change roles. The pairs check answers by comparing no vibration, but the sound /z/ in Ms. has a vibration. lists. 7 SPEAKING Learning Objective: use formal and informal greetings B Class activity for different times of day • Books closed. Explain and model the first task. Write formal greetings on the board. Then greet several Ss A [CD 1, Track 9] using titles. For example: • Focus Ss’ attention on the pictures. T: Good evening, (Mr. Chen). • Play the audio program once or twice. Ss listen and S1: Good evening, (your title and last name). read silently. T: Hello, (Ms. Ramirez). • Elicit the expressions that mean “hello” and write S2: Hello, (your title and last name). them on the board. (Answers: Hi, Good morning, • Option: If Ss don’t know each other’s names yet, Good afternoon, Good evening, Hello) Encourage have them wear name tags during the activity. Ss to use the pictures to guess the meanings of • Ss go around the class and greet four or five morning, afternoon, and evening. classmates. Go around the room and check their use • Check Ss’ understanding of when to use titles. Point of titles and last names. to picture 2 and invent full names for the woman • When each S has greeted four or five others, stop the (e.g., Paula Rodriguez ) and the girl (e.g., Taylor activity. Conner ). Write the names on the board. T: (point to the woman’s speech bubble ) Good • Explain and model the second task. Write informal greetings on the board. Ask two Ss to greet each morning, Mrs. Conner. How are you? (ask Ss ) OK? other using first names only. For example: Ss: No! S1: Hi, (Alicia). T: (point to the girl’s speech bubble ) I’m just fine, S2: Hi, (Mariko). Paula. Thank you. (ask Ss ) OK? Ss: No! • Ss go around the class and greet four or five classmates. Go around the room and check their use • Play the audio program again, pausing after each of first names only. short conversation. Ss listen and repeat. For a new way to practice greetings, try Musical TIP Dialog – download it from the website. To encourage Ss to learn the Classroom Language on page v of the Student’s Book, write the expressions on cards. Then put the cards on End of Cycle 1 the walls. See the Supplementary Resources chart at the beginning of this unit for additional teaching materials and student activities related to this Cycle. What’s your name? T-4 Cycle 2, Exercises 8 –14 8 CONVERSATION Learning Objective: use subject pronouns and be in • Option: Ask one or two groups to role-play the short conversations about introductions and greetings conversations for the class. A [CD 1, Track 10] TIP To keep Ss interested in role plays, ask no • Books open. Focus Ss’ attention on the pictures. more than two pairs or groups to role-play Point to the picture of Lena Garza and ask: “What’s conversations for the class. Keep a record of her name?” (Answer: Her name is Lena Garza.) who role-played the conversations and choose different Ss each time. • Play the audio program once or twice. Ss listen and read silently. For a new way to practice this conversation, try • If needed, explain any new vocabulary. For excuse Disappearing Dialog – download it from the website. me, tap a S on the shoulder and say: “Excuse me” to get his or her attention. For over there, put a S’s book B Group work on the other side of the classroom. Stand next to • Books closed. Explain the task. Write this conversation the S, point to the book, and say: “Your book is over on the board: there.” For history, write an historic date and event Ss might know on the board (e.g., April 12, 1961: first S1: Hi, (S2). person in space ). S2: Hi, (S1). S1: (S2), this is (S3). • Ss cover the text. Play the audio program again. Ss S2: Hi, (S3). listen and look at the pictures. S3: Hi, (S2). Nice to meet you. • Ss work in groups of three. They practice the Then ask three Ss to model the conversation. conversations three times, changing roles. • Ss take turns introducing each other in groups of three. Remind Ss to look at each other as they speak. 9 GRAMMAR FOCUS Learning Objective: use subject pronouns and be in • Explain and model the task. Point out the choices short conversations in parentheses. Elicit the correct answers and write them on the board. [CD 1, Track 11] • Books open. Ss complete the task individually. • Focus Ss’ attention on the Grammar Focus box. Ss As they work, copy the rest of the conversation on read silently. the board. • Play the audio program for the Grammar Focus box. • Ask different Ss to write the correct answers on the Ss listen and read silently. board. Go over answers with the class. • Focus Ss’ attention on the contractions. Contrast Answers the pronunciation of I am and I’m, you are and you’re, and so on. Point out that we use contractions Ben: Hello, Christy. How are you? in statements and negative short answers. We do Christy: I’m fine, thanks. I’m sorry – what’s your name again? not use them in yes/no questions or positive short Ben: It’s Ben – Ben Durant. answers. Christy: That’s right! Ben, this is Joshua Brown. • Play the audio program again. Ss listen and repeat. He’s in our history class. Ben: It’s nice to meet you. • Option: Ss underline the contractions in the Joshua: Hi, Ben. I think you’re in my English conversations in Exercise 8. Then they compare class, too. answers in pairs. (Answers: I’m, She’s, I’m, You’re, Ben: Oh, right! Yes, I am. I’m, He’s) • Ss practice the conversation in groups of three. Then A they change roles and practice again. • Books closed. Write the first two lines of the conversation on the board. Do not fill in the example. T-5 Unit 1 B • Read the conversations aloud, pausing after each line. Ss listen, look up, and repeat. • Books closed. Write the first conversation on the board. Do not fill in the example. • Ss practice the conversations in groups of three. Go around the class and encourage Ss to look at each • Explain the task. Then elicit the correct answers for other when speaking. the first conversation and write them on the board. • Books open. Ss complete the task for the second C Class activity conversation individually. Then they compare answers in pairs. • Explain the first part of the activity. Ss write their first and last names on pieces of paper and put them in • Ask Ss to write the second conversation on the a bag. board. Then ask the class to correct any errors. • Explain and model the second part of the activity. Answers Take a paper from the bag and ask a few Ss whose names are not on the paper: Cara: Excuse me. Are you Alex Lane? James: No, I’m not. My name is James Harris. T: Excuse me. Are you (name on paper)? Alex is over there. S1: No, I’m not. He’s/She’s over there. Cara: Oh, sorry. Then ask the S whose name is on the paper: Cara: Are you Alex Lane? T: Excuse me. Are you (name on paper)? Alex: Yes, I am. S2: Yes, I am. Cara: Hi. My name is/I’m Cara Ruiz. Alex: Oh, you’re in my history class, right? • Have Ss take papers, go around the room, and Cara: Yes, I am. complete the activity. If Ss know each other well, ask Alex: It’s nice to meet you, Cara. them to imagine they are meeting for the first time. 10 PRONUNCIATION Learning Objective: sound more natural by using • Option: Ss underline the linked sounds in the linked sounds conversations in Exercise 8 on page 5. Elicit answers from the class. (Answers: She’s over there. [CD 1, Track 12] This is your book. You’re in my math class, right? Yes, I am. I’m Lena Garza. Hey, Christy, this is • Explain that there are five vowels in English: a, e, i, o, Ben. He’s in our history class.) Then play the audio and u. The other letters are consonants. program for Exercise 8 again and ask Ss to listen for • Focus Ss’ attention on the examples. Point out that the linked sounds. Isabella, over, and in begin with vowels. The words before them end in consonants. In relaxed speech, TIP people link these sounds together. Ss often don’t understand native English speakers because they seem to talk quickly. Teaching Ss to • Play the audio program. Ss listen and read silently. be aware of linked sounds can greatly increase • Play the audio program again. Ss listen and practice. listening comprehension. 11 SPEAKING Learning Objective: use the numbers from zero to 10 • Point out that we say “zero” when 0 is alone. in phone numbers and email addresses However, we can say “zero” or “oh” when it is with other numbers. For example, we can say 505 as “five- A [CD 1, Track 13] zero-five” or “five-oh-five.” • Books open. Play the audio program. Ss listen and • Focus Ss’ attention on Jessica’s email address and read silently. read it aloud. Write the @ symbol on the board and point out that it’s pronounced “at.” Tell Ss that the • Play the audio program again. Ss listen and repeat. period in an email address is pronounced “dot.” B Pair work [CD 1, Track 14] • Focus Ss’ attention on Ryan’s email address and read it aloud. Write a dash and an underscore on the • Explain the task and read the example aloud. Write board and explain that they look similar, but the dash the phone number 402-555-2301 on the board. is higher up than the underscore. Read each digit and have Ss repeat it. Then read the complete phone number. Ask different Ss to read the • Have Ss practice reading the information on the phone number aloud. business cards. • Play the audio program. Ss listen and read silently. What’s your name? T-6 12 LISTENING Learning Objective: listen for correct names, phone Joshua Yes, that’s right. Two-one-two, six-four-five, numbers, and email addresses five-nine-six-zero. Isabella Her email address is A Clark one-three-four A [CD 1, Track 15] at C-U-P dot org. Joshua So that’s A-C-L-A-R-K one-three-four at • Focus Ss’ attention on the contact list. Ask: “Do you C-U-P dot org? remember these people? Who are they?” If Ss don’t Isabella Yes. remember, focus their attention on Exercises 3, 4, 8, Joshua And Akina Hayashi’s number and email? and 9. Isabella Oh, Akina is my roommate. Our number is nine-one-seven, five-five-five, two-eight- • Play the audio program. Ss listen and complete the oh-seven. Her email address is Akina H at list. Then they go over their answers in pairs. Play the cambridge dot org. audio program again as needed. Joshua I’m sorry. Can you spell that? Isabella Her email address? Audio script Joshua Yeah. Isabella Sure. It’s A-K-I-N-A-H at cambridge dot org. Isabella What’s Ben Durant’s phone number, Joshua? Joshua OK. Got it. Thanks. Joshua It’s seven-one-eight, five-five-five, eight-two- four-one. Isabella Seven-one-eight, five-five-five, eight-two- Answers four-one? Joshua Yes, that’s it. Name Phone number Email address Isabella And his email address? Ben Durant 718-555-8241 bendurant@cup.org Joshua It’s Ben Durant at C-U-P dot org. . . . OK. Cara Cara Ruiz 347-555-7645 carar@cambridge.org Ruiz. What’s her phone number? Andrea Clark 212-645-5960 aclark134@cup.org Isabella Hmm. Cara. Her number is three-four-seven, Akina Hayashi 917-555-2807 akinah@cambridge.org five-five-five, seven-six-four-five. Joshua Three-four-seven, five-five-five, seven-six-four- five? B Class activity Isabella That’s right. Her email is Cara R at cambridge • Explain the task and model the conversation with a dot org. That’s C-A-R-A-R at cambridge dot S. Then Ss take their notebooks, go around the class, org. Now, let’s see. Andrea Clark. Her phone and complete the task. number is two-one-two, six-four-five, five- nine-six-zero. Right? 13 INTERCHANGE 1 See page T-114 for teaching notes. 14 SPEAKING Learning Objective: use formal and informal ways to B Class activity say good-bye for different times of the day • Explain the activity. Then model it with several Ss in different ways. For example: “Good night, Juan. A [CD 1, Track 16] Have a good evening, Kumiko. See you later, Nadia.” • Focus Ss’ attention on the pictures in Exercise 7 on page 4. Then focus their attention on Exercise 14. • Ss go around the class and complete the activity. Remind Ss to use different expressions. Say: “Now they are saying good-bye.” • Play the audio program once or twice. Ss listen and read silently. End of Cycle 2 • Elicit the expressions that mean “good-bye” and See the Supplementary Resources chart at the write them on the board. (Answers: See you later, beginning of this unit for additional teaching materials Bye-bye, Bye, See you tomorrow, Good-bye, Have a and student activities related to this Cycle. good evening, Good night) Point out that good night means “good-bye.” • Play the audio program again, pausing after each short conversation. Ss listen and repeat. T-7 Unit 1 Unit 2 Supplementary Resources Overview After the following You can use these materials Your students can use these materials SB exercises in class outside the classroom 1 Snapshot 2 Articles SS Unit 2 Vocabulary 1 3 Conversation SS Unit 2 Speaking 1 4 Pronunciation GAME Name the Picture (Common CYCLE 1 Objects) 5 Grammar Focus SB Unit 2 Grammar Plus, Focus 1 SS Unit 2 Grammar 1 GAME Say the Word (This/these, it/they; plurals) 6 Speaking WB Unit 2 exercises 1–4 7 Conversation SS Unit 2 Speaking 2 8 Grammar Focus SB Unit 2 Grammar Plus, Focus 2 SS Unit 2 Grammar 2 GAME Speak or Swim (Yes/No and where questions with be) 9 Word Power TSS Unit 2 Vocabulary Worksheet SS Unit 2 Vocabulary 2 CYCLE 2 TSS Unit 2 Grammar Worksheet GAME Sentence Runner (Prepositions; TSS Unit 2 Extra Worksheet article the) 10 Listening TSS Unit 2 Listening Worksheet 11 Speaking 12 Interchange 2 TSS Unit 2 Project Worksheet SS Unit 2 Reading 1–2 VID Unit 2 SS Unit 2 Listening 1–3 VRB Unit 2 SS Unit 2 Video 1–3 WB Unit 2 exercises 5–9 With or instead of the You can also use these materials following SB section for assessment Units 1–2 Progress Check ASSESSMENT PROGRAM Units 1–2 Oral Quiz ASSESSMENT PROGRAM Units 1–2 Written Quiz Key GAME: Online Game SB: Student’s Book SS: Online Self-study TSS: Teacher Support Site VID: Video DVD VRB: Video Resource Book WB: Online Workbook/Workbook Unit 2 Supplementary Resources Overview Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 2 Use the space below to customize a plan that fits your needs. With the following I am using these materials My students are using these materials outside SB exercises in class the classroom With or instead of the I am using these materials following SB section for assessment Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 2 2 Where are my keys? In Unit 2, students identify and discuss personal and classroom objects and discuss the location of items. By the end of Cycle 1, students will be able to identify and discuss personal and classroom objects using the articles a/an, plurals, this/these, and it/they. By the end of Cycle 2, students will be able to discuss the location of items using yes/no Cycle 1, Exercises 1–6 and where questions with be, the article the, and prepositions of place. 1 SNAPSHOT Learning Objective: discuss common personal items • Ss complete the first task individually. • To check comprehension, ask: “Who has a wallet?” [CD 1, Track 17] Take out your wallet. Repeat with the remaining items. • Focus Ss’ attention on the pictures. Then play the • Say: “Take out one thing from your bag. What is it?” audio program. Ss listen and read silently. Elicit Ss’ answers and write them on the board. Help • Play the audio program again. Ss listen and repeat. Ss name any objects they show. • Write the words wallet and hairbrush on the board. For more practice with this vocabulary, play Then explain and model the first task. Take a wallet Kim’s Game – download it from the website. from your bag and say: “What’s in my bag? A wallet. It’s a wallet.” Check (✓) the word wallet on the board. 2 ARTICLES Learning Objective: use a and an in short statements B Pair work about common classroom objects • Explain the task. Then say the words one by one. Ss listen and repeat. Explain any new vocabulary. A [CD 1, Track 18] • Model the example conversation with the class. Point • Focus Ss’ attention on the pictures. Elicit or say the to a chair and say: “This is a chair.” The class asks: names of the objects. Ss repeat. “How do you spell chair?” Say: “C-H-A-I-R.” Then • Focus Ss’ attention on the articles box. Explain change roles with the class. that we use an before vowel sounds and a before consonant sounds. Write examples from Exercise 1 • Ss complete the task in pairs. They go around the class, find the classroom objects, and practice the on the board (e.g., an umbrella, a wallet ). Then elicit conversation. Circulate and help Ss identify and spell examples of vowel sounds and consonant sounds. objects as needed. • Focus Ss’ attention on the pictures again. Ask: “Which words start with vowel sounds? Which words • Option: Ask: “What other things are in the class?” Ask Ss to point to them and elicit the names. Ask: start with consonant sounds?” “How do you spell . . . ?” Elicit the spellings of these • Explain the task. Then play the audio program. Ss words and write them on the board. listen and complete the task. Play the audio program again if needed. TIP To help Ss remember the names of classroom • Elicit the answers and write them on the board. Ss objects, have them make labels in English and check their answers. Then they practice reading the attach the labels to the objects. sentences in pairs. Answers 1. This is a book. 2. This is an English book. 3. This is an eraser. 4. This is a notebook. 5. This is a pen. 6. This is a clock. For more practice listening for a and an, try Run for It! – download it from the website. Put signs with a and an on the walls. Then read out phrases with these articles (e.g., a cell phone, an eraser ). Where are my keys? T-8 3 CONVERSATION Learning Objective: use this, these, and plurals in a • Explain that people say: They’re cool., Wow!, and short conversation It’s great! to show pleasure. Play the audio program again. Ss listen for these expressions. [CD 1, Track 19] • Ss practice the conversation in groups of three. Go • Focus Ss’ attention on the picture. Ask: “What around the classroom and encourage Ss to look at things are in the picture?” Elicit or explain any new each other and use intonation. vocabulary (e.g., flash drives, tablet, tablet case ). • Option: Ask one or two groups to role-play the • Ask: “Who is Brandon? Christina?” Play the audio conversation for the class. program. Ss listen for the answers. Then elicit the For a new way to practice this conversation, try answers by asking Ss to identify the people in the Substitution Dialog – download it from the website. picture. Substitute the words flash drives with wallets, tablet with cell phone, and tablet case with eraser. 4 PRONUNCIATION Learning Objective: identify different pronunciations of B plural -s endings and sound more natural when saying plural nouns • Say the singular nouns one by one. Ss repeat. • Copy the pronunciation chart on the board. A [CD 1, Track 20] • Explain and model the task. Say: “Phone case phone • Books closed. Demonstrate the meaning of singular cases.” Then write it in the chart on the board. and plural. Hold up three pens. Point to one and say: • Ss complete the task individually. Go around the class “One pen. Pen is singular.” Point to two pens and and give help as needed. say: “Two pens. Pens is plural.” Point to all three pens • Ask different Ss to complete the chart on the board. and say: “Three pens. Pens is plural.” • Write these words on the board and underline the Answers plural -(e)s endings: /z/ /s/ /ɪz/ pens books sunglasses student IDs paper clips phone cases newspapers tablets purses Say each word slowly so Ss can hear the endings. televisions tickets boxes Ss repeat. • Write the phonetic symbols above each word: /z/ /s/ /ɪz/ C [CD 1, Track 21] pens books sunglasses • Play the audio program again. Ss listen and check Pronounce the symbols and the words. Ss repeat. their answers. Then correct the answers on the board as a class. • Books open. Focus Ss’ attention on the chart. Then play the audio program. Ss listen and read silently. • Option: Ss add more words to the chart in small groups. Go around the class and help with • Play the audio program again. Ss listen and repeat. vocabulary, pronunciation, and spelling. Then elicit • Option: Explain these pronunciation rules: words from the class and add them to the chart on 1. When nouns end in vowel sounds or voiced the board. consonant sounds (e.g., /n/, /r/), we pronounce For more practice with pronouncing words with plural the plural -s as /z/ (e.g., pencils, cell phones ). -s endings, play Tic-Tac-Toe – download it from the 2. When nouns end in voiceless consonant sounds website. Ss have to say and spell the words correctly. (e.g., /p/, /t/, /k/), we pronounce the plural -s as /s/ (e.g., laptops ). 3. When nouns end in sibilant consonant sounds (e.g., /s/, /tʃ/), we pronounce the plural -s as /ɪz/ (e.g., classes ). T-9 Unit 2 5 GRAMMAR FOCUS Learning Objective: ask and answer questions with • Then Ss practice the conversations in pairs. this/these, it/they, and plurals Answers TIP 1. A: What are these? Write the learning objectives on the board. When B: They’re keys. you finish each exercise, check (✓) the objectives 2. A: What are these? you covered. B: They’re backpacks. 3. A: What’s this? B: It’s an umbrella. [CD 1, Track 22] 4. A: What are these? • Books closed. Write this and these on the board. B: They’re sunglasses. Hold up a pen and say: “This is a pen.” Then hold up 5. A: What’s this? two pens and say: “These are pens.” B: It’s a wallet. 6. A: What’s this? • Contrast the pronunciation of this and these. Ss B: It’s a window. repeat. If needed, point out that the /ɪ/ in this is a short sound, but the /iː/ in these is a long sound. • Option: Write this model conversation on the board: • Books open. Focus Ss’ attention on the Grammar A: What’s ? Focus box. Play the audio program. Ss listen and B: It’s . read silently. A: What are ? B: They’re . • Elicit or explain that this and it are singular and these and they are plural. Ss go around the classroom in pairs. They practice asking and answering questions about classroom • Explain the task. Model the first conversation with a S. objects. Go around the class and help Ss with the use • Ss complete the task individually. of this/these and it/they. • Go over the answers by asking different pairs of Ss to read the conversations. Check Ss’ use of apostrophes and capital letters. 6 SPEAKING Learning Objectives: ask and answer questions about • Ss complete the task in groups of three or four. the names of things using this/that, these/they; practice Go around the class and help with vocabulary and spelling spelling as needed. • Option: To review vocabulary and spelling, make A [CD 1, Track 23] a list of five to 10 words and scramble the letters • Focus Ss’ attention on the pictures. Then play the (e.g., drcite drac for credit card, neohhapsde for audio program. Ss listen and read silently. headphones ). Ss unscramble the words in pairs. • Play the audio program again. Ss listen and repeat. TIP • Ss practice the conversations in groups of three. They To make it easy for Ss to record new vocabulary, take turns with each role. keep a Vocabulary List on one side of the board. Add new words to it throughout the lesson. B Group work For more practice with vocabulary, play Picture It! – • Explain and model the task. Put four objects on your download it from the website. Ss draw pictures and desk, including some you haven’t taught yet. ask: “What is this?” or “What are these?” • Point to one object and ask: “What’s this/What are these called in English?” Elicit the answer. Then ask: End of Cycle 1 “How do you spell that?” Elicit the answer. If Ss don’t know the answers, tell them to ask you the questions. See the Supplementary Resources chart at the beginning of this unit for additional teaching materials and student activities related to this Cycle. Where are my keys? T-10 Cycle 2, Exercises 7–12 7 CONVERSATION Learning Objective: use yes/no and where questions • Elicit or explain any new vocabulary. To explain with be in short conversations about lost items pocket, point to an article of clothing with a pocket. • Play the audio program again. Ss listen and repeat. [CD 1, Track 24] Point out the stress on the italicized word is in the • Books closed. Play the audio program. Ask: “What last line. are the man and woman looking for?” Elicit the • Ss practice the conversation in groups of three. They answer. (Answer: car keys) take turns reading each role. • Books open. Focus Ss’ attention on the picture. • Option: Ask one or two groups to role-play the • Play the audio program again. Ss listen and read conversation for the class. Encourage them to silently. Ask the class: “Who has the car keys and the role-play it without their books if possible. wallet?” Elicit the answer. (Answer: the server) For a new way to practice this conversation, try Say It With Feeling! – download it from the website. 8 GRAMMAR FOCUS Learning Objective: ask and answer yes/no and where 2. A: Where are my glasses? questions with be B: Are these your glasses? A: No, they’re not. [CD 1, Track 25] B: Look! Are they in your pocket? A: Yes, they are. Thanks! • Books open. Focus Ss’ attention on the Grammar 3. A: Where are your headphones? Focus box. Then play the audio program. Ss listen B: They’re on the table. and read silently. A: No, they’re not. They’re my headphones! B: You’re right. My headphones are in my • Write it’s and they’re on the board. Circle the backpack. apostrophes. Explain that we use apostrophes 4. A: Is this my umbrella? in contractions. B: No, it’s not. It’s my umbrella. • Option: Ask Ss to find and underline the contractions A: Sorry. Where is my umbrella? B: It’s/It is on your chair. it’s and they’re in Exercise 7. A: Oh, you’re right! • Point out that we use capital letters for the first letter in a question or statement. • Ss practice the conversations in pairs. Encourage Ss • Play the audio program again. Ss listen and to use props if possible. read silently. B Group work A • Explain the activity. Then hold up a pen and model • Explain the task. Model the example conversation the conversations. Ss repeat. with a S. • Use mime to demonstrate the meaning of Let me • Ss complete the conversations individually. see. Pick up a S’s pen and say: “Let me see.” Examine the pen and then say: “No, it’s not my pen.” • Elicit the answers from the class. Ask Ss to spell the answers, using the words apostrophe and capital • Model the activity. Put an object in a bag. Then ask when needed. Write the answers on the board. three Ss to put objects in the bag. Take out one object and ask a S: “Is this your . . . ?” Continue until • Go over the answers on the board and correct them you find the owner. Then ask each S to take an object as a class. from the bag and find the owner. Answers • Ss work in groups of four. Give each group a bag or box. Ss complete the activity. Go around the class 1. A: Is this your cell phone? and give help as needed. B: No, it’s not. A: Are these your car keys? B: Yes, they are. Thanks! T-11 Unit 2 9 WORD POWER Learning Objective: describe where items are using Answers prepositions of place and the definite article the 1. The books are in the backpack. 2. The flash drives are next to the laptop. A [CD 1, Track 26] 3. The newspaper is on the tablet. 4. The chair is behind the desk. • Focus Ss’ attention on the pictures and the 5. The wallet is on the notebook. prepositions of place. Play the audio program. Ss 6. The glasses are in front of the television. listen and read silently. • Play the audio program again. Ss listen and repeat. C Pair work • To check Ss’ understanding of the prepositions, put a cell phone on a box. Ask: “Where is the cell phone?” • Explain the task. Model the conversation with a S. Elicit the answer. Put the cell phone in different • Ss complete the activity in pairs. Go around the positions around the box and ask the question again. class and encourage Ss to ask two questions when possible. For example, for item 2 they can ask: B [CD 1, Track 27] “Where are the flash drives?” and “Where is the laptop?” • Focus Ss’ attention on the pictures. If needed, review the names of the objects and their pronunciations. • Option: Before the next class, put objects in unusual places around the classroom. Then have Ss find the • Explain the task and read the first example. Ss objects and write down their locations. complete the task individually. • Ask different Ss to write their answers on the board. Play the audio program. Ss listen and check their answers. Correct any errors on the board as a class. 10 LISTENING Learning Objective: listen for the location of objects • Ss go over their answers in pairs. Then go over the discussed using yes/no and where questions with be answers with the class. [CD 1, Track 28] Answers • Ask Ss to read out the objects and the locations. 1. sunglasses – in her purse 2. ID – in front of the clock • Explain the task. Then play the audio program as 3. headphones – on the chair many times as needed. Ss complete the exercise. 4. tablet – under the table TIP • Option: Ss make statements about Emily’s things To reduce Ss’ anxiety, point out that they will from memory (e.g., Emily’s sunglasses are in her hear the audio program several times. Also, purse.) assure them that they don’t have to understand everything in order to answer correctly. For a new way to practice listening for locations, try Stand Up, Sit Down – download it from the website. Ss stand up and sit down whenever they hear a Audio script location (e.g., on the table ). Emily Where are my sunglasses? Kevin Are they on the table? TIP Emily No. . . . Oh, here they are – in my purse. To encourage Ss to develop learning strategies for Now, where’s my ID? Hmm . . . it’s not in the Grammar Plus section, hold a class discussion. my wallet. Where . . . ? Ask the class: “When do you do the Self- Kevin There it is! In front of the clock! study exercises? What helps you to do them?” Emily Oh, of course! Thanks, Kevin. Let’s see. Encourage Ss to share information. If helpful, give My headphones. Where are they? Next your own suggestions. to the television? No. . . . Kevin Are they behind your purse? Emily No, they aren’t. Oh, they’re on the chair. Great! Now, I just need one more thing: my tablet. . . . Maybe it’s on the table. Kevin No, it’s not. . . . It’s under the table. Where are my keys? T-12 11 SPEAKING Learning Objective: ask and answer questions about Questions and possible answers the location of personal items Where’s his cell phone? It’s under the chair. Pair work Where’s his hairbrush? It’s on the table. • Explain the activity and read the list of Kevin’s things. Where’s his laptop? • Focus Ss’ attention on the picture. Review vocabulary, It’s on the table/under the magazine. if needed. Then model the example conversation Where’s his umbrella? with a S. It’s in the wastebasket. Where are his glasses? • Ss complete the activity in pairs. Go around the class They’re on the table/next to the magazine. and give help as needed. Make sure Ss take turns. Where are his keys? They’re next to the umbrella. TIP Where’s his tablet? To make sure you help all Ss equally during pair It’s in front of the television. and group work, vary your routine. For example, Where’s his credit card? sometimes start at the front of the class; other It’s in front of the clock. times start at the back. • Option: Ss work in pairs. S1 studies the picture for • To elicit the answers, ask different pairs to ask and two minutes and then closes the book. S2 looks at answer questions about each thing. If possible, the picture and asks where questions (e.g., Where is encourage Ss to give alternate answers. Kevin’s cell phone? ). S1 answers from memory. Then they change roles. 12 INTERCHANGE 2 See page T-115 for teaching notes. End of Cycle 2 See the Supplementary Resources chart at the beginning of this unit for additional teaching materials and student activities related to this Cycle and for assessment tools. T-13 Unit 2 Units 1–2 Progress check SELF-ASSESSMENT Learning Objectives: reflect on one’s learning; identify • Ss move on to the Progress check exercises. You can areas that need improvement have Ss complete them in class or for homework, • Ask: “What did you learn in Units 1 and 2?” Elicit using one of these techniques: Ss’ answers. 1. Ask Ss to complete all the exercises. • Ss complete the Self-assessment. Explain to Ss that 2. Ask Ss: “What do you need to practice?” Then this is not a test; it is a way for them to evaluate what assign exercises based on their answers. they’ve learned and identify areas where they need 3. Ask Ss to choose and complete exercises based on additional practice. Encourage them to be honest, their Self-assessment. and point out they will not get a bad grade if they check (✓) A little. 1 SPEAKING Learning Objectives: demonstrate one’s ability to Francisco: It’s nice to meet you, Nicole. introduce oneself and another person and to say hello Nicole: Nice to meet you, too. Oh, are you in and good-bye my English class? Francisco: Yes, I am. Nicole: Well, have a good day. A Francisco: See you in class. • Explain the task. Focus Ss’ attention on the conversation. B Pair work • Read the sentences and questions in the box aloud. Ss listen and repeat. • Explain the task. Then model the example sentences. • Ss complete the conversation individually. • Model the introduction with two Ss, using your name. • Ss compare answers in pairs. Then elicit the correct • Ss complete the task in pairs. Then each pair joins answers from the class. another pair and introduces each other. Go around the class and encourage Ss to look at each other • Option: Ss practice the conversation in pairs. when they speak. Answers • Continue until all Ss meet each other. Francisco: Hi. How are you? TIP Nicole: I’m fine, thanks. How about you? If you don’t have enough class time for the Francisco: Pretty good, thanks. My name is speaking activities, assign each S a speaking Francisco Diaz. partner. Then have Ss complete the activities with Nicole: And I’m Nicole White. their partners for homework. 2 SPEAKING Learning Objectives: demonstrate one’s ability to • Model the task. Ask three Ss to put their papers in a exchange personal information; demonstrate one’s ability bag. Take a paper from the bag and ask the different Ss: to use numbers 0–10 “Is your phone number . . . ?” When a S says: “Yes, it is,” ask: “How do you spell your name?” Then pretend to Class Activity write the S’s name on the paper. • Explain the task and model the example conversation • Collect the papers from all the Ss and put them in a bag. with a S. • Each S takes a paper from the bag. Then Ss go around • Each S writes his or her phone number on a piece of the class and complete the task. When they make a paper. Go around the class and give help as needed. match, they write the S’s name and sit down. • Option: Elicit names and phone numbers from the class. T-14 3 LISTENING Learning Objective: demonstrate one’s ability to listen 3. Man What are these? for and understand names of personal items Woman They’re cell phones. 4. Woman What’s this? [CD 1, Track 29] Man It’s a wallet. 5. Man What are these? • Explain the task and focus Ss’ attention on the pictures. Woman They’re purses. • Play the audio program once or twice. Ss complete 6. Woman What are these? the task individually. Man They’re wallets. Audio script • To check answers, ask: “What’s (number 1)?” Ask different Ss to answer. If needed, play the audio 1. Man What’s this? program again. Woman It’s a purse. 2. Woman What’s this? Answers Man It’s a cell phone. 2, 3, 1, 5, 4, 6 4 SPEAKING Learning Objective: demonstrate one’s ability to ask Possible answers and answer questions about where things are The chair is on the desk. The cell phone is under the desk. A The backpack/The bag is in the wastebasket. The umbrella is behind the picture. • Explain the task and focus Ss’ attention on the The chairs are under the table. picture. Ask a S to model the example sentence. The newspaper is on the wall. Point out that each sentence should have the verb be The television is on/in front of the window. and a preposition. The clock is in front of the television./The • Ss complete the task individually. Go around the television is behind the clock. The laptop is on the clock. class and help with vocabulary as needed (e.g., The air conditioner is on the table. wall, window ). • Ss compare their lists in pairs. They take turns reading their sentences aloud. Go around the class and help B Pair work with pronunciation as needed. • Explain the task and ask two Ss to model the example conversation. Then Ss complete the task in pairs. Go around the class and check Ss’ use of grammar. 5 SPEAKING Learning Objective: demonstrate one’s ability to ask • Ss complete the first part of the task individually. and answer questions about where things are Go around the class and make sure Ss write three • Explain the first part of the task. Ask a S the first questions with “yes” answers and two questions with example question, and elicit the answer. (Answer: “no” answers. No, it isn’t.) Ask a different S the second example • Explain the second part of the task. Ss take turns question and elicit the answer. (Answer: Yes, it is.) asking and answering the questions. Go around the class and check Ss’ use of grammar. WHAT’S NEXT? Learning Objective: become more involved in • Ask Ss to underline one thing they need to review. one’s learning Ask: “What did you underline? How can you • Focus Ss’ attention on the Self-assessment again. review it?” Ask: “How well can you do these things now?” • If needed, plan additional instruction, activities, or reviews based on Ss’ answers. T-15 Units 1–2 Progress check Unit 3 Supplementary Resources Overview After the following You can use these materials Your students can use these materials SB exercises in class outside the classroom 1 Snapshot 2 Conversation SS Unit 3 Speaking 1 3 Grammar Focus SB Unit 3 Grammar plus, Focus 1 CYCLE 1 SS Unit 3 Grammar 1 GAME Sentence Runner (Yes/No questions with be and Wh-questions with be) 4 Pronunciation GAME Spell or Slime (Languages and nationalities) 5 Speaking WB Unit 3 exercises 1–3 6 Conversation SS Unit 3 Speaking 2 7 Speaking SS Unit 3 Vocabulary 1 GAME Name the Picture (Numbers and ages) 8 Grammar Focus TSS Unit 3 Grammar Worksheet SB Unit 3 Grammar plus, Focus 2 TSS Unit 3 Listening Worksheet SS Unit 3 Grammar 2 CYCLE 2 TSS Unit 3 Extra Worksheet GAME Sentence Runner (Yes/no questions with be and Wh-questions with be) 9 Word Power TSS Unit 3 Vocabulary Worksheet SS Unit 3 Vocabulary 2 GAME Sentence Stacker (Descriptions) 10 Listening 11 Interchange 3 TSS Unit 3 Project Worksheet SS Unit 3 Reading 1–2 VID Unit 3 SS Unit 3 Listening 1–3 VRB Unit 3 SS Unit 3 Video 1–3 WB Unit 3 exercises 4–8 Key GAME: Online Game SB: Student’s Book SS: Online Self-study TSS: Teacher Support Site VID: Video DVD VRB: Video Resource Book WB: Online Workbook/Workbook Unit 3 Supplementary Resources Overview Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 3 Use the space below to customize a plan that fits your needs. With the following I am using these materials My students are using these materials outside SB exercises in class the classroom With or instead of the I am using these materials following SB section for assessment Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 3 3 Where are you from? In Unit 3, students discuss cities, countries, nationalities, and languages, and people’s appearances, personalities, and ages. By the end of Cycle 1, students will be able to discuss cities, countries, nationalities, and languages using yes/no questions with be. By the end of Cycle 2, students will be able to discuss people’s Cycle 1, Exercises 1–5 appearances, personalities, and ages using Wh- questions with be. 1 SNAPSHOT Learning Objective: identify and name cities and • Write the names of the countries in the Snapshot as countries headings on the board. Add the names of any other countries the Ss are from. Then elicit answers from [CD 1, Track 30] the class and ask Ss to write them on the board. • Focus Ss’ attention on the lists of cities and countries. Possible answers Play the audio program. Ss listen and read silently. Then play the audio program again. Ss repeat. Brazil: Rio (de Janeiro), Salvador China: Beijing, Guangzhou • Explain the first task. Egypt: Alexandria, Giza • Ss complete the task individually. Then they check India: Chennai (Madras), Kolkata (Calcutta) their answers at the bottom of the Snapshot. Japan: Yokohama, Osaka Mexico: Guadalajara, Monterrey • Ask the class: “What other large cities are in each the U.S.: Chicago, Los Angeles country? What large cities are in your country?” Ss discuss the questions in small groups and list the answers. 2 CONVERSATION Learning Objective: use yes/no questions and answers Audio script with be in a short conversation about where someone 1. is from Alexis So where are you from, Fernando? Fernando I’m from Spain. A [CD 1, Track 31] Alexis Oh, what part of Spain are you from? Fernando I’m from Madrid. • Books closed. Ss listen to the audio program. Ask: 2. “What places do they talk about?” (Answer: Florida, Felipe Is your name Japanese, Nanami? Brazil, Rio de Janeiro, São Paulo) Nanami Yes, it is. But I’m from the U.S. – from • Books open. Focus Ss’ attention on the picture and New York. Felipe So you’re American. set the scene. These people work together. Nanami Yes, I am. But my parents are from • Play the audio program again. Ss listen and read Japan originally. silently. Elicit or explain any new vocabulary 3. (e.g., originally: first; in the beginning). Felipe By the way, Alexis, this is Sophia. Alexis Nice to meet you, Sophia. Are you from • Play the audio program again. Ss listen and repeat. Brazil, too? Then they practice the conversation in pairs. Sophia No, I’m from Montreal. Alexis So you’re Canadian. Is your first B [CD 1, Track 32] language English? Sophia No, it’s not. My first language is French. • Explain the task and set the scene. Explain that they will hear Alexis and Felipe talking to three other co- • Elicit answers from the class and write them on the workers: Fernando, Nanami, and Sophia. board. Encourage Ss to correct the false answer. • Go over the statements in the chart. Explain that True means “correct” and False means “incorrect.“ Answers • Play the audio program. Ss listen and complete the 1. True 2. False (She’s from the U.S./New York.) task individually. 3. True Where are you from? T-16 3 GRAMMAR FOCUS Learning Objectives: use negative statements and yes/ • Ask different Ss to write the answers on the board. no questions with be Then go over the answers with the class. [CD 1, Track 33] Answers Statements with be 1. A: Are Diana and Mario from Ecuador? B: No, they’re/they are not. They’re/ • Books closed. Write these statements on the board: They are from Mexico. Sophia’s from Canada. She’s not from Brazil. A: Are you from Mexico, too? Fernando’s from Spain. He’s not from Mexico. B: No, I’m/I am not. I’m from Colombia. A: So, is your first language Spanish? Point out that we use not in negative statements. B: Yes, it is. • Books open. Focus Ss’ attention on the negative 2. A: Is Meera from England? B: No, she’s/she is not. She’s from Australia. statements in the Grammar Focus box. Play the audio A: Is she from Sydney? program. Ss listen and read silently. Then play the B: Yes, she is. But her parents are from audio program again. Ss listen and repeat. India. They’re/They are not from Yes/No questions and short answers with be Australia originally. A: Is Meera’s first language Hindi? • Write this on the board: B: No, it’s/it is not. It’s/It is English. I am early. He is from Chile. 3. A: Ji-hye, are you and Kwang-ho from Am I early? Is he from Chile? South Korea? B: Yes, we are. • Elicit or explain the pattern for statements and yes/ A: And are you from Seoul? no questions with be: B: No, we’re/we are not. We’re/We are from Busan. Statements: Subject + verb + complement. Questions: Verb + subject + complement? • Ss practice the conversations in pairs. Go around the If needed, explain that a complement follows the class and help with pronunciation. verb at the end of a sentence. Then go over the examples in the Grammar Focus box. B • Focus Ss’ attention on the short answers. Point out • Explain the task and model the first example. that we use contractions with negative short answers, but not with positive short answers. Go over the • Ss complete the task individually. Then they go over negative and positive short answers. their answers in pairs. Ask different pairs to read the questions and answers for the class. • Play the audio program for the Grammar Focus box. Ss listen and read silently. Then play the audio Answers program again. Ss listen and repeat. 1. d 2. c 3. e 4. a 5. b • Note: To avoid confusion, this Grammar Focus presents only one negative form of be (i.e., you’re • Ss practice the questions and answers in pairs. not, he’s not). The Grammar Focus in Unit 4, Cycle 2 presents the alternate form (you aren’t, he isn’t). C Pair work • Explain the first part of the task and elicit an example A question from the class. Encourage Ss to use the • Explain the task and model the first conversation with questions in part B as models and the information the class. about countries, nationalities, and languages in the • Ss complete the task individually. appendix in the back of the book. • Write lines on the board for each conversation. For • Ss complete the task individually. Go around the class example: and help with grammar and spelling as needed. 1. A: • Explain the second part of the task. Ss ask each other their questions in pairs. Go around the class and B: encourage Ss to give additional information in their A: answers. B: • Option: Ss change partners and ask the questions A: again. B: For more practice making positive and negative statements with be, play True or False? – download it from the website. T-17 Unit 3 4 PRONUNCIATION Learning Objective: sound more natural by using C Group work correct syllable stress • Write these headings on the board: A [CD 1, Track 34] Countries Nationalities Languages • Play the audio program once or twice. Ss listen and • Explain the task. Read a few words from part B and read silently. Point out that the stressed syllables elicit the answers. Write them under the correct are pronounced slightly stronger than unstressed headings. syllables. • Ss complete the task in groups of three or four. Go • Option: Play the audio program and clap on the around the class and help with spelling as needed. stressed syllables. Then play the audio program • Ss check their answers in the appendix in the back of again. Ss clap on the stressed syllables. the book. Then elicit Ss’ answers. Ask different Ss to • Play the audio program again. Ss listen and repeat. add their words to the board. • Option: Ask Ss to find the countries on a world map. • Option: Write these questions on the board: 1. Where do people speak English? B [CD 1, Track 35] 2. Where do people speak Arabic? • Explain the task. Then Ss complete the task 3. Where do people speak Spanish? individually or in pairs. Go around the class and 4. Where do people speak Chinese? encourage Ss to read the words aloud. • Ss work in teams. They list as many countries as • Play the audio program once or twice. Ss check their possible in five minutes. The team with the most answers. Then play the audio program again. Ss correct countries wins. listen and repeat. For a new way to teach syllable stress, try Walking Stress – download it from the website. Oo oO Ooo oOo China Brazil Canada Malaysia Turkey Japan Mexico Morocco English Chinese Mexican Honduras Spanish Peru Arabic Korean 5 SPEAKING Learning Objective: discuss people’s nationalities • Ss check their answers at the bottom of the page. using yes/no questions with be • Option: Ss work in pairs or small groups. For homework, they write a similar exercise about five A different famous people, using part A as a model. In • Explain the task. Ss complete the task individually. Go class, the pairs or groups exchange exercises. Then around the class and encourage Ss to guess. they repeat the activity with the new exercises. B Pair work End of Cycle 1 • Explain the task. Then ask two Ss to model the example conversation. See the Supplementary Resources chart at the beginning of this unit for additional teaching materials • Ss complete the task in pairs. Go around the and student activities related to this Cycle. class and help Ss with grammar and pronunciation as needed. TIP To determine if Ss need additional controlled grammar practice or explanation, check their performance in the speaking activities. If Ss make a lot of errors, plan a follow-up lesson for a later class. Where are you from? T-18 Cycle 2, Exercises 6–11 6 CONVERSATION Learning Objective: use Wh-questions with be in a • Option: Elicit the corrected answer from Ss: conversation describing people 1. She’s 28. • Elicit or explain any new vocabulary. [CD 1, Track 36] • Focus Ss’ attention on the picture and set the scene. Vocabulary cute: attractive, especially in a youthful way Nadia is talking to Ben about other guests at a What’s she like?: Tell me about her personality wedding party. and appearance. • Text covered. Ask: “Who else is at the party?” Play smart: intelligent the audio program and have Ss listen for the answer. Then elicit the answer. (Answer: Ben’s sister Madison • Ss practice the conversation in pairs. Go around the (Maddie) and her daughter Mia.) class and give help as needed. • Text uncovered. Write these questions on the board: • Option: Ask one or two pairs of Ss to role-play the conversation for the class. 1. Is Madison 20 years old? 2. Is she shy? 3. Is Mia six years old? Play the audio program again. Ss listen and read silently. Then elicit the answers. (Answers: 1. No 2. Yes 3. Yes ) 7 SPEAKING Learning Objective: say people’s ages using numbers • Option: Ss write a list of 10 numbers ending with from 11 to 103 -ty or -teen. Then they work in pairs. S1 reads the numbers aloud and S2 listens and writes them down. A [CD 1, Track 37] Then they change roles. The pairs check answers by comparing lists. • Play the audio program. Ss listen and read silently. • Play the audio program again. Ss repeat. Help Ss with C Pair work any numbers they have difficulty pronouncing. • Write the names from Part C on the board. Focus Ss’ attention on the pictures. Tell Ss that they have one B [CD 1, Track 38] minute to memorize each person’s age. Call time and • Play the audio program. Ss listen and read silently. have Ss close their books. • Point out the differences in stress. In numbers • Model the pair work with a S. Ask: “How old is that end with -teen, the last syllable is stressed. Carol?” Then Ss ask and answer questions about In numbers that end with -ty, the first syllable is Ben’s family from memory. stressed. • Call on Ss to ask and answer questions about each • Play the audio program again. Ss listen and repeat. person. Write the answers. Then have Ss open their • Option: Write these number pairs on the board: books and check. 12, 20 14, 40 16, 60 18, 80 For more practice with numbers, play Bingo – 13, 30 15, 50 17, 70 19, 90 download it from the website. Point to number pairs and ask different Ss to say the pairs. TIP It is difficult to hear which Ss are using correct pronunciation or stress during choral repetition; therefore, ask Ss to repeat the numbers, words, or phrases individually. T-19 Unit 3 8 GRAMMAR FOCUS Learning Objective: ask and answer Wh-questions • Model the first conversation line by line. Ss listen and with be repeat. Then they practice it in pairs. Repeat with the other three conversations. [CD 1, Track 39] • Books closed. Write these questions and answers on B Pair work the board: • Explain the first part of the task. Then read the What’s this? It’s my tablet. example questions. To explain best friend, draw three Where are you from? I’m from Brazil. stick figures on the board and write My friends over Who’s that? She’s my sister. them. Circle one figure and write #1 under it. Say: “This is my best friend.” How old is she? She’s 28. Use these examples to review the meanings of the • Elicit one or two more questions from the class. Wh-words. • Option: Ss write two or three additional Wh-questions. • Books open. Focus Ss’ attention on the Grammar TIP Focus box. Play the audio program. Ss listen and If higher-level Ss finish early or want to do more, read silently. give them an extra task. • Play the audio program again. Ss listen and repeat. • Ss write their questions individually. Go around the class and give help as needed. Write an ✗ next to the A questions that have grammar mistakes. Encourage Ss • Explain the task and focus Ss’ attention on the four to correct the mistakes themselves or with help from pictures. Point out that each picture goes with a their classmates. different short conversation. • Copy the first four lines of the first conversation on TIP the board. Elicit the missing question and write it on To help Ss become actively engaged in their learning, encourage them to correct their own the blank line. mistakes. • Ss complete the task individually. Go around the class and give help as needed. Encourage Ss to use the • Elicit questions from the class and write them on Grammar Focus box and to use contractions. the board. • Elicit the answers from the class and write them on • Explain the second part of the task and model it with the board. a S. Ask the questions on the board. The S answers them. Answers • Ss complete the task in pairs. Go around the class 1. A: Look! Who’s that? and give help as needed. B: Oh, she’s a new student. A: What’s/What is her name? • Option: Ss exchange questions. Then they ask a new B: I think her name is Yoo-jin. partner the questions. A: Yoo-jin? Where’s/Where is she from? B: She’s from South Korea. 2. A: Hi, Brittany. How are you?/How are you doing? B: I’m fine, thanks. My friend Leandro is here this week – from Argentina. A: Oh, cool. What’s/What is he like? B: He’s really friendly. A: How old is he? B: He’s twenty-five years old. 3. A: Azra, where are you from? B: I’m from Turkey. From Ankara. A: What’s/What is Ankara/it like? B: Well, Ankara is the capital of Turkey. It’s very old. A: What’s/What is your last name? B: My last name is Ganim. 4. A: Good morning, Luke. How are you?/ How are you doing? B: I’m great, thanks. A: Cool. Who are they? B: They’re my friends from school. A: Where are they from? B: They’re from Miami, like me. Where are you from? T-20 9 WORD POWER Learning Objective: use adjectives to describe Answers people’s personalities and appearance Personality talkative quiet A [CD 1, Track 40] friendly serious kind shy • Focus Ss’ attention on the picture and the words. funny Elicit or explain any new vocabulary. Point out that we Appearance usually use pretty for women and handsome for men. pretty tall We use the other adjectives for men or women. handsome heavy • Play the audio program. Ss repeat. good-looking thin short B Pair work • Explain and model the second part of the task. Ask a • Explain the first part of the task. Elicit other S to read the example sentence. Then describe your words that describe personality (e.g., smart ) and own personality and appearance. appearance (e.g., beautiful, cute ). • Ss describe their personality and appearance in pairs. • Ss complete the chart individually. Then ask two Ss to write their answers on the board. 10 LISTENING Learning Objective: develop skills listening for Woman 1 Oh, that’s Nora. context clues Man 1 Is she talkative? Woman 1 No, she isn’t. She’s really quiet. But [CD 1, Track 41] she’s very nice. 2. • Explain the task. Ss listen to three short Woman 2 My new classmate’s name is Taylor. conversations. They check (✓) the words that Man 2 Oh, cool. What’s Taylor like? describe each person. Woman 2 Oh, very funny. Man 2 Nice. And is she good-looking? • Play the audio program once or twice. Ss listen and Woman 2 Yes, he is. complete the chart individually. Man 2 He? Is Taylor a guy? • Ss check their answers in pairs. Go around the class Woman 2 Yes, he is. Sorry! and encourage them to use complete sentences 3. Woman 3 Who’s that short guy over there? (e.g., Nora’s not talkative. She’s quiet.) Woman 4 That’s my brother, Austin. • Go over the answers with the class. Play the audio Woman 3 He’s very talkative. program again if needed. Woman 4 Yes, he really is. Woman 3 Is he serious? Audio script Woman 4 Austin? Oh, no. But he’s really funny. 1. Man 1 Wow! Who’s that? Answers Woman 1 Who? The tall guy? 1. Nora: pretty, quiet Man 1 No. The very good-looking girl over there. 2. Taylor: funny, handsome 3. Austin: short, talkative 11 INTERCHANGE 3 See page T-118 for teaching notes. End of Cycle 2 See the Supplementary Resources chart at the beginning of this unit for additional teaching materials and student activities related to this Cycle. T-21 Unit 3 Unit 4 Supplementary Resources Overview After the following You can use these materials Your students can use these materials SB exercises in class outside the classroom 1 Word Power TSS Unit 4 Extra Worksheet GAME Spell or Slime (Clothes) 2 Speaking SS Unit 4 Vocabulary 1 GAME Name the Picture (Colors and clothes) CYCLE 1 3 Pronunciation 4 Conversation SS Unit 4 Speaking 1 5 Grammar Focus SB Unit 4 Grammar plus, Focus 1 SS Unit 4 Grammar 1 GAME Sentence Runner (Possessives) 6 Listening WB Unit 4 exercises 1–4 7 Snapshot SS Unit 4 Vocabulary 2 8 Conversation SS Unit 4 Speaking 2 9 Grammar Focus TSS Unit 4 Vocabulary Worksheet SB Unit 4 Grammar plus, Focus 2 TSS Unit 4 Grammar Worksheet SS Unit 4 Grammar 2–4 CYCLE 2 GAME Say the Word (Present continuous statements; conjunctions) 10 Listening TSS Unit 4 Listening Worksheet 11 Interchange 4 TSS Unit 4 Project Worksheet SS Unit 4 Reading 1–2 VID Unit 4 SS Unit 4 Listening 1–3 VRB Unit 4 SS Unit 4 Video 1–3 WB Unit 4 exercises 5–8 With or instead of the You can also use these materials following SB section for assessment Units 3–4 Progress Check ASSESSMENT PROGRAM Units 3–4 Oral Quiz ASSESSMENT PROGRAM Units 3–4 Written Quiz Key GAME: Online Game SB: Student’s Book SS: Online Self-study TSS: Teacher Support Site VID: Video DVD VRB: Video Resource Book WB: Online Workbook/Workbook Unit 4 Supplementary Resources Overview Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 4 Use the space below to customize a plan that fits your needs. With the following I am using these materials My students are using these materials outside SB exercises in class the classroom With or instead of the I am using these materials following SB section for assessment Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 4 4 Is this coat yours? Cycle 1, Exercises 1– 6 In Unit 4, students discuss work and free-time clothes, colors, and the weather and what people are wearing. By the end of Cycle 1, students will be able to discuss work and free-time clothes and colors using possessive adjectives, possessive pronouns, and possessives with names. By the end of Cycle 2, students will be able to discuss the weather and what people are wearing using the present continuous and conjunctions. 1 WORD POWER Learning Objective: identify and describe clothes • Point out that some clothes can go in both columns. • Ss complete the chart individually. Then they A [CD 1, Track 42] compare answers in pairs or small groups. • Focus Ss’ attention on the pictures. • Elicit answers from the class. Ask two Ss to write the • Play the audio program. Ss listen and read silently. answers on the board. Elicit or explain the meaning of clothes for work and clothes for free time. Point out which clothes are Possible answers usually worn by women, which clothes are usually Clothes for warm Clothes for cold worn by men, and which clothes can be worn by both weather weather men and women. cap hat T-shirt scarf • Play the program again. Ss listen and repeat. shorts sweater • Read out the names of different clothes in the sneakers coat pictures. Ss point to the clothes. swimsuit gloves boots • Option: Elicit names of other clothes from the class and write the words on the board. Model the C Pair work pronunciation. Ss repeat. • Demonstrate the activity by indicating several TIP clothing items that Ss are wearing. To avoid overwhelming Ss with too much new • Ss complete the task in pairs. Then elicit answers vocabulary, present the words on the page and from the class. limit the number of extra words you teach each day. TIP • Option: Books closed. Ask: “Who is wearing To regularly review vocabulary, make it part of your (a blouse)?” Ss wearing (a blouse) stand up or raise teaching routine. For example, start each class their hands. with a vocabulary game or warm-up activity. B For more practice with clothing vocabulary, play Kim’s Game – download it from the website. Ss look • Explain the task. Elicit the names of one or two at pictures of people wearing different clothes. Then clothing items for warm weather. Then elicit the they list the clothes from memory. names of one or two clothing items for cold weather. Is this coat yours? T-22 2 SPEAKING Learning Objective: identify colors C Group work A [CD 1, Track 43] • Focus Ss’ attention on Exercise 1 on page 22. Explain the task. Hold up your book and point to the suit. • Focus Ss’ attention on the colors. Then play the Read the first statement. Then point to the socks and audio program. Ss listen and read silently. read the second statement. • Play the audio program again. Ss listen and repeat. • Read the statements again. Ss repeat. • Option: Point to different clothes and other objects • Ss complete the task in small groups. Go around the in the classroom. Ask: “What color is this? What color class and give help as needed. are these?” Elicit answers from the class. • Elicit descriptions from the class. B Group work • Option: Write 10 colors on the board. Ss work in teams to find two items of each color. They can look • Explain the task and model the example conversation in the Student’s Book or in the classroom. The first with a S. Ss repeat. Then ask different pairs of Ss to team to find two objects of each color wins. model the conversation. • Ss complete the task in small groups. • Elicit names of Ss who like different colors. Ask: “Is your favorite blue? green?” 3 PRONUNCIATION Learning Objective: sound more natural when saying B words with s and sh • Explain the task. Read the sentences slowly. Ss listen and repeat. Then ask different Ss to read the A [CD 1, Track 44] sentences aloud. • Elicit words that begin with s or sh. Write them in two columns on the board. • Option: Ss write their own sentences with the letters s and sh. Then they read their sentences in pairs. • Play the audio program. Ss listen and read silently. • Option: Write this tongue twister on the board: • Play the audio program again. Ss listen and repeat. She sells seashells by the seashore. Explain the meaning of any new words. Point out that this sentence is difficult for native English speakers to say quickly. Then Ss practice reading the tongue twister in pairs. 4 CONVERSATION Learning Objective: use possessive adjectives and Vocabulary pronouns in a conversation about clothing and colors dry: not wet disaster: a very bad event problem: something that causes difficulty [CD 1, Track 45] • Focus Ss’ attention on the picture and set the scene. • Ask the class: “What’s the disaster? What’s the Ashley and Jessica are doing laundry at home. problem?” Play the audio program. Ss listen and read • Write these focus questions on the board: silently. Then elicit the answers. (Answers: All their clothes are blue. The problem is the blue jeans.) 1. What clothes are they talking about? 2. What colors are the clothes? • Play the audio program again. Ss listen and repeat, line by line. Then they practice the conversation in • Play the audio program. Then elicit answers to the pairs. Go around the class and give help as needed. focus questions. (Answers: 1. a blouse, jeans 2. blue) • Option: Ask one or two pairs to role-play the conversation for the class. • Elicit or explain any new vocabulary. T-23 Unit 4 5 GRAMMAR FOCUS Learning Objective: use possessive adjectives, • Ss complete the task individually or in pairs. Then ask possessive pronouns, and possessives with names different Ss to write the short conversations on the board. Go over the answers as a class. [CD 1, Track 46] Answers Possessives 1. A: This isn’t my raincoat. Is it yours? • Focus Ss’ attention on the possessive adjectives in B: No, it’s not mine. Ask Emma. Maybe it’s hers. the first column of the Grammar Focus box. 2. A: Hey! These aren’t our sneakers! • Hold up your book and say: “This is my book.” B: You’re right. Ours are over there. Indicate a nearby S’s book and say: “This is your 3. A: Are these your gloves, Erin? B: No, they’re not mine. Maybe they are book.” Continue with the remaining possessive Logan’s. His gloves are gray. adjectives. 4. A: Whose T-shirts are these? Are they Haley’s • Focus Ss’ attention on the possessive pronouns in and Brad’s? the second column of the Grammar Focus box. Hold B: No, they’re not their T-shirts. Theirs are up your book and say: “This book is mine.” Continue white, not blue. with the remaining possessive pronouns. • Explain the second part of the task. Ss practice the • Play the audio program for the first and second conversations in pairs. columns. Ss listen and read silently. • Focus Ss’ attention on the third column. Point out B Class activity that names are made possessive by adding ’s. The • Explain the task. Then ask four Ss to read the pronunciation follows the same pronunciation rules example conversation. as plural -s endings. Refer Ss to Unit 2, Exercise 4. Point out that whose means “what person’s.” • Ss put things (e.g., a watch, glasses, a pen) in a box or bag. Then they choose a different thing. • Play the audio program for the third column. • Ss go around the class and find the owners. When they find the owner, they sit down. A • Explain the first part of the task and model the first short conversation with a S. 6 LISTENING Learning Objective: listen for details in a short Let’s welcome number five. Her cap is green, and conversation about clothing and colors she has a beige jacket. Her jeans are blue, and her sneakers are purple. Very nice! A [CD 1, Track 47] Last up is pretty number six with purple sneakers and blue jeans. Her jacket is dark brown, and her • Explain the task. Play the first part of the audio cap is red. Wonderful, number six! program. Ask Ss to identify number 1 (Answer: Sarah) • Play the audio program. Ss number the boxes. Answers • Go over answers with the class. 1. Sarah 3. Kyle 5. Alicia 2. Amanda 4. Cody 6. Andrea Audio script Announcer Welcome to Fashion Week Fashion. B Pair work Let’s see some cool fashion! Number one is in a beautiful black blouse. Her • Explain the task and model the example conversation skirt is blue, and her black high heels are from with a S. Italy. Thank you, number one. • Ss complete the task in pairs. And here’s number two. Her skirt is black, her blouse is blue, and her blue high heels are Japanese. Looking good! End of Cycle 1 Say hello to number three. His suit is light gray, his tie is dark green, and his shoes are brown. See the Supplementary Resources chart at the Now for number four, handsome in a dark gray beginning of this unit for additional teaching materials suit. He has a light green tie, and his shoes are and student activities related to this Cycle. black. Well done! Is this coat yours? T-24 Cycle 2, Exercises 7–11 7 SNAPSHOT Learning Objective: discuss the seasons and TIP the weather If your writing is hard to read, use capital letters or draw lines on the board to keep your writing straight. [CD 1, Track 48] • Focus Ss’ attention on the pictures. • Option: If Ss come from countries with seasons that • Play the audio program. Ss listen and read silently. don’t match the photos in the Snapshot, elicit or teach words that do (e.g., rainy season, monsoon • Play the audio program again. Ss listen and repeat. season ). • Option: Focus Ss’ attention on the thermometers. • Option: Ss work in pairs. They label the colors and Elicit or explain the difference between Fahrenheit objects in the pictures. Set a five-minute time limit. and Celsius. Elicit the temperatures in each picture. Then elicit the answers. Ss get one point for each • Read the focus questions aloud. Ss discuss the correct answer. questions in small groups. If possible, put Ss from For a new way to practice seasons and weather, try different countries and/or cities in each group. Vocabulary Steps – download it from the website. • Elicit answers from the class. Write their answers on Ss rank their favorite seasons and weather. the board. 8 CONVERSATION Learning Objective: use the present continuous in a • Play the audio program. Ss listen and read silently. short conversation about clothing and weather Elicit or explain the meaning of any new vocabulary. Point out that What’s the matter? means “What’s [CD 1, Track 49] the problem?” • Focus Ss’ attention on Exercise 4 on page 23. Write • Play the audio program again. Ss listen and repeat. these questions on the board: Encourage Ss to try to copy the speakers’ intonation. 1. Who are they? • Ss practice the conversation in pairs. Go around the 2. Where are they? class and give help as needed. Elicit the answers. (Answers: Ashley and Jessica; TIP at home) If some Ss find practicing the conversation • Focus Ss’ attention on Exercise 8 on page 25. Set the too easy, make the task more challenging. For scene. Ashley and Jessica are leaving a store. Ask example, they can role-play the conversation from these questions and write them on the board: memory, continue the conversation, or focus on their pronunciation. 1. Which one is Ashley? What is she wearing? 2. Which one is Jessica? What is she wearing? • Option: Ask one or two pairs to role-play the 3. What’s the weather like? conversation for the class. 4. What season is it? For a new way to practice this conversation, try Elicit answers from the class. (Possible answers: 1. Moving Dialog – download it from the website. She’s the woman on the right. She’s wearing pants, shoes, and a jacket. 2. She’s the woman on the left. She’s wearing a hat, gloves, a scarf, a coat, jeans, and boots. 3. It’s snowing. It’s cold and windy. 4. It’s winter.) T-25 Unit 4 9 GRAMMAR FOCUS Learning Objectives: use present continuous TIP statements and the conjunctions and, but, and so; use To help explain general grammar concepts, teach present continuous yes/no questions and adjective + your Ss common terms such as subjects, verbs, noun and contractions. [CD 1, Track 50] A Present continuous statements • Explain the first part of the task. Read the first two • Focus Ss’ attention on the left side of the Grammar sentences in item 1 to model the task. Focus box. Explain that we use the present • Option: For lower-level classes, point out that the continuous to talk about actions that are happening verb for all answers is wear. now. • Ss complete the task individually. Go around the class • Focus Ss’ attention on the first column in the to give help and encourage Ss to use contractions. Grammar Focus box. Elicit or explain the pattern for • Ss compare their sentences in pairs. Then ask positive present continuous statements: different Ss to write the answers on the board. Go Subject + be + verb + -ing. over the answers with the class. • Focus Ss’ attention on the second column in the Grammar Focus box. Elicit or explain the pattern for Answers negative present continuous statements: 1. My name is Dylan Jones. I’m wearing a new Subject + be + not + verb + -ing. gray suit. I’m wearing new black shoes, too. It’s • Point out that the contractions in the second column raining, but I’m not wearing a raincoat. have the same meaning as the contractions in the 2. It’s very hot and sunny today. Michael is wearing light blue shorts and white sneakers. first column. He’s wearing a white T-shirt, but he isn’t • Play the audio program for the left side of the wearing a cap. Grammar Focus box. Ss listen and read silently. 3. Adriana Fuentes is from Mexico. She’s wearing a pretty yellow dress and a brown belt. She’s • Option: Ask Ss to underline the present continuous wearing high heels and a light brown jacket, statements in the Conversation on page 25. Then but she isn’t wearing a coat. Wow, it’s really elicit the answers. (Answers: It’s snowing. Well, you’re windy! wearing your coat. And I’m not wearing boots!) 4. Hee-sun and Kun-woo are here with me today. They’re 10 years old. It’s really cold, so they’re Conjunctions wearing winter clothes. They’re wearing • Focus Ss’ attention on the right side of the Grammar boots, gloves, hats, and scarves. And they’re Focus box. Point out that we use the conjunction and wearing heavy coats! to join two similar sentences. We use the conjunction but to join two contrasting sentences. We use so • Option: Ss work in pairs. They take turns reading the to indicate that we’re adding a consequence or sentences aloud. Go around the class and help Ss result. Elicit or explain that we use a comma in these with pronunciation. sentence. For more practice with clothing and the present continuous, play Change Chairs – download it from • Play the audio program for the right side of the Grammar Focus box. Ss listen and read silently. the website. Is this coat yours? T-26 [CD 1, Track 51] B Pair work Present continuous yes/no questions • Explain the task and model the example conversation • Focus Ss’ attention on the Grammar Focus box. with a S. Then Ss complete the task in pairs. Explain the pattern for present continuous • Ask different pairs of Ss to read the questions and yes/no questions: answers. Correct any incorrect answers as a class. Be + subject + verb + -ing? Answers Point out that the contractions she’s not and she isn’t and they’re not and they aren’t have the same 1. Yes, he is. meaning. 2. No, he’s not./No, he isn’t. 3. Yes, he is. • Play the audio program for the Grammar Focus box. 4. No, he is not./No, he isn’t. Ss listen and read silently. 5. Yes, he is. 6. No, he’s not./No, he isn’t. Adjective + noun 7. No, she’s not./No, she isn’t. • Focus Ss’ attention on the Adjective + noun box. 8. Yes, she is. Point out the positions of the adjectives and nouns 9. Yes, she is. in the sentences. Read the text aloud. Ss listen and 10. No, they’re not./No, they aren’t. read silently. 11. Yes, they are. 12. No, they’re not./No, they aren’t. C • Ss write four new questions individually. Then they ask and answer the questions in pairs. 10 LISTENING Learning Objective: listen for main ideas about what Kayla Who’s Ryan with? people are wearing John The woman in the orange blouse and white skirt? That’s Amber. A [CD 1, Track 52] Kayla Amber? John Yeah. She’s very funny. She’s friends • Set the scene. Kayla and John are at a party. They are with Robert. talking about other people’s clothes. Then explain Kayla Where’s Robert? the task and go over the pronunciation of the names. John He’s wearing a shirt and tie. He’s talking to Brittany. She’s wearing . . . • Play the audio program once or twice. Ss listen and Kayla What’s the matter, John? complete the task. Then elicit the answers. John Well, she’s wearing a pink dress, too. Um, it looks like yours. Audio script John Hi, Kayla! Great to see you! Answers Kayla Hi, John. John That’s a beautiful dress. You look great Kayla, John, Robert, Brittany, Ryan, Amber in pink. Kayla Thanks. You look good, too. Your brown jacket is really nice. And that’s a B Group work cool cap. • Explain the task and model the conversation with two John Thanks! Ss. Then Ss ask questions in small groups. Kayla So, who’s here? John Hmm. Let’s see. Well, there’s Ryan. He’s really nice. C Group work Kayla Where’s Ryan? • Ss write five questions individually. Then they ask and John He’s over there. He’s wearing black jeans and a light green T-shirt. answer the questions in small groups. 11 INTERCHANGE 4 See pages T-116 and T-117 for teaching notes. End of Cycle 2 See the Supplementary Resources chart at the beginning of this unit for additional teaching materials and student activities related to this Cycle and for assessment tools. T-27 Unit 4 Units 3–4 Progress check SELF-ASSESSMENT Learning Objectives: reflect on one’s learning; identify • Ss move on to the Progress check exercises. You can areas that need improvement have Ss complete them in class or for homework, • Ask: “What did you learn in Units 3 and 4?” Elicit using one of these techniques: Ss’ answers. 1. Ask Ss to complete all the exercises. • Ss complete the Self-assessment. Explain to Ss that 2. Ask Ss: “What do you need to practice?” Then this is not a test; it is a way for them to evaluate what assign exercises based on their answers. they’ve learned and identify areas where they need 3. Ask Ss to choose and complete exercises based on additional practice. Encourage them to be honest, their Self-assessment. and point out they will not get a bad grade if they check (✓) A little. 1 SPEAKING Learning Objective: demonstrate one’s ability to Answers ask and answer questions about countries of origin, 1. h 3. a 5. d 7. b nationalities, and languages 2. c 4. f 6. g 8. e • Explain the first part of the task. Ask two Ss to read question 1 and the answer. • Explain the second part of the task. Ask a S to read question 1 to you. Then answer with your own • Ss match the questions and answers individually. Then information. they compare answers in pairs. • Ss complete the task in pairs. Go around the class and • To check answers, ask different pairs of Ss to read the give help as needed. questions and answers. 2 LISTENING Learning Objective: demonstrate one’s ability to 3. understand descriptions of people Woman What’s your friend Hannah like? Man She’s very quiet and shy. And she’s a little A [CD 1, Track 53] short. Woman Is she really serious? • Explain the task. Then play the audio program. Man No, she’s actually very funny. Ss complete the task. 4. • Play the audio program again. Ss listen and check Woman Who’s that? their answers. Man Oh. That’s my friend Ki-nam. Woman Wow! He’s really tall. • Ss compare their answers in pairs. Play the audio Man Yes. And he’s very friendly and talkative. program as many times as needed. • To check answers, ask: “What’s (Jacob) like?” Answers Continue with the remaining names. 1. Jacob: short, serious, nice Audio script 2. Monica: tall, talkative, pretty, friendly 3. Hannah: short, quiet, shy, funny 1. 4. Ki-nam: tall, friendly, talkative Woman Where’s your friend Jacob? Man He’s over there. Woman Is he that tall man? B Man No, Jacob is the short man with glasses. Woman What’s he like? • Explain the task and model the example questions. Man He’s a little serious, but he’s very nice. • Ss write their questions individually. Go around the 2. class and give help as needed. Woman What’s Monica like? Man Hmm. She’s a little tall, and she’s very talkative. • Ss take turns asking and answering their questions Woman Is she pretty? in pairs. Man Oh, yes. And she’s very friendly. T-28 3 SPEAKING Learning Objective: demonstrate one’s ability to • Ss draw pictures individually. Go around the class discuss clothes and possessions and make sure each picture is on a different piece of paper. Class activity • Collect the pictures and put them in a bag or box. • Set the scene. Ss imagine they are roommates with a Then each S takes three pictures from the bag or messy room. They are looking for their clothes. box. Make sure Ss don’t take their own pictures. • Explain the first part of the task and focus Ss’ • Explain the second part of the task. Then ask two attention on the pictures. Point out that the Ss’ pairs of Ss to model the example conversations. pictures can be very simple. If needed, draw very Point out that when Ss find the owners, they should simple sketches on the board as examples. return the pictures. • Ss perform the second part of the task. They continue until all Ss have their own pictures. 4 SPEAKING Learning Objective: demonstrate one’s ability to • Ss complete the task in pairs. Go around the class discuss and compare favorite seasons, colors, and and make sure Ss complete the My partner column of clothes the chart. • Option: Each pair joins another pair. Ss compare A answers in small groups. • Explain the first part of the task and focus Ss’ attention on the chart. B • Ss complete the Me column of the chart individually. • Explain the task. Ask different Ss to model the Go around the class and help with vocabulary example sentences. Remind Ss that and joins similar as needed. sentences, but joins contrasting sentences, and so • Explain the second part of the task. adds a consequence or result. • Option: For lower-level classes, elicit questions Ss • Ss write sentences individually. Go around the class can ask their partners: and give help as needed. 1. What’s your favorite season? • Elicit sentences from the class. Ask different Ss to 2. What’s your favorite color? write them on the board. 3. What are your favorite clothes? If needed, write them on the board. 5 SPEAKING Learning Objective: demonstrate one’s ability to ask and • Ss play the game in small groups. Go around the answer questions about people’s appearance and clothes class and encourage Ss to use short answers. The S who guesses correctly thinks of the next classmate. Group work • Option: For small classes, play this game as a class. • Focus Ss’ attention on the picture and explain the task. Ask four Ss to model the example conversation. Point out that Ss ask: “Is it . . . ?” when they don’t know if the person is male or female. WHAT’S NEXT? Learning Objective: become more involved in • Ask Ss to underline one thing they need to review. one’s learning Ask: “What did you underline? How can you • Focus Ss’ attention on the Self-assessment again. review it?” Ask: “How well can you do these things now?” • If needed, plan additional instruction, activities, or reviews based on Ss’ answers. T-29 Units 3–4 Progress check Unit 5 Supplementary Resources Overview After the following You can use these materials Your students can use these materials SB exercises in class outside the classroom 1 Snapshot SS Unit 5 Vocabulary 1 2 Conversation SS Unit 5 Speaking 1 3 Grammar Focus SB Unit 5 Grammar plus, Focus 1 CYCLE 1 SS Unit 5 Grammar 1–2 GAME Name the Picture (Time) GAME Sentence Stacker (Present continuous and time expressions) 4 Listening WB Unit 5 exercises 1–4 5 Conversation SS Unit 5 Speaking 2 6 Pronunciation 7 Grammar Focus SB Unit 5 Grammar plus, Focus 2 SS Unit 5 Grammar 3 GAME Speak or Swim (Present continuous Wh-questions) GAME Sentence Runner (Present CYCLE 2 continuous questions) 8 Word Power TSS Unit 5 Vocabulary Worksheet SS Unit 5 Vocabulary 2 TSS Unit 5 Grammar Worksheet TSS Unit 5 Listening Worksheet TSS Unit 5 Extra Worksheet 9 Interchange 5 10 Reading TSS Unit 5 Project Worksheet SS Unit 5 Reading 1–2 VID Unit 5 SS Unit 5 Listening 1–3 VRB Unit 5 SS Unit 5 Video 1–3 WB Unit 5 exercises 5–9 Key GAME: Online Game SB: Student’s Book SS: Online Self-study TSS: Teacher Support Site VID: Video DVD VRB: Video Resource Book WB: Online Workbook/Workbook Unit 5 Supplementary Resources Overview Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 5 Use the space below to customize a plan that fits your needs. With the following I am using these materials My students are using these materials outside SB exercises in class the classroom With or instead of the I am using these materials following SB section for assessment Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 5 5 What time is it? Cycle 1, Exercises 1–4 In Unit 5, students discuss cities, time zones, and people’s activities. By the end of Cycle 1, students will be able to discuss cities and time zones using time expressions. By the end of Cycle 2, students will be able to discuss people’s activities using the present continuous. 1 SNAPSHOT Learning Objective: discuss cities and international • Ask the second question. Elicit answers from time zones the class. • Option: Bring atlases, world maps, or globes to [CD 1, Track 54] class. Ss use them to answer the questions. Go over • Focus Ss’ attention on the pictures. Then play the the pronunciation of additional cities as needed. audio program. Ss listen and repeat. • Option: Ask: “Where are these cities?” Ss list the • Ask the first question. Elicit answers from the class. country for each city in pairs or small groups. Then elicit the answers. Ss get one point for each correct TIP answer. (Answers: Mexico City, Mexico; New York, the To give all Ss a chance to answer questions, don’t United States; Dubai, United Arab Emirates; Seoul, always call on the first Ss who raise their hands. South Korea) Instead, give Ss time to think and wait until more Ss raise their hands. • Option: Based on the time of day in each picture, have Ss guess what other types of television programs might be on in each city. 2 CONVERSATION Learning Objective: use time expressions and times of • Elicit the meaning of any new vocabulary. Encourage day in a short conversation Ss to guess. [CD 1, Track 55] Vocabulary vacation: time off of work • Books closed. Write these questions on the board: Right?: Is this correct? 1. Where is Brian? Congratulations: what you say when you are happy for someone’s success 2. Where is Amar? • Play the audio program. Ss listen for the answers. • Play the audio program again. Ss listen and repeat. Then elicit the answers from the class. (Answers: • Ss practice the conversation in pairs. 1. New York 2. Australia) • Option: Ask one or two pairs to role-play the • Option: Ask Ss to find New York and Australia on a conversation for the class. world map or globe. For a new way to practice this conversation, try the • Books open. Focus Ss’ attention on the picture. Set Onion Ring technique – download it from the website. the scene. Brian is at home on vacation in New York. Amar is in Australia. He’s sleeping. Brian is calling Amar. • Write these focus questions on the board: 1. Is it 2:00 p.m. in New York? 2. Is it 2:00 a.m. in Australia? Then play the audio program again. Ss listen for the answers. Elicit the answers. (Answers: 1. Yes 2. Yes) What time is it? T-30 3 GRAMMAR FOCUS Learning Objectives: ask and answer questions using Is it A.M. or P.M.? time expressions; use times of day What time is it? [CD 1, Track 57] • Focus Ss’ attention on the pictures. Point out that [CD 1, Track 56] the place is the same, but the time of day is different. • Focus Ss’ attention on the clocks. Play the audio (Students may recognize the Golden Gate Bridge of program. Ss listen and read silently. San Francisco, in the U.S.) • Point out that o’clock is for exact hours only, not • Play the audio program. Ss listen and read silently. hours + minute. Point out the uses of after and to. • Point out that noon is 12:00 P.M. and midnight is Explain that five after two means “five minutes after 12:00 A.M. Explain these guidelines for using the two,” and a quarter after two means “fifteen minutes time expressions: after two.” 1. in the morning = 1:00 A.M. to noon • Play the audio program again. Ss listen and repeat. 2. in the afternoon = noon to about 5:00 P.M. • Option: Draw more clocks on the board with 3. in the evening = about 5:00 P.M. to about 9:00 P.M. different times. Ask: “What time is it?” and elicit the 4. at night = about 7:00 P.M. to after midnight answers. Elicit different ways of saying each time • Tell Ss that afternoon has stress on the last syllable when possible. (afternoon), but morning and evening have stress on the first syllable (morning, evening). A Pair work • Play the audio program again. Ss listen and repeat. • Explain the task and model the example conversation with a S. B Pair work • Ss complete the task in pairs. Encourage Ss to answer • Explain the task and model the example with a S: in different ways when possible. S: It’s eight o’clock in the morning. • Elicit answers from the class. T: It’s 8:00 A.M. • Ss complete the task in pairs. Then they change TIP roles. Go around the class and check Ss’ use of time To encourage quiet Ss to speak more loudly, don’t walk closer to them and repeat their answers. expressions. Instead, move away from the Ss slowly and encourage them to speak louder so everyone can Answers hear them. 2. It’s 3:00 P.M. 3. It’s 6:00 P.M. Answers 4. It’s midnight. 5. It’s ten (o’clock) in the morning. 1. It’s ten (minutes) after ten./It’s ten-ten. 6. It’s four (o’clock) in the afternoon. 2. It’s one (minute) after six./It’s six-oh-one. 7. It’s seven (o’clock) in the evening. 3. It’s ten (minutes) to six./It’s five-fifty. 8. It’s noon. 4. It’s eight-thirty. 5. It’s five (minutes) after nine./It’s nine-oh-five. • Option: Ss underline the time expressions in the 6. It’s twelve forty-five./It’s a quarter to one. Conversation on page 30. Then elicit the answers. (Answers: But what time is it there?, It’s 2:00 P.M. / And • Option: Ask Ss to draw 10 clock faces on a piece it’s two o’clock in Australia, too. / That’s right - it’s two of paper and number them. Then read a list of 10 o’clock in the morning! / 2:00 A.M.?) different times aloud (e.g., 3:10, 6:30, 12:15, 4:40, 1:05, 2:25, 5:35, 11:50, 8:20, 5:30 ). Ss draw the times TIP on the clock faces. Then ask different Ss to draw the To raise Ss’ awareness of a grammar structure’s clocks on the board. Go over the answers as a class. meaning and use, connect the Grammar Focus to For more practice with times, play Concentration – the previous Conversation. download it from the website. Ss match cards with For more practice with A.M. and P.M., play Run For times (e.g., 4:00 ) and cards with clock faces. It! – download it from the website. Put signs with A.M. and P.M. on the walls and read out sentences with different time expressions. T-31 Unit 5 4 LISTENING Learning Objective: listen for specific information about Lauren Um . . . it’s nine in the evening. . . . She’s times in a short conversation watching television, of course. She does that every evening. A [CD 1, Track 58] John So are you calling her? Lauren Sure. We have to tell someone we’re • Explain the task and set the scene. Lauren and John getting married! are calling friends in different cities around the world. • Play the audio program once or twice. Ss listen and • Ss compare their answers in pairs. Elicit the answers complete the chart. and write the correct answers on the board. (Answers: Vancouver: 4:00 P.M., Bangkok: 7:00 A.M., Audio script London: 1:00 A.M., Tokyo: 9:00 A.M., São Paulo: 9:00 P.M.) Lauren What time is it now, John? John It’s four o’clock. B [CD 1, Track 59] Lauren OK. It’s 4:00 P.M. here in Vancouver, so it’s • Explain that Ss will listen to the conversation again and 7:00 A.M. in Bangkok. I’m calling Tanawat. check the correct answers in the chart. John Now? He’s sleeping! Lauren Oh, you’re right. Well, let’s call your friend • Option: Have Ss try to complete the chart from Richard. What time is it in London? memory. Then play the audio to check their answers. John It’s 1:00 A.M. • Play the audio program once or twice. Ss listen and Lauren Oh, that’s late. What time is it in Tokyo? complete the chart. John 9:00 A.M. Lauren Great. I’m calling Misaki. • Ss read the answers aloud: 1. Tanawat is sleeping. John Wait a minute. She’s in São Paulo this 2. Richard is in London. 3. Misaki is watching TV. week. Remember? Lauren Oh, right. Well, I have her phone number in São Paulo. End of Cycle 1 John What time is it there? See the Supplementary Resources chart at the beginning of this unit for additional teaching materials and student activities related to this Cycle. Cycle 2, Exercises 5–10 5 CONVERSATION Learning Objective: use present continuous Wh- • Books open. Focus Ss’ attention on the picture and questions in a conversation about someone’s activities elicit or explain any new vocabulary. • Play the audio program again. Ss listen and read [CD 1, Track 60] silently. • Books closed. Ask these focus questions: “What time • Play the audio program again. Ss listen and repeat. is it? What is Jay doing?” Then they practice the conversation in pairs. • Play the audio program. Then elicit the answers from the class. (Answers: 3:00 A.M., cooking) 6 PRONUNCIATION Learning Objective: sound more natural when asking yes/ Audio script no and Wh-questions with rising and falling intonation 1. Are you wearing a coat? 2. What are you doing now? A [CD 1, Track 61] 3. What time is it? • Explain the task and focus Ss’ attention on the arrows. 4. Is it midnight? Point out that yes/no questions have rising intonation 5. What color is his T-shirt? and Wh-questions have falling intonation. 6. Are you from Thailand? • Play the audio program. Ss listen and read silently. Play • Play the audio program again to check answers. the audio program again. Ss listen and repeat. Answers B [CD 1, Track 62] 1. ➚ 2. ➘ 3. ➘ 4. ➚ 5. ➘ 6. ➚ • Play the first question and model the task. • Play the audio program. Ss complete the task individually. What time is it? T-32 7 GRAMMAR FOCUS Learning Objectives: ask and answer present A Pair work continuous Wh-questions; use the conjunction so • Explain the task and model the first two questions with different Ss. [CD 1, Track 63] • Ss complete the task in pairs. Go around the class • Focus Ss’ attention on the pictures and the labels. and help Ss with grammar as needed. Point out that when it is 4:00 A.M. in San Diego, it is 6:00 A.M. in Guadalajara. • Ask different pairs to ask and answer the questions. If Ss make any errors, encourage them to try to • Ask Ss about the time in different cities. For example: correct them. T: What time is it in Washington, D.C.? Ss: It’s 7:00 A.M. Answers Present continuous Wh-questions 1. Lya and Erin are having breakfast. • Play the audio program. Ss listen and read silently. 2. Tamara is eating dinner. 3. She’s working in Cairo. • Elicit or explain the pattern for present continuous 4. He’s checking his messages in Osaka. Wh-questions: 5. He’s sleeping. Wh-word + be + subject + verb + -ing? 6. He’s wearing a suit and tie. 7. It’s 6:00 A.M./It’s six (o’clock) in the morning. TIP 8. It’s noon. To help Ss remember how to form a new structure, write it on the board using different colors for important features. For example: B Group work What’s Victoria doing? • Focus Ss’ attention on the spelling box. Read the text She’s sleeping. in the spelling box aloud. Ss listen and read silently. • Explain these spelling rules for present continuous • Option: Ss underline the present continuous Wh- verbs: questions in the Conversation on page 32. Then elicit the answers. (Answers: What are you doing? … why 1. For most verbs, add -ing to the base form are you cooking now? What are you making?) (e.g., sleeping ). 2. If the base form ends with a vowel + a consonant, • Review the meaning of so. Read the statement about double the final consonant and add -ing Leticia: “It’s 6:00 A.M., so she’s getting up.” Ask: “Why (e.g., getting ). is Leticia getting up?” Elicit the answer. (Answer: It’s 3. If the base form ends with a silent e, drop the e 6:00 A.M.) and add -ing (e.g., having ). • Play the audio program for the questions and • Explain the first part of the task. Write who, what, answers again. Ss listen and repeat. where, when, and why on the board, and elicit • For the last picture, ask Ss: “What time is it? What are example questions for each Wh-word. Point out that you doing now?” Elicit Ss’ answers. (Possible answers: Ss should use each Wh-word at least once. I’m studying English. I’m talking.) • Ss work individually. Go around the class and help • Option: Ss imagine it is a different time of the day. with grammar and spelling as needed. Ask: “What time is it? What are you doing?” Elicit • Explain the second part of the task. Then Ss ask and answers with so. For example: answer their questions in small groups. T: What are you doing, John? S: It’s 5:00, so I’m cooking dinner. TIP To help Ss avoid common errors, write the target feature on a card. For example, if your Ss forget the -ing ending when practicing the present continuous, write -ing on a card. When a S forgets to use the -ing ending, hold up the card. • Option: Elicit questions from each group. Ss ask different groups their questions. For more practice asking and answering present continuous Wh-questions, play Hot Potato – download it from the website. T-33 Unit 5 8 WORD POWER Learning Objective: describe people’s activities C Group work A [CD 1, Track 64] • Explain the task. Point to the activity (riding bikes) and to the conversation in the book. Model the • Focus Ss’ attention on the pictures. Play the audio example with some Ss. program. Ss listen and repeat. • Divide the class into two teams. Each team writes an • Say the verbs or phrases under the pictures in activity on a piece of paper. random order. Ask different Ss to find the matching picture and form a complete sentence. For example: • Each team gives their paper to a pair of Ss on the other team. The pair reads the activity silently so T: watch a movie their team doesn’t know what it is. Then the pair acts S1: They’re watching a movie. out the activity. Their team asks yes/no questions to T: read guess what they are doing. S2: She’s reading. • Then a pair from the other team acts out their activity. • Option: Ss write complete sentences about each Their team guesses. picture. • Repeat until everyone has had a chance to mime an activity. B Pair work • Option: For added challenge, set a time limit. • Explain the task. Point to the first picture and model the example conversation with a S. • Ss complete the task in pairs. Go around the class and check Ss’ use of grammar and rising or falling intonation. • Option: Ss look through Units 1–5 in pairs or small groups. They ask and answer present continuous questions about the people in the pictures. Go around the class and give help as needed. 9 INTERCHANGE 5 See page T-119 for teaching notes. What time is it? T-34 10 READING Learning Objectives: skim and read for details in • Ss read the conversation again. Elicit or explain any messages between friends new vocabulary. A [CD 1, Track 65] Vocabulary message: to communicate online, especially by • Focus Ss’ attention on the title and pictures. Explain text or through a website that this conversation is taking place on social media social media: websites/online communities where between two women, Eva and Pam. people share ideas, personal messages, and photos or videos • Focus Ss’ attention on the names Eva35 and PamL. report: information about a subject, written or Elicit or explain that these are Eva’s and Pam’s screen spoken names or online IDs. • Explain the task. Explain that skim means “to read quickly to find general information.” C Pair work • Write these questions on the board: • Explain the task. Take a piece of paper and model having an online conversation with a S. Pass the 1. Where are they? paper back and forth as you ask and answer written 2. What are they doing? questions. Read them aloud on each turn. Point out that Ss can complete the task quickly by • Ss write an online conversation in pairs. They take finding the answers to these questions. turns writing questions and answers on one piece • Ss complete the task individually. Go over the of paper. Go around the class and give help with answers by pointing to each picture and asking grammar, vocabulary, and spelling as needed. “What’s her name?” TIP Answers To encourage Ss to write conversations using their own ideas, have them close their Student’s Books. top picture: Pam bottom picture: Eva • Option: Ask one or two pairs to read their online chats aloud. B • Explain the task. Ss read the text more carefully. Point End of Cycle 2 out that they can find the answers quickly by looking for the phrases from the list. Ask: “Who is watching a See the Supplementary Resources chart at the movie?” Ss look through the conversation to find the beginning of this unit for additional teaching materials answer. (Answer: Eva) and student activities related to this Cycle. • Ss complete the task individually. • Ss compare their answers in pairs. Then go over the answers with the class. Answers 1. Eva is watching a movie. 2. Eva is visiting friends. 3. Pam is working in an office. 4. Lety is making coffee. 5. Paul is calling Eva on her cell phone. 6. Pam’s boss is calling Pam. T-35 Unit 5 Unit 6 Supplementary Resources Overview After the following You can use these materials Your students can use these materials SB exercises in class outside the classroom 1 Snapshot SS Unit 6 Vocabulary 1 2 Conversation SS Unit 6 Speaking 1 3 Word Power TSS Unit 6 Vocabulary Worksheet SS Unit 6 Vocabulary 2 GAME Spell or Slime (Family) CYCLE 1 4 Grammar Focus SB Unit 6 Grammar plus, Focus 1 GAME Sentence Runner (Simple present statements 1) GAME Sentence Stacker (Simple present statements 2) 5 Pronunciation TSS Unit 6 Extra Worksheet WB Unit 6 exercises 1–4 6 Conversation SD Unit 6 Speaking 2 7 Grammar Focus TSS Unit 6 Grammar Worksheet SB Unit 6 Grammar plus, Focus 2 TSS Unit 6 Listening Worksheet SS Unit 6 Grammar 1–2 GAME Work Keys (Simple present questions) CYCLE 2 8 Listening 9 Speaking 10 Interchange 6 11 Reading TSS Unit 6 Project Worksheet SS Unit 6 Reading 1–2 VID Unit 6 SS Unit 6 Listening 1–2 VRB Unit 6 SS Unit 6 Video 1–3 WB Unit 6 exercises 5–10 With or instead of the You can also use these materials following SB section for assessment Units 5–6 Progress Check ASSESSMENT PROGRAM Units 5–6 Oral Quiz ASSESSMENT PROGRAM Units 5–6 Written Quiz Key GAME: Online Game SB: Student’s Book SS: Online Self-study TSS: Teacher Support Site VID: Video DVD VRB: Video Resource Book WB: Online Workbook/Workbook Unit 6 Supplementary Resources Overview Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 6 Use the space below to customize a plan that fits your needs. With the following I am using these materials My students are using these materials outside SB exercises in class the classroom With or instead of the I am using these materials following SB section for assessment Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 6 6 I ride my bike to school. In Unit 6, students discuss transportation, family, and daily and weekly routines. By the end of Cycle 1, students will be able to discuss transportation and family using simple present statements. By the end of Cycle 2, students will be able to discuss daily and weekly routines using simple present questions. Cycle 1, Exercises 1–5 1 SNAPSHOT Learning Objective: describe kinds of transportation • Ss complete the task in groups. Elicit their answers. • Explain the second task. Ss make a list of other kinds [CD 2, Track 1] of transportation in groups. Point out that they can • Focus Ss’ attention on the title and pictures. Elicit or list unusual kinds of transportation. explain any new vocabulary. • Elicit answers from each group and write them on the board. (Possible answers: boat, ship, plane, Vocabulary helicopter, truck, horse, camel) Explain or draw transportation: ways of going to different places get around: go from place to place pictures of any new vocabulary • Play the audio program. Ss listen and read silently. TIP To collect vocabulary for future warm-ups, reviews, • Play the audio program again. Ss listen and repeat. and games, make a Vocabulary box. As you • Explain the first task. Ss check the kinds of present new words, ask different Ss to write them on pieces of paper and put them in the box. transportation they use individually. Then they compare answers in groups. Write this model For more practice with transportation vocabulary, conversation on the board: play Sculptures – download it from the website. A: I walk and I take the bus. How about you, Joe? B: I take the subway. How about you, Maria? 2 CONVERSATION Learning Objective: use simple present statements in a • Play the audio program again. Ss listen and read conversation about transportation along silently. • Elicit or explain any new vocabulary. [CD 2, Track 2] • Books closed. Write this focus question on the board: Vocabulary suburbs: area outside of a city where many What three kinds of transportation do the speakers people live talk about? downtown: the business center of a city Play the audio program and Ss listen for the answer. public transportation: transportation everyone can use, such as buses, trains, and subways Elicit the answer. (Answer: a car, the bus, the train) • Books open. Use the picture to set the scene. Yuto • Play the audio program again. Ss listen and repeat. and Austin are in front of Austin’s house. • Ss practice the conversation in pairs. Go around the • Ask these questions: class and give help as needed. 1. What are Austin and Yuto wearing? • Option: Ask one or two pairs to role-play the 2. What are they looking at? conversation for the class. 3. What color is the car? For a new way to practice this conversation, try 4. Whose car is it? Moving Dialog – download it from the website. Then elicit the answers. (Answers: 1. T-shirts and jeans 2. a car 3. blue 4. Austin’s sister’s) I ride my bike to school. T-36 3 WORD POWER Learning Objective: describe family relationships Answers Lisa is Tom’s wife. A [CD 2, Track 3] Pair work Megan and Austin are their children/kids. • Focus Ss’ attention on the pictures. Point out that this Tom is Lisa’s husband. is the family of Austin from Exercise 2. Austin is Lisa’s son. Megan is Tom’s daughter. • Ss study the family. Read the names (e.g., Tom, Lisa ) Austin is Megan’s brother. aloud. Ss repeat. Then read the words for family Megan is Austin’s sister. relationships (e.g., husband, wife ). Ss listen and Tom and Lisa are Austin’s parents. repeat. • Option: Play the audio program again. Ss listen • Focus Ss’ attention on the words in the box. Explain and repeat. that the words on the left (i.e., kids, mom, dad) are informal ways to say the words on the right. Read the B Pair work words. Ss repeat. • Explain the task and ask a S to model the example • Explain the task and read the first sentence. Ss sentences aloud. Then tell the class about your family. complete the sentences in pairs. • Ss talk about their families in pairs. • Play the audio program again. Ss listen and check their answers. • Option: Ask Ss to bring pictures of their families to class to show their classmates. 4 GRAMMAR FOCUS Learning Objective: use simple present statements • Elicit or explain any new vocabulary. with regular and irregular verbs Vocabulary retired: not working because of age [CD 2, Track 4] Simple present statements • Explain the first part of the task and model the first • Focus Ss’ attention on the Grammar Focus box. sentence. Point out that the pronoun for my family and I is we. Elicit or explain that simple present verbs • Explain that we use the simple present for things with we don’t end in -s. that happen regularly (e.g., I walk to school.) We also use the simple present for things that are permanent • Ss complete the task individually. Go around the class (e.g., I come from New York.) and give help as needed. • Play the audio program. Ss listen and read silently. • Explain the second part of the task. Ss compare answers in pairs. Then elicit answers from the class • Point out the -s ending on the verbs that follow he and write them on the board. and she. Explain that regular simple present verbs with he, she, and it end in -s. Answers • Point out don’t and doesn’t in the negative 1. My family and I live in the suburbs. My wife sentences. Explain that don’t and doesn’t are and I work near here, so we walk to work. contractions of do not and does not. Our daughter Megan works downtown, so • Elicit or explain the meaning of use, far, near, alone, she drives to work. Our son doesn’t drive. He rides his bike to school. and need. 2. My parents live in the city. My mother takes the subway to work. My father is retired, so A he doesn’t work now. He also uses public transportation, so they don’t need a car. • Focus Ss’ attention on the verb endings box. Point out that study changes to studies because it ends in consonant + y, and watch changes to watches because it ends in ch. • Read the text in the verb endings box aloud. Ss listen and repeat. • Set the scene for the exercise. Tom Mitchell from Exercise 3 is talking about his family. T-37 Unit 6 [CD 2, Track 5] Answers Simple present statements with irregular verbs 1. My parents have a house in the suburbs. My • Focus Ss’ attention on the Grammar Focus box. mom and dad go downtown to work. My parents are very busy, so I do a lot of work at home. Remind Ss that regular simple present verbs with he, 2. My brother doesn’t live with us. He has an she, and it end in -s. apartment in the city. He goes to school all day, • Point out that irregular simple present verbs change and he does his homework at night. in different ways. Elicit or explain that have, do, and 3. I have a new friend. His name is Austin. We go go change to has, does, and goes with he, she, to the same school, and sometimes we do our homework together. and it. • Play the audio program. Ss listen and read silently. C Pair work • Explain the task and model the example sentences. B Point out that Ss should try to use the verbs have, do, • Set the scene. Yuto is Austin’s friend from Exercise 2 and go. on page 36. He is talking about his family and Austin. • Ss complete the task in pairs. Go around the class • Explain the first part of the task and model the first and write down any grammar errors you hear. Then sentence. write them on the board and correct them as a class. • Ss complete the task individually. Then they compare • Option: Ss take notes about their partner’s family. answers in pairs. Then they tell the class. For example: “My partner has one brother and two sisters. They . . .” • Elicit answers from the class and write them on the board. 5 PRONUNCIATION Learning Objectives: differentiate between third- • Play the audio program again. Ss listen and repeat. person singular -s endings and use them correctly to • Option: If Ss have trouble pronouncing /s/ and sound more natural /z/ correctly, tell them to say the sounds with their fingers on their throats. The sound /z/ causes a [CD 2, Track 6] vibration, but the sound /s/ does not. • Point out that the pronunciation of third-person singular -s endings in the simple present follows the same rules as the pronunciation of -s endings for End of Cycle 1 plural nouns. See the Supplementary Resources chart at the • Play the audio program. Ss listen and read silently. beginning of this unit for additional teaching materials and student activities related to this Cycle. Cycle 2, Exercises 6–11 6 CONVERSATION Learning Objective: use simple present questions in a • Elicit or explain the meaning of any new vocabulary. conversation about daily routines Vocabulary Let’s . . . : I suggest that we . . . [CD 2, Track 7] • Text covered. Focus Ss’ attention on the picture. Ask • Play the audio program again. Ss listen and repeat. the class: “Where are the speakers? What are they • Ss practice the conversation in pairs. wearing? What do you think they’re talking about?” Encourage Ss to make guesses. For a new way to practice this conversation, try the Onion Ring technique – download it from • Play the audio program. Ss listen. Then ask them if the website. their guesses were correct. • Text uncovered. Ask the class: “What time does Adam get up on Sundays? What time does Paige get up?” Play the audio program again. Ss listen for the answers. Elicit the answers. (Answers: Adam gets up at noon. Paige gets up at ten o’clock.) I ride my bike to school. T-38 7 GRAMMAR FOCUS Learning Objective: use simple present questions and B Pair work time expressions • Explain the task. Ask two Ss to model the example conversation. [CD 2, Track 8] • Ss complete the task in pairs. Simple present questions For more practice with simple present Wh-questions • Focus Ss’ attention on the left column of the and time expressions, try Line Up! – download it Grammar Focus box. Elicit or explain the pattern for from the website. Ask questions such as: “What time simple present yes/no questions: do you get up?” Do/Does + subject + verb? • Focus Ss’ attention on the right column of the C Grammar Focus box. Elicit or explain the pattern for • Explain the first part of the task. Explain that simple present Wh-questions: unscramble means “to put in the correct order.” Wh-word + do/does + subject + verb? • Write the first question on the board and • Play the audio program for the Grammar Focus demonstrate how to unscramble it. Point out that box. Ss listen and read silently. Point out that yes/no every question begins with a capital letter and ends questions have rising intonation and Wh-questions with a question mark. have falling intonation. • Ss complete the task individually. Go around the class Time expressions and check Ss’ use of capital letters. • Focus Ss’ attention on the time expressions box. • Ss compare their answers in pairs. Then ask different Elicit or explain the meaning of any new words. pairs of Ss to read the conversations. Explain the following rules: 1. Use at with specific times (e.g., 9:00, noon, Answers midnight ) and with night. 1. What time do you eat dinner? 2. Use in the with morning, afternoon, and evening. 2. Do you check your messages every morning? 3. Use on with specific days of the week (e.g., 3. Does this class start at seven o’clock? Sundays, weekends, weekdays ). 4. When do you listen to music? 5. Do you and your friends play sports on weekends? • Read the time expressions aloud. • Option: Ss underline the time expressions in the • Explain the second part of the task. Ss ask and Conversation in Exercise 6. Elicit the answers. answer the questions in pairs. This time, they use (Answers: Sunday morning, in the afternoon, late, on their own information. Remind Ss to use rising weekends, at noon, late, at noon, at ten o’clock, early, intonation for yes/no questions and falling intonation a Sunday) for Wh-questions. For more practice with time expressions, play • Ss complete the task in pairs. Go around the class Tic-Tac-Toe – download it from the website. and check their use of intonation. • Option: Ss write three scrambled questions A individually. Then they exchange scrambled • Explain the task and model the first question. questions with a partner and unscramble them. • Ss complete the task individually. Go around the class and give help as needed. • Elicit answers from the class. Answers 1. Do you get up late on Sundays? 2. Do you have lunch at home every day? 3. What time does your father leave work on Fridays? 4. Does your mother cook on weekdays? 5. Does your father shop on Saturdays? 6. Do you take a walk in the evening? 7. When do you listen to music? 8. What time do you check your email? 9. What time do your parents have dinner? 10. When do you study English? 11. Does your best friend ride a bike on weekends? 12. Does your father drive to work every morning? T-39 Unit 6 8 LISTENING Learning Objective: listen for details about someone’s Man How about on Sundays? weekly routine Kayla Sundays? That’s the day I sleep late. Man What else do you do? I mean, what do you [CD 2, Track 9] do for fun during the week? Kayla I love tennis. I play three times a week – • Focus Ss’ attention on the days of the week. Read on Mondays, Tuesdays, and Thursdays. each one aloud. Ss repeat. Oh, and I also go shopping on Saturdays after work. • Explain the task. Then go over the activities in the Man What about the rest of the weekend? chart. Elicit or explain any new vocabulary. Ensure When do you see your friends? Ss understand that a routine is a “usual pattern Kayla Let’s see. I see friends on Fridays and of activities.” Saturdays. That’s in the evening. But not • Play the audio program. Ss listen for any activities on Sunday evenings. My family always eats dinner together then. Kayla talks about. Then elicit the activities they hear. Man When do you study? • Play the audio program again. Ss listen and check the Kayla Every day! days she does each thing. Man Wow! You’re really busy! • Ss compare answers in small groups. Play the audio program again for Ss to check their answers. Then Answers elicit the answers from the class. get up early: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday TIP go to work: Saturday If Ss feel nervous about listening to audio play tennis: Monday, Tuesday, Thursday recordings or have difficulty answering questions go shopping: Saturday when they listen, have them work together in pairs see friends: Friday, Saturday or small groups. Explain that they can help each dinner with family: Sunday other. study: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday Audio script Man Do you get up early every day, Kayla? Kayla Well, I get up early on weekdays and on Saturdays. I go to school from Monday to Friday, and I work on Saturdays, so I get up around seven o’clock. 9 SPEAKING Learning Objectives: write and discuss weekly routines • List these words on the board: Mondays, Tuesdays, Wednesdays, Thursdays, Fridays, Saturdays, A Sundays, weekdays, weekends. Point out that we use on and the plural form of days of the week to talk • Explain the task. Ss write their weekly activities in the about routine activities (e.g., on Mondays ). chart. Ask three Ss to share things they will write in the chart. • Ss complete the task in small groups. Go around the class and give help as needed. Encourage Ss to talk • Ss complete the task individually. Go around the class about all their routines. and give help as needed. • Ask different groups to share their information with B Group work the class. • Explain the task. Then ask three Ss to read the TIP example conversation. To make sure that all Ss participate, tell them they will share information or answers with the class. 10 INTERCHANGE 6 See page T-120 for teaching notes. I ride my bike to school. T-40 11 READING Learning Objectives: scan and read for details in an • Elicit the answers from the class. article; sequence events in daily schedules Answers A [CD 2, Track 10] a. 3 • Read the title aloud. Explain that a schedule is a list b. 1 c. 4 of planned activities. d. 5 • Ss cover the interview and focus their attention on e. 2 the picture. 1. 2:00 P.M. – 4:00 P.M. 2. 6:00 A.M. • Read the question. Encourage Ss to use the picture 3. 7:00 P.M. to make predictions. Elicit predictions from the class, 4. 10:00 P.M. and ask for their reasons. (Possible prediction: Mike 5. 8:00 A.M. travels for his job.) • Ss uncover the text. Tell them to scan the interview to C check their predictions. Explain that scan means “to read quickly to find specific information.” Encourage • Elicit or explain the meanings of early bird and night Ss to look for words like early, late, in the morning/ owl. Give examples (e.g., Mike gets up at 6:00 A.M., afternoon/evening, and for clock times. so he’s an early bird. I go to bed at one o’clock in the morning, so I’m a night owl.). TIP To encourage Ss to scan, set a time limit. This Vocabulary helps Ss focus on finding the words that will help early bird: a person who gets up early them complete the task. night owl: a person who stays up late • Elicit the answer. (Answer: Mike’s job is sleeping in • Explain the first part of the task. Model the task by different hotels.) writing five sentences about your schedule on the board. Ask: “Am I an early bird or a night owl?” B • Ss complete the task individually. Go around the class • Explain the first part of the task. Ss read the article and give help as needed. individually and underline any words they don’t know. • Explain the second part of the task. Ss read their • Ss share information about the words they underlined sentences in pairs. They take turns reading their in small groups. Elicit or explain the meaning of any sentences aloud. remaining words. • Ask: “Who is an early bird? Who is a night owl?” Elicit answers from the class. Vocabulary strange: not the way things usually are • Option: Ss tell the class about their partner’s schedule. travel blog: a website with information about travel lights: lamps, etc. noise: sounds, especially unwanted sounds End of Cycle 2 tourist: a person who travels and visits places for fun See the Supplementary Resources chart at the travel agency: a company that plans travel beginning of this unit for additional teaching materials for people and student activities related to this Cycle and for assessment tools. • Explain the second part of the task. Ss number the events in Mike’s schedule individually. Then they compare answers in pairs. T-41 Unit 6 Units 5–6 Progress check SELF-ASSESSMENT Learning Objectives: reflect on one’s learning; identify • Ss move on to the Progress check exercises. You can areas that need improvement have Ss complete them in class or for homework, • Ask: “What did you learn in Units 5 and 6?” Elicit using one of these techniques: Ss’ answers. 1. Ask Ss to complete all the exercises. • Ss complete the Self-assessment. Explain to Ss that 2. Ask Ss: “What do you need to practice?” Then this is not a test; it is a way for them to evaluate what assign exercises based on their answers. they’ve learned and identify areas where they need 3. Ask Ss to choose and complete exercises based additional practice. Encourage them to be honest, on their Self-assessment. and point out they will not get a bad grade if they check (✓) A little. 1 LISTENING Learning Objective: demonstrate one’s ability to Carlos I’m not sure, Stephanie. It’s a little early understand times and descriptions of activities for me. Stephanie Really? What time is it in Mexico City? [CD 2, Track 11] Carlos Well, it’s a quarter after eleven in the morning here. • Explain the task. Focus Ss’ attention on the chart and Stephanie 11:15 A.M.? read the names of the people aloud. Carlos Yeah. I’m having breakfast right now. • Play the audio program once or twice. Ss listen and Stephanie You’re having breakfast? complete the chart individually. Carlos Yeah. I always get up late on Saturdays. 3. • Ss compare answers in small groups. Play the audio Nicholas Hello? program again if needed. Stephanie Hi, Nicholas! Nicholas Um, hi, uh, is this Madison? • To check answers, ask: “Where is (Chelsea)? What Stephanie No! It’s Stephanie. time is it there? What is (she) doing?” Nicholas Oh, hi, Stephanie. Stephanie So, Nicholas, how are things in Sydney? Audio script Nicholas Things are fine, but . . . do you know 1. it’s three-thirty in the morning here? Chelsea Hello? Stephanie Oh, I’m sorry! Stephanie Hey, Chelsea! It’s Stephanie. I’m calling Nicholas It’s OK. I’m not sleeping. from Los Angeles! Stephanie What are you doing? Chelsea Stephanie! How’s it going? Nicholas I’m playing a new video game. It’s Stephanie I’m good. So, how are things in New York? really fun! That’s why I’m not sleeping. Chelsea Oh, everything’s great. Stephanie What time is it there? Answers Chelsea It’s about twelve o’clock. Stephanie It’s noon? Oh, I’m sorry. Are you having 1. Chelsea 2. Carlos 3. Nicholas lunch now? City New York Mexico City Sydney Chelsea No, no it’s OK. I’m just watching television. Time 12:00 noon 11:15 A.M. 3:30 A.M. 2. Activity watching having playing a Carlos Hello? television breakfast new video Stephanie Hi, Carlos. It’s Stephanie, in Los Angeles. game How are you doing? 2 SPEAKING Learning Objective: demonstrate one’s ability to ask • Elicit vacation places and activities and write them on and answer questions about current activities the board. • Set the scene and explain the task. • Ss role-play the conversation in pairs. Then they • Focus Ss’ attention on the pictures. Ask: “Who is change roles and role-play the conversation again. on vacation: the man or the woman? What is she doing?” Elicit Ss’ answers. T-42 3 SPEAKING Learning Objective: demonstrate one’s ability to B Pair work discuss personal routines • Explain the task. Ask two Ss to model the example conversation. A • Ss discuss their routines in pairs. Go around the class • Explain the task and focus Ss’ attention on the chart. and give help as needed. Point out that Ss should choose one day of the week and write activities for in the morning, in the • Option: Ss take notes on their partner’s activities. afternoon, in the evening, and at night. If needed, • Option: Ss write sentences about their partner’s elicit activities from the class. routines. Go around the class and encourage Ss to • Ss complete the chart individually. Go around the use sentences with and and but. Then have them tell class and give help with vocabulary as needed. the class about their partner’s routines. 4 SPEAKING Learning Objective: demonstrate one’s ability to ask B Class activity and answer questions about routines and lifestyles • Explain the task. Point out that Ss try to find classmates whose answers are the same as their own. A Ss should find a different classmate to answer each • Explain the task and focus Ss’ attention on the chart. question and write his or her name on the line. • Ask different Ss to read the questions aloud. • Ss go around the class and complete the task. Go • Ss complete the task individually. Go around the class around the class and encourage Ss to look at each and make sure Ss check only Yes or No. other when they talk and to change partners often. • Elicit answers from the class. Ask: “Do you live with your parents? Who says yes? Who says no?” Elicit names of Ss from the class. Continue with the remaining questions. 5 SPEAKING Learning Objective: demonstrate one’s ability to ask • To model the activity, choose a famous living person. and answer questions about people’s appearance and The class asks yes/no questions to guess the person. habits and routines • Ss play the game in small groups. Go around the class and make sure Ss take turns and ask yes/no Group work questions. • Explain the task and model the example questions. • Option: Ss can ask only 10 questions for each famous person. If no one guesses correctly after 10 questions, the S who chose the person gets one point. WHAT’S NEXT? Learning Objective: become more involved in • Ask Ss to underline one thing they need to review. one’s learning Ask: “What did you underline? How can you • Focus Ss’ attention on the Self-assessment again. review it?” Ask: “How well can you do these things now?” • If needed, plan additional instruction, activities, or reviews based on Ss’ answers. T-43 Units 5–6 Progress check Unit 7 Supplementary Resources Overview After the following You can use these materials Your students can use these materials SB exercises in class outside the classroom 1 Snapshot SS Unit 7 Vocabulary 1 2 Conversation SS Unit 7 Speaking 1 CYCLE 1 3 Grammar Focus SB Unit 7 Grammar plus, Focus 1 SS Unit 7 Grammar 1 GAME Say the Word (Simple present short answers) 4 Listening WB Unit 7 exercises 1–4 5 Word Power TSS Unit 7 Vocabulary Worksheet SD Unit 7 Vocabulary 2 TSS Unit 7 Listening Worksheet GAME Spell or Slime (Furniture) TSS Unit 7 Extra Worksheet GAME Sentence Runner (Furniture; There is, there are) 6 Conversation SS Unit 7 Speaking 2 7 Grammar Focus TSS Unit 7 Grammar Worksheet SB Unit 7 Grammar plus, Focus 2 SS Unit 7 Grammar 2 GAME Sentence Stacker (There is, CYCLE 2 there are) 8 Interchange 7 9 Pronunciation 10 Listening 11 Speaking 12 Reading TSS Unit 7 Project Worksheet SS Unit 7 Reading 1–2 VID Unit 7 SS Unit 7 Listening 1–3 VRB Unit 7 SS Unit 7 Video 1–3 WB Unit 7 exercises 5–10 Key GAME: Online Game SB: Student’s Book SS: Online Self-study TSS: Teacher Support Site VID: Video DVD VRB: Video Resource Book WB: Online Workbook/Workbook Unit 7 Supplementary Resources Overview Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 7 Use the space below to customize a plan that fits your needs. With the following I am using these materials My students are using these materials outside SB exercises in class the classroom With or instead of the I am using these materials following SB section for assessment Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 7 7 Does it have a view? In Unit 7, students describe houses and apartments, and discuss furniture and dream homes. By the end of Cycle 1, students will be able to describe houses and apartments using simple present questions and short answers. By the end of Cycle 2, students will be able to discuss furniture, appliances, and dream homes using Cycle 1, Exercises 1–4 statements with there is/there are. 1 SNAPSHOT Learning Objective: describe living spaces in houses • Read the words in the Snapshot aloud. Ss listen and apartments and repeat. • Elicit or explain any new vocabulary. [CD 2, Track 12] • Option: Bring magazines with pictures of rooms to • Focus Ss’ attention on the pictures. Ask the class: class. Use the pictures to explain the vocabulary. “Who lives in a house? Who lives in an apartment?” • If needed, point out that first floor means “ground Ss raise their hands. floor” in the U.S. Also, point out that many buildings • Set the scene. Two people are describing the house in the U.S. don’t have a 13th floor because some and the apartment. people think the number 13 is unlucky. • Play the audio program. Ss listen and read silently. • Go over the focus questions. Ss discuss the questions in small groups. Then elicit their answers. Audio script For more practice with house and apartment House vocabulary, play the Chain Game – download it from The house has two floors, a garage, and a yard. the website. Begin with this sentence: “My house has The first floor has a living room, a dining room, a kitchen, a laundry room, and stairs to the second a yard.” floor. The second floor has a hall, four bedrooms, and a bathroom. Apartment The apartment building has a lobby and an elevator. The apartment has a living room, a kitchen, a bedroom, a bathroom, and a closet. 2 CONVERSATION Learning Objective: use simple present short answers • Elicit or explain any new vocabulary. in a conversation about a new home Vocabulary view: the scene you see from a specific place, [CD 2, Track 13] usually a nice or interesting scene such as a lake • Books closed. Set the scene. Julia is telling Ethan another: one more thing or person about her new apartment. Ask this focus question: “What rooms does the apartment have?” Encourage • Play the audio program again. Ss listen and repeat. Ss to make guesses. • Ss practice the conversation in pairs. • Play the audio program and elicit the answer. • Option: Ask one or two pairs to role-play the (Answer: a living room, a bedroom, a bathroom, conversation for the class. a kitchen) For a different way to practice the conversation, try • Write these focus questions on the board: Say It With Feeling! – download it from the website. 1. Does Julia like her apartment? 2. Does it have a good view? Books open. Play the audio program again. Ss listen and read silently. Elicit the answers to the focus questions. (Answers: 1. yes 2. no) Does it have a view? T-44 3 GRAMMAR FOCUS Learning Objective: use simple present yes/no Julia: Does it have a yard? questions and short answers Ethan: Yes, it does. Julia: That sounds nice. Do you live alone? [CD 2, Track 14] Ethan: No, I don’t. I live with my family. Julia: Do you have any brothers or sisters? Simple present short answers Ethan: Yes, I do. I have four sisters. • Focus Ss’ attention on the Grammar Focus box. Julia: Really? Does your house have many If needed, review the pattern for simple present yes/ bedrooms? Ethan: Yes, it does. It has four. no questions from Unit 6, Exercise 7: Do/Does + Julia: Do you have your own bedroom? subject + verb? Ethan: Yes, I do. I’m really lucky. • Elicit or explain the pattern for short answers to simple present yes/no questions: B Pair work Yes, + subject + do/does. No, + subject + don’t/doesn’t. • Explain the task. Ask two Ss to read the example questions aloud. • Play the audio program. Ss listen and read silently. Point out that we usually stress do and does in short • Ss read the conversation again. Then they take turns answers, but not in questions. asking and answering the questions in pairs. Go around the class and give help as needed. A • Ask different pairs of Ss to read the questions and answers. Correct any mistakes as a class. • Explain the task. Read Julia’s first question and elicit Ethan’s answer from the class. Answers • Ss complete the task individually. Then go over the 1. No, he doesn’t. (He lives in a house.) answers as a class. Ask different Ss to read each line 2. Yes, it does. of the conversation. 3. No, he doesn’t. (He lives with his family.) • Ss practice the conversation in pairs. 4. Yes, he does. Answers C Pair work Julia: Do you live in an apartment? Ethan: No, I don’t. I live in a house. • Ss write five questions individually. Then they take turns asking and answering the questions in pairs. 4 LISTENING Learning Objective: listen for main ideas and details in 4. My family and I live in an old house in the short descriptions of homes country. The house is a little small, but we have a nice yard and lots of trees. We like it a lot! [CD 2, Track 15] • Focus Ss’ attention on the pictures. Elicit information Answers about each picture. 2, 1, 4, 3 • Explain the task. Then play the audio program. Ss listen and complete the task individually. • Play the audio program again. Ss listen and check End of Cycle 1 their answers. Then elicit the answers from the class. See the Supplementary Resources chart at the Audio script beginning of this unit for additional teaching materials and student activities related to this Cycle. 1. My family lives on the first floor of a house. Another family lives on the second floor. The people on the second floor are nice – but they’re not very quiet! 2. I live in an apartment downtown. It’s in a large, modern building. I have a great view of the city, and I’m close to lots of stores and restaurants. 3. My apartment is very small. It has just one room with a very small kitchen. It doesn’t have a bedroom, so I sleep on the sofa. T-45 Unit 7 Cycle 2, Exercises 5–12 5 WORD POWER Learning Objective: discuss furniture and other C Group work household items • Explain the task and model the example sentence. A [CD 2, Track 16] • Ss complete the task in small groups. • Focus Ss’ attention on the pictures. Play the audio TIP program. Ss listen, point to the correct pictures, To help Ss connect to new vocabulary, personalize and repeat. the activities whenever possible. For example, • Option: Write this model conversation on the board: encourage Ss to talk about furniture in their homes. A: What’s this? • Option: Ss share information about their classmates’ B: It’s a stove. furniture. A: What are these? For more practice with furniture vocabulary, play B: They’re lamps. Change Chairs – download it from the website. Start Ss work in pairs. They use the model conversation to with this instruction: “Change chairs if you have a ask and answer questions about the items. bookcase in your living room.” B • Focus Ss’ attention on the task. Ask: “Where does a table go? Where does a stove go?” Point out that some items can go in more than one room. • Ss complete the chart individually. Then they compare answers in pairs. Possible answers A kitchen has: a table, a stove, chairs, curtains, a microwave, cupboards, pictures, a refrigerator, a rug, a coffee maker A dining room has: a table, chairs, curtains, pictures, a rug, cupboards A living room has: an armchair, a bookcase, a coffee table, curtains, a desk, lamps, a mirror, pictures, a rug, cupboards A bedroom has: an armchair or a chair, a bed, a bookcase, curtains, a desk, a dresser, a lamp, a mirror, pictures, a rug Does it have a view? T-46 6 CONVERSATION Learning Objective: use there is and there are in a Elicit or explain the difference between have and conversation about furniture need. Then elicit possible answers from the class. Encourage Ss to guess. [CD 2, Track 17] TIP • Books closed. Set the scene. Eric is in Lara’s new To prepare Ss for the listening task, elicit apartment. Lara is talking about furniture. Tell Ss to predictions by using the title and picture. Then listen and write down any furniture they hear. play the audio program. • Play the audio program. Elicit answers from the class. • Text uncovered. Play the audio program. Ss listen (Answers: chairs, table, sofa, armchairs, rug, lamp) and read silently. Then elicit the answers to the focus • Books open. Text covered. Focus Ss’ attention on the questions. (Answers: 1. chairs 2. a table 3. a lamp 4. a subtitle and the picture. Write these focus questions sofa, armchairs, a rug) on the board: • Play the audio program again. Ss listen and repeat. 1. What furniture does Lara have in the kitchen? • Ss practice the conversation in pairs. 2. What furniture does she need in the kitchen? 3. What furniture does she have in the living room? 4. What furniture does she need in the living room? 7 GRAMMAR FOCUS Learning Objective: use there is/there are and some, • Ss complete the task individually. Go around the class no, and any to describe rooms and give help as needed. • Ask different Ss to write the answers on the board. [CD 2, Track 18] There is, there are Answers • Focus Ss’ attention on the Grammar Focus box. 1. There’s no dresser in the bedroom./There isn’t Explain that we usually use there is/there are to give a dresser in the bedroom. 2. There are some chairs in the kitchen. information about the things in a place. We use there 3. There’s a lamp in the living room. is with singular nouns and there are with plural nouns. 4. There isn’t a refrigerator./There’s • Play the audio program. Ss listen and read silently. no refrigerator. 5. There aren’t any rugs on the floor./There are • Remind Ss that we use a/an with singular nouns. no rugs on the floor. Point out that we use some with plural nouns in 6. There aren’t any curtains on the windows./ positive statements, and we use any with plural nouns There are no curtains on the windows. in negative statements. 7. There isn’t an armchair in the bedroom./ There’s no armchair in the bedroom. • Write this on the board: 8. There aren’t any books in the bookcase./ There’s no (+ singular noun). There are no books in the bookcase. There isn’t a (+ singular noun). There are no (+ plural noun). B There aren’t any (+ plural noun). • Explain the task. Elicit examples from the class and Point out that not any and no have the write them on the board. Encourage Ss to use some, same meaning. no, and any at least once in their sentences. A • Ss write sentences individually. Go around the class and give help with vocabulary and spelling • Explain the first part of the task. Focus Ss’ attention as needed. on the picture of Ann’s apartment. Elicit several sentences with There about the picture. • Ss compare their sentences in pairs. Then elicit sentences from the class and ask different Ss to write them on the board. 8 INTERCHANGE 7 See page T-121 for teaching notes. T-47 Unit 7 9 PRONUNCIATION Learning Objective: sound more natural when using B Pair Work the sounds /θ/ and /ð/ • Explain the task. Then focus Ss’ attention on the model sentence. Read it aloud. Ss repeat. A [CD 2, Track 19] • Ss list words with /θ/ and /ð/ in pairs. Go around the • Write the words three and there on the board. Point class and give help as needed. out that th has different sounds in these words. • Write the headings /θ/ and /ð/ on the board. Elicit • Say the words three and there aloud. Ss repeat. words with each sound from the class. Ask different • If Ss have trouble making the sounds correctly, tell Ss to write them under the correct heading. them to put one hand in front of their mouths. Point out that words with /θ/ produce air. Words with /ð/ • Read the words aloud. Ss listen and repeat. do not produce air. • Ss work in pairs. They write two sentences using words from the board. Then they read them aloud. • Explain the task and focus Ss’ attention on the Go around the class and give help as needed. sentences. Play the audio program. Ss listen. • Play the audio program again. Ss listen and repeat. 10 LISTENING Learning Objective: listen for specific information in a Courtney Yeah, I love them. I need two for the conversation about buying furniture living room. But they’re so expensive. Jacob What about that sofa? It’s really nice. [CD 2, Track 20] Courtney No. I don’t like that color. And I have a sofa now – from my parents. It’s blue, • Set the scene. Courtney and Jacob are shopping for too! furniture for Courtney’s new apartment. Jacob Hey, look at that rug. . . . It’s great! And it matches the chairs. • Explain the task and focus Ss’ attention on the chart. Courtney Um . . . it’s . . . a little boring. Oh! I Ss listen for the words in the chart and decide which really like that coffee table. things Courtney likes. Jacob Yeah, it’s really beautiful. Hey, you • Play the audio program two or three times. Ss listen need a bookcase, right? Look at that and complete the chart. If needed, pause the audio bookcase. Courtney No, I don’t like it. It’s too big. program every few lines. Jacob Those yellow lamps are nice. Courtney I don’t need any lamps. And I don’t TIP like yellow. Oh, I know! I need some If an audio program is long, pause it where curtains. appropriate (e.g., after the speakers discuss each Jacob Do you like those curtains there? item). It may be helpful to mark where you plan to Courtney No, not really. Hey, look at that mirror. pause the audio program in this book. Jacob It’s great. But it’s a little expensive. Courtney That’s OK. It’s perfect! Audio script • Go over the answers with the class. Jacob What website is that? Courtney Oh, it’s a furniture website. I’m buying Answers a few things for the living room. Look at these blue armchairs. Likes: armchairs, a coffee table, a mirror Jacob They’re really cool! Doesn’t like: a sofa, a rug, a bookcase, lamps, curtains 11 SPEAKING Learning Objectives: describe a home using there is/ • Elicit adjectives to describe a home (e.g., beautiful, there are and the simple present nice, big, new, old ) and write them on the board. • Ss complete the task individually. A • Focus Ss’ attention on the title and pictures. Elicit or B Pair Work explain the meaning of any new words. • Explain the task and ask two Ss to model the example • Explain the task and read the focus questions aloud. conversation. Then Ss complete the task in pairs. • Ask a S to read the example description. Does it have a view? T-48 12 READING Learning Objective: scan and read for details in an Answers article about unusual hotels 1. In the Wizard’s Emeralds room, there is a yellow road. A [CD 2, Track 21] 2. There is a round bed in Maryann’s Coconut Cream Pie room. • Explain that Ss are going to read about different 3. In George’s Spacepad, there are two sofas. types of hotels. Focus Ss’ attention on the first There is a red bathtub, but there isn’t a shower. picture. Ask: “What is unusual about this room?” 4. There is a view of the moon/stars and the (Possible answers: the shape of the room; the room is stars/moon. clear [you can see through it]) 5. There is an air conditioner to keep the room cool. 6. There are sometimes animals playing outside. • Read the task and question aloud. 7. There isn’t a TV. • Ss scan the article to find the answer. Ask them to raise their hands when they find it. Then elicit the • Ss read the article and complete the sentences answer. (Answer: The Roxbury) individually. Then go over their answers as a class. TIP Vocabulary To encourage Ss to scan quickly, ask them to raise air conditioner: an appliance to cool the air their hands when they find the answers. bathtub: the container that you sit in to wash yourself heater: a machine that warms air or water B moon: the round object in the sky at night nature: plants, animals, and the land outside • Explain the first part of the task. Focus Ss’ attention shower: the part of the bathroom you stand in to on the words and phrases in the box. wash your body • Ask Ss to scan the article and find the phrase yellow stars: points of light in the sky at night road. Ss raise their hands when they find it. Ask a unusual: different than most volunteer to read the example sentence. Elicit or explain the reference to the classic movie The Wizard C Group work of Oz. • Explain the task and read the focus questions aloud. • Tell Ss to scan the text to find the remaining words and phrases. • Ss discuss the questions in small groups. Go around the class and encourage Ss to give reasons. TIP • Elicit answers from each group. Encourage other Ss To help Ss decide what reading strategy to use to ask questions. (here, scanning), focus their attention on the purpose of the task. For example, say: “We want to know what’s in each hotel, so just look for these End of Cycle 2 phrases.” See the Supplementary Resources chart at the • Ss scan the article again and underline any new beginning of this unit for additional teaching materials vocabulary. and student activities related to this Cycle. • Elicit or explain any new vocabulary. Point out that just like is an adverb used to describe things that are very similar. T-49 Unit 7 Unit 8 Supplementary Resources Overview After the following You can use these materials Your students can use these materials SB exercises in class outside the classroom 1 Word Power SS Unit 8 Vocabulary 1 GAME Name the Picture (Jobs) 2 Speaking 3 Conversation SS Unit 8 Speaking 1 CYCLE 1 4 Grammar Focus TSS Unit 8 Extra Worksheet SB Unit 8 Grammar plus, Focus 1 SS Unit 8 Grammar 1 GAME Speak or Swim (Simple present Wh-questions 1) GAME Sentence Runner (Simple present Wh-questions 2) 5 Pronunciation WB Unit 8 exercises 1–4 6 Snapshot 7 Conversation SS Unit 8 Speaking 2 8 Listening 9 Grammar Focus TSS Unit 8 Vocabulary Worksheet SB Unit 8 Grammar plus, Focus 2 TSS Unit 8 Grammar Worksheet SS Unit 8 Vocabulary 2 TSS Unit 8 Listening Worksheet SS Unit 8 Grammar 2 CYCLE 2 GAME Word Keys (Placement of adjectives) 10 Interchange 8 11 Speaking 12 Reading TSS Unit 8 Project Worksheet SS Unit 8 Reading 1–2 VID Unit 8 SS Unit 8 Listening 1–3 VRB Unit 8 SS Unit 8 Video 1–3 WB Unit 8 exercises 5–7 With or instead of the You can also use these materials following SB section for assessment Units 7–8 Progress Check ASSESSMENT PROGRAM Units 7–8 Oral Quiz ASSESSMENT PROGRAM Units 7–8 Written Quiz ASSESSMENT PROGRAM Units 1–8 Test Key GAME: Online Game SB: Student’s Book SS: Online Self-study TSS: Teacher Support Site VID: Video DVD VRB: Video Resource Book WB: Online Workbook/Workbook Unit 8 Supplementary Resources Overview Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 8 Use the space below to customize a plan that fits your needs. With the following I am using these materials My students are using these materials outside SB exercises in class the classroom With or instead of the I am using these materials following SB section for assessment Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 8 8 Where do you work? In Unit 8, students discuss jobs and workplaces using simple present Wh-questions, and discuss opinions about jobs using be + adjective and adjective + noun. By the end of Cycle 1, students will be able to discuss jobs and workplaces using simple present Wh-questions. By the end of Cycle 2, students will be able to give opinions about jobs Cycle 1, Exercises 1–5 using be + adjective and adjective + noun. 1 WORD POWER Learning Objective: discuss common jobs B Pair work A [CD 2, Track 22] • Explain the task. Focus Ss’ attention on the police officer in part A. Model the example conversation • Books closed. Write the word teacher on the board. with a S. Say: “I am a teacher. Teacher is a job. Name some other jobs.” Elicit jobs from the class and write them • Focus Ss’ attention on the receptionist in part A. Ask two Ss to model the task. on the board. • Point out that Ss should ask about the people in TIP random order. To avoid teaching words Ss already know, start by eliciting the words they know. Then teach any • Ss complete the task in pairs. Go around the class remaining vocabulary. and help Ss with pronunciation as needed. For more practice with vocabulary for jobs, play • Books open. Focus Ss’ attention on the pictures. Bingo – download it from the website. Read the jobs aloud. Ss listen and repeat. • Explain the first part of the task. Ss match the jobs TIP Ss usually forget about 80 percent of new words with the pictures individually. Then they compare after 24 hours. To help them remember new answers in pairs. vocabulary, recycle or review the words during the • Play the audio program. Ss listen and check their next class. answers. One S writes the answers on the board. Audio script 1. j , police officer 2. o, taxi driver 3. p, vendor 4. g, host 5. n, server 6. d, chef 7. k, receptionist 8. a, accountant 9. i, office manager 10. f, front desk clerk 11. b, bellhop 12. h, nurse 13. e, doctor 14. l, salesperson 15. c, cashier 16. m, security guard Answers 1. j 3. p 5. n 7. k 9. i 11. b 13. e 15. c 2. o 4. g 6. d 8. a 10. f 12. h 14. l 16. m • Play the audio program again. Ss listen and repeat. Where do you work? T-50 2 SPEAKING Learning Objective: discuss workplaces and other B Class activity job information • Focus Ss’ attention on the phrases and read them aloud. Elicit or explain the meaning of any new A Pair work vocabulary. If needed, use the pictures in Exercises 1 • Focus Ss’ attention on the pictures. Ask: “What and 2, show examples of uniforms or a team, or mime are these places?” Elicit the answers. (Answers: a working, sitting, or standing. hospital, an office, a store, a hotel) • Explain the task. Then ask two Ss to model the TIP example conversation. Elicit other jobs in a hospital To explain new words, choose appropriate techniques such as pictures, props, mime, (e.g., receptionist, security guard ). examples, or definitions. • Ss complete the task in pairs. Go around the class and give help with vocabulary as needed. • Read the phrases again. Ss listen and repeat. • Copy the chart on the board. Elicit answers from the • Explain the task. Point out that Ss should try to ask a class and ask different Ss to write them on the board. different S each question. • Ask three Ss to model the example conversation. Possible answers • Ss go around the class and complete the task. Go In a hospital: a doctor, a nurse, an accountant, around the class and encourage Ss to look at each a receptionist, a security guard, a technician, a other and change partners often. therapist, a surgeon, a custodian In an office: a doctor, a nurse, an office manager, • Option: Ss complete the task in small groups. a receptionist, a police officer, a salesperson, an accountant, a manager, an architect, a dentist, a • Elicit answers from the class. lawyer For more practice with workplace and job vocabulary, In a store: a cashier, a security guard, a play Vocabulary Tennis – download it from the salesperson, a manager, a janitor, a salesclerk website. Call out a workplace, and each team says a In a hotel: a front desk clerk, a bellhop, an office different job in that workplace. manager, an accountant, a receptionist, a security guard, a housekeeper, a manager, a valet (Note: Additional examples are italicized.) 3 CONVERSATION Learning Objective: use simple present Wh-questions Vocabulary in a conversation about a job too: also; very That’s funny.: That’s surprising. Actually: In fact (used to introduce surprising [CD 2, Track 23] information) • Books closed. Set the scene. Jordan is asking Alicia about her brother’s job. • Ask the class: “Does Jordan’s brother like his job? Why?” • Write these focus questions on the board: Then elicit the answer. (Answer: No, he doesn’t. He 1. Where does Alicia’s brother work? doesn’t like the manager.) 2. What’s his job? 3. What other person works there? • Play the audio program again. Ss listen and repeat. 4. What’s his job? Then they practice the conversation in pairs. For a new way to practice this conversation, try • Then play the audio program and Ss listen for the answers. Elicit the answers. (Answers: 1. a hotel Substitution Dialog – download it from the website. 2. the manager 3. Jordan’s brother 4. the/an Ss change my brother to my sister and he to she. accountant) • Books open. Focus Ss’ attention on the picture. Play the audio program again. Ss listen and read silently. • Elicit or explain any new vocabulary. T-51 Unit 8 4 GRAMMAR FOCUS Learning Objective: ask and answer simple present • Ss practice the conversations in pairs. Tell them to Wh-questions correct their answers while they practice. [CD 2, Track 24] Answers Simple present Wh-questions 1. A: What does your sister do? B: My sister? She’s a teacher. • Focus Ss’ attention on the Grammar Focus box. To A: How does she like it? explain the difference between where, what, and B: It’s difficult, but she loves it. how, write this on the board: 2. A: Where does your brother work? B: In an office. He’s an accountant. Where do you work? = What’s your workplace? A: Oh? How does he like it? What do you do? = What’s your job? B: He doesn’t really like it. How do you like it? = What’s your opinion about it? 3. A: How do your parents like their jobs? • If needed, point out that we call how a Wh-word B: Oh, I guess they like them. A: I don’t remember. Where do they work? because we’re asking for information. B: In a big hospital. They’re doctors. • Elicit or explain the pattern for simple present Wh- 4. A: What do you do? questions: B: I’m a student. A: I see. How do you like your classes? Wh-word + do/does + subject + verb? B: They’re great. I like them a lot. • Play the audio program. Ss listen and read silently. • Option: Play the audio program again. Ss listen • Option: Ask four different pairs of Ss to read the conversations for the class. and repeat. A B Pair work • Explain the task. Then read the first two lines of the • Focus Ss’ attention on the pictures. Explain the task. first conversation with a S. • Ask the class: “Where does Chad work?” Elicit the answer. (Answer: He works in a store/clothing store.) • Ss complete the conversations individually. Go around the class and give help as needed. • Ss complete the task in pairs. Go around the class and check Ss’ use of grammar. 5 PRONUNCIATION Learning Objective: sound more natural when asking • Option: Ss underline all the examples of does + simple present Wh-questions with do pronoun in Exercise 3 on page 51. Then play the audio program for Exercise 3. Ss listen and pay [CD 2, Track 25] attention to the reductions. Then they practice the conversation again in pairs. • Focus Ss’ attention on the model questions. Explain that we usually reduce do + pronoun in conversation. • Play the audio program. Ss listen and read silently. End of Cycle 1 • Play the audio program again. Ss listen and repeat. See the Supplementary Resources chart at the • Option: Write these questions on the board: beginning of this unit for additional teaching materials Where does she work? and student activities related to this Cycle. What does he do? Point out that we also reduce does with pronouns. Read out the questions. Ss repeat. Where do you work? T-52 Cycle 2, Exercises 6–12 6 SNAPSHOT Learning Objective: use adjectives to give opinions • Ask Ss to identify the adjectives that the people use about jobs to describe their jobs. • Play the audio program again. Ss listen and repeat. [CD 2, Track 26] • Read the focus questions aloud. Elicit the answers. • Focus Ss’ attention on the pictures and the focus • As Ss tell you what jobs they think are interesting, questions. Explain that they will be listening to and write each job on the board. Elicit adjectives to reading different answers to these questions. describe each job and write them below the job. • Play the audio program. Ss listen and read silently. • Option: Ask Ss for other jobs that these adjectives • Ask Ss to identify the jobs mentioned. (Answers: describe. Write their answers on the board. lawyer, photographer, software engineer, pilot) 7 CONVERSATION Learning Objective: use adjectives + nouns in a • Then play the audio program and elicit the answers. conversation about jobs (Answers: 1. She’s a math teacher. 2. He’s a firefighter.) • Books open. Play the audio program again. Ss listen [CD 2, Track 27] and read silently. Elicit or explain any new vocabulary. • Books closed. Set the scene. Jack and Paula are • Ask the class: “What’s Jack’s job like? What’s Paula’s talking about their new jobs. Ask: “What does Paula job like?” do? What does Jack do?” • Play the audio program again. Ss listen and repeat. Then they practice the conversation in pairs. 8 LISTENING Learning Objective: listen for specific information 3. discussed using be + adjective and adjective + noun Woman Where do you work, Luke? Luke At a store. [CD 2, Track 28] Woman Oh, are you a salesperson? Or a cashier? Luke No, actually, I’m a security guard. • Focus Ss’ attention on the chart. Elicit possible Woman Really? How do you like it? answers for the questions What do they do? and Luke It’s pretty boring. I don’t like it very much. What’s it like? 4. Woman What do you do, Brandon? • Explain the task. Then play the audio program. Ss Brandon I work at the city hospital. listen and complete the task individually. Re-play the Woman The city hospital? Are you a doctor? audio if needed. Elicit the answers from the class. Brandon No, I’m a nurse. Woman What’s that like? Is it interesting? Audio script Brandon Oh, yes! Every day is different. I really like it! 1. Man Where do you work now, Yasmin? Yasmin I have a new job. I work downtown. Answers Man What do you do, exactly? Yasmin I’m a street vendor. I sell ice cream. 1. street vendor/ice cream vendor, exciting Man Really? What’s it like? 2. office manager, not easy/difficult Yasmin It’s an exciting job. I talk to lots of cool 3. security guard, boring people every day. 4. nurse, interesting 2. Man What do you do, Kana? Kana I work in an office. Man Really? What do you do, exactly? Kana I’m a manager. Man What’s it like? I don’t think that’s an easy job. Kana No, it isn’t. I have a difficult job, but I like it! T-53 Unit 8 9 GRAMMAR FOCUS Learning Objective: use be + adjective and adjective • Ss complete the task individually. Go around the class + noun and give help with grammar as needed. • Ask different Ss to read the sentence pairs to the class. [CD 2, Track 29] Placement of adjectives Answers • Books closed. Write this on the board: 1. A photographer has an interesting job. 2. A pilot has an exciting job. My job is great. 3. A teacher has a stressful job. I have a great job. 4. A cashier’s job is boring. Point out that these sentences have the same 5. An accountant’s job is difficult. 6. A receptionist’s job is easy. meaning. • Ask the class: “What is the adjective in these sentences? What is the noun?” (Answers: great, job) B Group work • Books open. Focus Ss’ attention on the Grammar • Explain the first part of the task. Focus Ss’ attention Focus box. Point out that the pairs of sentences in on the chart. Ask: “What jobs are easy?” Elicit ideas each row have the same meaning. Elicit or explain from the class. the patterns for using be + adjective and adjective + • Ss complete the chart individually. noun to describe a job: • Explain the second part of the task. Elicit or explain A/An + (subject)’s + job + is + adjective. what a graphic designer does. Ask three Ss to model A/An + (subject) + has + a/an + adjective + job. the example conversation. • Play the audio program. Ss listen and read silently. • Ss complete the task in small groups. Then elicit • Option: Ss underline the adjectives and circle the different opinions from the class. nouns in the Grammar Focus box. TIP To make Ss feel confident about sharing their A opinions, give them time to write down their ideas • Explain the task. Point out that Ss should write a before the discussion. different sentence that has the same meaning. 10 INTERCHANGE 8 See page T-122 for teaching notes. 11 SPEAKING Learning Objective: discuss different people’s jobs • Ss complete the task in small groups. All group members participate in asking Student B the Group work questions. Go around the class and write down any errors you hear. • Explain the task. Focus Ss’ attention on the two lists of questions. Ask different Ss to read out the • Ask different Ss to tell the class about their questions. Elicit or explain any new vocabulary. classmates’ jobs. • Write this short conversation on the board: • Option: Write the sentences with errors you noted on the board. Then have Ss correct them in pairs or A: Do you have a job? small groups. B: Yes, I do./No, I don’t, but my brother has a job. • Ask two Ss to read out the conversation. Explain that TIP if Student B answers “yes,” Student A should ask the To help Ss develop oral fluency, don’t interrupt questions in the left column. If Student B answers and correct their errors. Instead, take note of any “no,” Student A should ask the questions in the right errors you hear and go over them later as a class, without mentioning who made the errors. column. • Tell Ss to take notes on their classmates’ answers. For a new way to teach this exercise, try the Onion Ring technique – download it from the website. Where do you work? T-54 12 READING Learning Objectives: make predictions and read for C specific information in an article about jobs • Explain the first part of the task. To help Ss, write these focus questions on the board: A [CD 2, Track 30] 1. What is the workplace of your dream job? • Focus Ss’ attention on the title. Explain that a dream job is someone’s idea of a perfect job. It may seem 2. What days do you work? difficult or impossible to achieve. Elicit Ss’ dream jobs. 3. What hours do you work? 4. What do you wear? • Focus Ss’ attention on the pictures and labels. 5. What do you do, exactly? Ask Ss to look at the photos without reading the 6. What do you like about your dream job? paragraphs. Elicit or explain the meaning of any new words. Ask: “What do you think these people do?” • Ss complete the task individually. Go around the class and help with vocabulary and spelling as needed. • Ss discuss the answers in pairs, referring to the photos. Then elicit their answers. • Option: Ss write the description for homework. • Once their dream job descriptions are written, each B S reads the description to the class but does not tell • Ss read the article individually. Point out that they the job. The other Ss guess the job. should continue reading without stopping to look up • Option: In very large classes, Ss read their new words. descriptions in groups. For a new way to teach this exercise, try Reading TIP Race – download it from the website. To build reading fluency, encourage Ss to read the entire article without looking up new words. Point out that they will discuss any new words later. End of Cycle 2 • Ss discuss the meaning of any new words in pairs or See the Supplementary Resources chart at the small groups. Then elicit or explain any remaining beginning of this unit for additional teaching materials new vocabulary. and student activities related to this Cycle and for assessment tools. Vocabulary crocodile: a large reptile, with a long mouth and sharp teeth, that lives in lakes and rivers researcher: someone who studies a subject to find out new information about it flavor: the taste of something, such as sweet, salty, chocolate, etc. expert: someone who has a lot of skill or knowledge about something taste: to experience the flavor of a food in your mouth • Explain the task and read the sentences aloud. Explain that Ss will choose True (correct) sentences or False (incorrect) sentences. • Ss complete the task individually. • Ss compare their answers in groups. Then go over the answers with the class and encourage Ss to correct the statements that are false. Answers 1. F 2. T 3. F 4. T 5. F T-55 Unit 8 Units 7–8 Progress check SELF-ASSESSMENT Learning Objectives: reflect on one’s learning; identify • Ss move on to the Progress check exercises. You can areas that need improvement have Ss complete them in class or for homework, • Ask: “What did you learn in Units 7 and 8?” Elicit using one of these techniques: Ss’ answers. 1. Ask Ss to complete all the exercises. • Ss complete the Self-assessment. Explain to Ss that 2. Ask Ss: “What do you need to practice?” Then this is not a test; it is a way for them to evaluate what assign exercises based on their answers. they’ve learned and identify areas where they need 3. Ask Ss to choose and complete exercises based additional practice. Encourage them to be honest, on their Self-assessment. and point out they will not get a bad grade if they check (✓) A little. 1 SPEAKING Learning Objective: demonstrate one’s ability to • Ss complete the task individually. describe living spaces, rooms, and furniture B Pair work A • Explain the task. Then model the example • Set the scene and explain the task. Point out that conversation with a S. Take the role of Speaker A, and Ss can draw simple pictures or write the names of give the S the role of Speaker B. Ask the class to help the furniture. Draw simple pictures on the board to the S if needed. demonstrate, if needed. • Ss role-play the conversation in pairs. Then they • Option: Ss label their pictures with the names of the change roles. Go around the class and give help furniture. as needed. • Focus Ss’ attention on the picture. Point to different • Option: Ss change partners and role-play the rooms in the picture and ask: “What’s this room?” conversation again. Ss label each room in the apartment. • Review the vocabulary in the box. Then elicit the names of other furniture and household items. Write them on the board. T-56 2 SPEAKING Learning Objective: demonstrate one’s ability to ask A: What does he do? and answer questions about work B: He’s a salesperson. A: How does he like it/his job? A B: He likes his job a lot! 2. A: What do you do? • Explain the task. Ss complete the conversations B: I’m an accountant. individually. Then they compare answers in pairs. A: Where do you work? • To check answers, ask different pairs of Ss to read the B: I work in an office. conversations. Correct any errors as a class. A: How do you like it/your job? B: It’s OK. I guess I like it. Answers 1. A: Where does your father work? B Pair work B: My father? He works in a store. • Explain the task. Ss complete the task in pairs. Then they change roles. 3 LISTENING Learning Objective: demonstrate one’s ability to Daniel You’re right. I have a new job in a school. understand descriptions of jobs Woman Really? Are you teaching? Daniel No. I’m still a nurse, but now I’m a [CD 2, Track 31] school nurse. Woman Is it stressful? • Explain the task. Daniel No, not really. • Play the audio, pausing after each conversation. Ss 3. listen and complete the chart. Then play the audio Man Hey, Mai, where do you work? again. Ss listen and check their answers. Mai In a hotel. Man Oh, that’s interesting. What do you Audio script do there? Mai I’m a front desk clerk. I help the guests 1. when they arrive and leave. And I answer Man Where do you work, Rachel? a lot of telephone calls from inside and Rachel In a doctor’s office. outside the hotel. Man What do you do there? Man That’s a busy job! Do you like it? Rachel I’m the receptionist. I answer the phone Mai I do. I have a great manager. and welcome people. Man How do you like your job? Rachel I love it. Answers 2. Workplace Job Woman Hey, Daniel. I hear you’re not working at 1. Rachel office receptionist the hospital now. 2. Daniel school nurse 3. Mai hotel front desk clerk 4 SPEAKING Learning Objective: demonstrate one’s ability to give • Ask three Ss to model the example conversation. and respond to opinions about jobs Then elicit different adjectives that can be used to describe jobs and write them on the board. Group work • Ss discuss the jobs in small groups. • Explain the task. Read the names of the jobs aloud. Ss repeat. Explain the jobs as needed. WHAT’S NEXT? Learning Objective: become more involved in • Ask Ss to underline one thing they need to review. Ask: one’s learning “What did you underline? How can you review it?” • Focus Ss’ attention on the Self-assessment again. • If needed, plan additional instruction, activities, or Ask: “How well can you do these things now?” reviews based on Ss’ answers. T-57 Units 7–8 Progress check Unit 9 Supplementary Resources Overview After the following You can use these materials Your students can use these materials SB exercises in class outside the classroom 1 Word Power SS Unit 9 Vocabulary 1 GAME Name the Picture (Foods 1) GAME Sentence Runner (Foods 2) CYCLE 1 2 Conversation SS Unit 9 Speaking 1 3 Grammar Focus TSS Unit 9 Listening Worksheet SB Unit 9 Grammar plus, Focus 1 SS Unit 9 Grammar 1 GAME Sentence Stacker (Count and noncount nouns; some and any) 4 Pronunciation WB Unit 9 exercises 1–5 5 Snapshot 6 Conversation SS Unit 9 Speaking 2 7 Grammar Focus TSS Unit 9 Vocabulary Worksheet SB Unit 9 Grammar plus, Focus 2 TSS Unit 9 Grammar Worksheet SS Unit 9 Grammar 2 GAME Speak or Swim (Adverbs of frequency) CYCLE 2 8 Listening 9 Speaking SS Unit 9 Vocabulary 2 10 Interchange 9 11 Reading TSS Unit 9 Extra Worksheet SS Unit 9 Reading 1–2 TSS Unit 9 Project Worksheet SS Unit 9 Listening 1–3 VID Unit 9 SS Unit 9 Video 1–3 VRB Unit 9 WB Unit 9 exercises 6–8 Key GAME: Online Game SB: Student’s Book SS: Online Self-study TSS: Teacher Support Site VID: Video DVD VRB: Video Resource Book WB: Online Workbook/Workbook Unit 9 Supplementary Resources Overview Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 9 Use the space below to customize a plan that fits your needs. With the following I am using these materials My students are using these materials outside SB exercises in class the classroom With or instead of the I am using these materials following SB section for assessment Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 9 9 I always eat breakfast. In Unit 9, students discuss food and describe eating habits. By the end of Cycle 1, students will be able to discuss foods they like, need, and have using some/any and count/noncount nouns. By the end of Cycle 2, students will be able to describe eating habits using adverbs of frequency. Cycle 1, Exercises 1–4 1 WORD POWER Learning Objective: discuss food likes and dislikes • Play the rest of the audio program. Ss listen and read silently. Then play the audio program again. Ss listen A [CD 2, Track 32] and repeat. • Books closed. Write these headings on the board: • Option: Write the names of the food groups on the board. Elicit names of other foods in each group. Healthy foods Unhealthy foods Ask different Ss to write them on the board. • Elicit or explain that healthy means “good for you” and unhealthy means “bad for you.” B Pair work • Ask: “What foods are healthy? What foods are • Explain the first part of the task. unhealthy?” • Ss make lists individually. Go around the class and • Elicit ideas from the class and write them under the give help as needed. correct headings. • Explain the second part of the task and ask a S to TIP read the beginning of the model conversation. To interest Ss in the topic, elicit opinions from • Ss continue the conversation and compare food likes them whenever possible. and dislikes in pairs. • Books open. Focus Ss’ attention on the title of the • Option: Ss tell the class about their partner’s food pie chart. Explain that it illustrates healthy foods. likes and dislikes. Point out that this chart doesn’t show how much of these foods you should eat per day (e.g., it doesn’t TIP tell you to eat six servings of grains). It shows the To make your lessons more varied, change focus regularly. For example, change from pair work to a portion of your foods that should come from each class activity or from writing to speaking. category, (i.e., eat mostly fruits and vegetables and only a little dairy). Also note that not everyone eats For more practice with food vocabulary, play the everything on the chart; for example, vegetarians Chain Game – download it from the website. Use the don’t eat meat, but they eat other proteins such as sentence: “I like (carrots) . . .” nuts and beans. • Play the first paragraph of the audio program. Ss listen and read silently. • Use hand gestures to explain a lot of, some, and a little. I always eat breakfast. T-58 2 CONVERSATION Learning Objective: use some/any and count/ Vocabulary noncount nouns in a conversation about food all right: OK potato salad: pieces of potato mixed with mayonnaise and seasonings [CD 2, Track 33] buy: to pay money to get something • Focus Ss’ attention on the picture. Ask: “What foods can you see?” (Possible answers: lettuce, vegetables) • Play the audio program again. Ss listen and repeat. Then they practice the conversation in pairs • Play the audio program. Ss listen and read silently. Then elicit or explain any new vocabulary. 3 GRAMMAR FOCUS Learning Objectives: differentiate between some/any Jane: OK, don’t worry. Let’s get some and categorize count/noncount nouns celery, then. Keith: No, I don’t want any celery. I have an [CD 2, Track 34] idea. Let’s put some apples in it. Jane: Are you serious? Apples in potato salad? Count and noncount nouns Well, OK . . . • Books closed. Put four or five count items (e.g., lemons, oranges, books ) on your desk. Say: “I can B count these (lemons). One, two, three, four, five. (Lemon) is a count noun.” • Ss complete the chart individually. Go around the class and give help as needed. If Ss have difficulty, • Put a noncount item (e.g., a loaf of unsliced bread, a point out that all the nouns in Exercise 1 with -s or -es bowl of rice, a pitcher of water ) on your desk. Say: “I endings are count nouns. can’t count this (bread). (Bread) is a noncount noun.” • Ss compare their charts in pairs. • Books open. Focus Ss’ attention on the words at the top of each column in the Grammar Focus box. Point • Copy the chart onto the board. Ask different Ss to out that plural count nouns usually end in -s or -es write the answers in the chart. and that noncount nouns don’t. • Option: Ss add other foods they know to the chart • Point out that we use a and an only with singular on the board. count nouns. For more practice reviewing food vocabulary with Some and any count and noncount nouns, play Picture It! – download it from the website. One S draws a picture • Focus Ss’ attention on the questions and answers in of a food. The other Ss guess the word and use it in the Grammar Focus box. Explain that we use some the sentence: “It’s a/an . . .” or “They’re . . .” and any with plural nouns and noncount nouns. We use some in positive statements. We use any in • Option: Ss discuss which foods in the chart are good negative statements and questions. (healthy) and bad (unhealthy) for you. Write this conversation on the board: • Play the audio program. Ss listen and read silently. A: Eggs are good for you, but cream is not. • Point out that we often omit the noun in answers with B: Are you sure? I think eggs are bad for you. some and any (e.g., Yes, let’s get some.) Ss practice in pairs. Have Ss share any disagreements with the class. A • Explain the task. Ss complete the conversation TIP individually. Then they compare answers in pairs. To Don’t expect Ss to master new grammar check answers, ask Ss to read the conversation. immediately. To help them internalize the new structures, give Ss plenty of time, exposure, and Answers practice with the new structures throughout the unit and course. Keith: Oh, they don’t have any potato salad. Jane: But we have lots of potatoes at home. Let’s make some. Keith: Great. Do we have any mayonnaise? Jane: No. We need to buy some. And we need some onions. Keith: Oh, no, I don’t want any onions in the salad. T-59 Unit 9 4 PRONUNCIATION Learning Objective: sound more natural when B Pair work stressing words in sentences and questions • Explain the task. Have two Ss read the example conversation. Point out that they need to ask A [CD 2, Track 35] questions about the food in the pictures and refer to • Books closed. Write the conversations on the board. the shopping list to find out what food they need. • Ask Ss to listen for the stressed words in each • Have two Ss model the activity for the class. question and answer. • Ss ask and answer questions in pairs. Go around the • Play the audio program once or twice. Elicit the class and check Ss’ use of stress. stressed words from the class. For a new way to teach sentence stress, try Walking • Books open. Play the audio program. Ss listen and Stress – download it from the website. read silently to check their answers. Elicit or explain that we stress the important words in a sentence. • Play the audio program again. Ss listen and repeat. End of Cycle 1 Then Ss practice the conversation in pairs. Go around See the Supplementary Resources chart at the the class and check Ss’ use of stress. beginning of this unit for additional teaching materials and student activities related to this Cycle. Cycle 2, Exercises 5–11 5 SNAPSHOT Learning Objective: discuss common breakfast foods • Play the audio program. Ss listen and read silently. in different countries Elicit or explain any new vocabulary. • Play the audio program again. Ss listen and repeat. [CD 2, Track 36] • Read out the questions and task. Ss complete the • Books closed. Elicit or explain that breakfast is the task individually. meal that people have in the morning. Ask: “Who • Ss compare answers in small groups. If possible, put has a big breakfast? Who has a small breakfast? Who Ss from different countries in each group. Then elicit doesn’t have breakfast?” Ss raise their hands. answers from the class. • Books open. Focus Ss’ attention on the pictures. Point out that these are common breakfast foods in the United States, Japan, and Costa Rica. I always eat breakfast. T-60 6 CONVERSATION Learning Objective: use adverbs of frequency in a • Text uncovered. Play the audio program. Ss listen and conversation about food read silently. • If needed, point out that people in the United States [CD 2, Track 37] and Canada don’t usually have fish for breakfast, so • Text covered. Focus Ss’ attention on the title and Eva is surprised. picture. Set the scene. Eva and Kaito are talking • Elicit or explain any new vocabulary. If Ss have about breakfast. questions about always, usually, sometimes, or never, • Ask: “What are the people eating?” Encourage Ss to preview the Grammar Focus box in Exercise 7. make guesses. • Play the audio program again. Ss listen and repeat. • Ss practice the conversation in pairs. 7 GRAMMAR FOCUS Learning Objective: use adverbs of frequency A: Do you ever eat breakfast at work on weekdays? B: Yes, I sometimes have breakfast at the office [CD 2, Track 38] restaurant./Yes, sometimes I have breakfast at the office restaurant. • Books closed. Write this on the board: A: Do you often eat breakfast at your desk? always (100%) B: No, I hardly ever eat breakfast at my desk. usually (about 80%–99%) • Explain the second part of the task. Ss practice the often (about 60%–80%) conversation in pairs. sometimes (about 20%–60%) hardly ever (about 1%–20%) B never (0%) • Books closed. Copy the words for the first item • Elicit or explain that these words are adverbs of on the board. Explain the task and model how to frequency. Always means “100 percent of the time,” unscramble the sentence. and usually means “almost always.” Often means “a lot of the time,” and sometimes means “some of the • Books open. Ss complete the task individually. If time.” Hardly ever means “rarely,” and never means needed, elicit or explain that a snack is food you eat “not ever.” between meals. Snacks include foods like apples and potato chips. • Books open. Focus Ss’ attention on the Grammar Focus box. Play the audio program. Ss listen and • Ss compare their sentences in pairs. Then ask read silently. different Ss to write the correct sentences on the board. If needed, correct the sentences with the class. • Point out that adverbs usually go before the verb in a sentence, but sometimes can also go before the Answers subject. Explain that ever means “at any time,” and that questions with ever are usually answered with 1. I hardly ever have beef for lunch. 2. I never eat snacks when I watch TV. adverbs of frequency. 3. I sometimes eat eggs for breakfast./Sometimes I eat eggs for breakfast. A 4. I usually have dinner with my family. • Explain the first part of the task. Then copy the example sentence on the board. Model how to make C a caret (^) between the words you and have, and write the adverb above it. • Explain the first part of the task. Then rewrite the first sentence from part B on the board, changing • Option: Ss underline the verb in each sentence. the adverb of frequency if necessary to make the • Ss put the adverbs in the correct places individually. sentence true about you. For example: Ask different Ss to write the complete sentences on I never have beef for lunch. the board. • Ss rewrite the sentences individually. Answers • Explain the second part of the task. Then ask two Ss A: Do you usually have a big breakfast? to model the example conversation. B: Well, on Sunday I always have a big breakfast • Ss compare information in pairs. with my friends. T-61 Unit 9 8 LISTENING Learning Objective: identify adverbs of frequency in a Audio script spoken conversation Devon So, what looks good, Victoria? Victoria I don’t know yet. [CD 2, Track 39] Devon Well, the soup is really good. Do you like noodles? • Books closed. Set the scene. Devon and Victoria are Victoria Oh, yeah. I often eat noodles for lunch. in a restaurant. They are talking about food. I just don’t want them tonight. • Review the pronunciation of the words in the chart. Devon OK, well, the chicken is great here. How about that? TIP Victoria Oh, no. I never eat chicken. I don’t To help Ss recognize key vocabulary in an audio like meat. recording, review or pre-teach their pronunciation. Devon Really? Victoria Yeah. Sometimes I have fish or eggs, but • Ask the class: “What foods do Devon and Victoria never chicken or beef. talk about?” Play the audio program and have Ss Devon So, do you eat a lot of vegetables? Victoria Yes. Carrots are my favorite. I often have listen for the answers. Elicit the answers. (Answers: some in the afternoon for a snack. soup, noodles, chicken, meat, fish, eggs, beef, vegetables, carrots) Answers • Books open. Focus Ss’ attention on the chart and explain the task. Often Sometimes Never noodles ✓ • Play the audio program a few times. Pause after every chicken ✓ few lines if needed. Ss listen and complete the chart. fish ✓ Then they compare answers in pairs. eggs ✓ carrots ✓ 9 SPEAKING Learning Objective: ask and answer questions about • Elicit new questions from the class and write them eating habits using adverbs of frequency on the board. For example, “What is something you always have for . . . ?, Do you usually make . . . ?, Do A you ever make . . . for your family?” • Focus Ss’ attention on the chart and explain the • Explain the second part of the task. Ask two Ss to first part of the task. Ask different Ss to read the model the example conversation. Point out where questions. Point out that all the questions have the answers go on the chart. adverbs of frequency or the word ever. • Ss complete the middle column in pairs, taking turns • Elicit or explain any new vocabulary. asking and answering the questions. When the pairs finish, each S finds a new partner to complete the last Vocabulary column with. Go around the class and make sure the habit: something you usually do Ss complete the chart. lunch: the noon meal dinner: the evening meal B Class activity • Ss write two more questions individually. Go • Explain the task and ask a S to model the example around the class and make sure Ss use an adverb of sentences. Then Ss tell the class about their partners’ frequency or ever in each question. mealtime habits. 10 INTERCHANGE 9 See page T-123 for teaching notes. I always eat breakfast. T-62 11 READING Learning Objective: scan and read for details in an • Ss compare their answers in pairs. Ask different Ss to article about food write the correct sentences on the board. A [CD 2, Track 40] Answers Spain • Read the title aloud. Elicit or explain the meaning of 1. There’s a big tomato fight in Mexico once a festival. Ask: “What do you think a food festival is? year. Does your city have a food festival?” really 2. People in California don’t like garlic. • Focus Ss’ attention on the pictures and read the garlic 3. Some people in the U.S. use tomatoes to make question aloud. Elicit answers from the class. ice cream and popcorn. Thailand B 4. The Monkey Buffet Festival happens in Spain. monkeys • Explain the first part of the task. Ss read the article 5. In Thailand, people give fruit to the tourists. individually and underline any words they don’t know. 6. Some Mexicans make bread in the shape of humans, flowers, bones, and animals • Elicit or explain any new vocabulary. Then Ss read the houses and other buildings. article again. • Option: Play the audio program. Ss listen and read Vocabulary along silently. festival: a special event or period when people celebrate something C Group work fight: when people try to hurt each other garlic: a vegetable like a small onion with a strong • Explain the task and read the questions. Point out taste and smell that celebration means “a special day or event.” cooking: the activity of preparing food • Ss discuss the questions in small groups. Go around monkeys: animals with long tails that live in trees the class and encourage Ss to ask humans: people follow-up questions. bones: the hard pieces inside a person or animal anise: a plant that tastes like fennel or licorice • Option: Each group shares information with seed: the small part of a plant from which new the class. plants grow • Explain the second part of the task. Use the example End of Cycle 2 to model the task. Point out that Ss can find the answer quickly by scanning the article for the phrase See the Supplementary Resources chart at the tomato fight. beginning of this unit for additional teaching materials and student activities related to this Cycle. • Ss correct the sentences individually. Go around the class and give help as needed. T-63 Unit 9 Unit 10 Supplementary Resources Overview After the following You can use these materials Your students can use these materials SB exercises in class outside the classroom 1 Snapshot SS Unit 10 Vocabulary 1 2 Conversation SS Unit 10 Speaking 1 3 Grammar Focus SB Unit 10 Grammar plus, Focus 1 SS Unit 10 Grammar 1 CYCLE 1 GAME Sentence Runner (Simple present Wh-questions 1) GAME Word Keys (Simple present Wh-questions 2) 4 Listening 5 Speaking WB Unit 10 exercises 1–3 6 Conversation SS Unit 10 Speaking 2 7 Grammar Focus SB Unit 10 Grammar plus, Focus 2 SS Unit 10 Grammar 2 8 Pronunciation TSS Unit 10 Vocabulary Worksheet TSS Unit 10 Grammar Worksheet TSS Unit 10 Extra Worksheet CYCLE 2 9 Listening TSS Unit 10 Listening Worksheet GAME Sentence Stacker (Can for ability) 10 Word Power SS Unit 10 Vocabulary 2 GAME Speak or Swim (Abilities and talents) 11 Interchange 10 12 Reading TSS Unit 10 Project Worksheet SS Unit 10 Reading 1–2 VID Unit 10 SS Unit 10 Listening 1–3 VRB Unit 10 SS Unit 10 Video 1–3 WB Unit 10 exercises 4–10 With or instead of the You can also use these materials following SB section for assessment Units 9–10 Progress Check ASSESSMENT PROGRAM Units 9–10 Oral Quiz ASSESSMENT PROGRAM Units 9–10 Written Quiz Key GAME: Online Game SB: Student’s Book SS: Online Self-study TSS: Teacher Support Site VID: Video DVD VRB: Video Resource Book WB: Online Workbook/Workbook Unit 10 Supplementary Resources Overview Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 10 Use the space below to customize a plan that fits your needs. With the following I am using these materials My students are using these materials outside SB exercises in class the classroom With or instead of the I am using these materials following SB section for assessment Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 10 10 What sports do you like? In Unit 10, students discuss sports to watch and play, and discuss skills, abilities, and talents. By the end of Cycle 1, students will be able to discuss sports they watch and play using simple present Wh-questions. By the end of Cycle 2, students will be able to discuss skills, abilities, and talents using can and can’t. Cycle 1, Exercises 1–5 1 SNAPSHOT Learning Objective: discuss popular sports Explain that we use play with games and go with sports that are not games. Ask Ss to find examples in [CD 2, Track 41] the Snapshot. • Books closed. Elicit the names of sports and write • Read the first question and the task. Ss complete them on the board. Ask: “Where do people play the quiz. these sports?” Elicit the names of countries. • Play the audio program. Ss listen and read silently. • Books open. Focus Ss’ attention on the Snapshot. • Play the audio program again. Ss listen and check Point out that there is a picture for each sport listed their guesses. in the quiz. • Ss discuss the last two questions in small groups. • If needed, explain that soccer is an American term. In If possible, put Ss from different countries in each other countries, people call this sport football. In the group. Then elicit answers from the class. U.S. and Canada, football refers to a different sport, For more practice with sports vocabulary, play also called American football. Mime – download it from the website. • Option: Write this on the board: For more practice with sports vocabulary, play play + game Sculptures – download it from the website. go + verb + -ing 2 CONVERSATION Learning Objectives: use simple present Wh-questions • Option: Ask a few pairs to role-play the conversation in a conversation about sports for the class. For a new way to practice this Conversation, try Look [CD 2, Track 42] Up and Speak! – download it from the website. • Text covered. Set the scene. Tara and Victor are • Option: Ss share information about free-time talking about sports. Ask: “What sports are they activities. To review adverbs of frequency, write this talking about?” Play the audio program and elicit the conversation on the board: answers. (Answers: basketball, soccer, tennis) A: What do you usually do in your free time? • Text uncovered. Write these questions on the board: B: I usually (go swimming), and I often (play tennis). 1. Does Victor like sports? How about you? 2. What sports does he like? A: Well, I never (play tennis). But sometimes I 3. Does he ever play those sports? (play volleyball). • Play the audio program. Ss listen and read silently. Model the conversation with a S. Then Ss practice it Then elicit the answers to the focus questions. with their own information in pairs. (Answers: 1. Yes, he does. 2. basketball, soccer, tennis 3. He doesn’t play them very often.) • Elicit or explain any new vocabulary. Vocabulary free time: time when you’re not working or studying athlete: someone who plays sports well • Play the audio program again. Ss listen and repeat. Then they practice the conversation in pairs. What sports do you like? T-64 3 GRAMMAR FOCUS Learning Objective: ask and answer simple present B Wh-questions • Explain the task. Then ask two Ss to model the first two lines of the conversation. [CD 2, Track 43] • Ss complete the task individually. Then they compare Simple present Wh-questions answers in pairs. • Focus Ss’ attention on the Grammar Focus box. Elicit or explain that Wh-questions ask for information. • Ask different Ss to write the questions on the board. If needed, correct the questions with the class. • To review the meanings of Wh-question words, write this on the board: • Option: Ss practice the conversation in pairs. Who Answers Where A: What sports do you like? How often B: I like a lot of sports, but I really love volleyball! When A: Who do you usually play with? What time B: I usually play with my sister and some friends. A: When do you practice? Elicit or give examples of questions using each B: We practice on Saturdays. Wh-word. A: What time do you start? • Elicit the pattern for simple present Wh-questions: B: We start at about noon. A: Where do you play? Question word + do/does + subject + verb? B: We usually play at a sports club, but sometimes If needed, refer Ss to Unit 8, Exercise 4. we play on the beach. • Play the audio program. Ss listen and read silently. C Pair work A • Explain the task. Then ask two Ss to model the • Explain the first part of the task. Ask two Ss to model example conversation. the first three lines of the first conversation. • Ss write questions about sports or other activities • Ss complete the task individually. Then they compare individually. Go around the class and give help as answers in pairs or small groups. needed. TIP • Option: If Ss have trouble thinking of questions to In mixed-level classes, include at least one strong ask, elicit questions from the class and write them on S in each pair or group when they complete tasks the board. involving grammar accuracy. Encourage Ss to • Ss work in pairs. They take turns asking and collaborate and help each other. answering their questions. Then ask different Ss to tell the class their partners’ answers. • Elicit answers from the class and write them on the board. • Option: Ss write sentences about their partners before they tell the class. Answers For a new way to practice Wh-questions, try 1. A: How often do you go bike riding? Question Exchange – download it from the website. B: Oh, about once or twice a week. A: I love to go bike riding. I go every Sunday. B: Really? What time/When do you go? A: Usually at about ten in the morning. B: Oh, yeah? Who do you go with? A: A group of friends. Come with us next time! 2. A: I watch sports on TV every weekend. B: Really? What sports/What do you like to watch? A: Soccer. It’s my favorite! B: When do you usually watch soccer? A: In the evenings or on weekends. B: And where do you usually watch it? At home? A: No, at my brother’s house. He has a home theater! • Ss practice the conversations in pairs. T-65 Unit 10 4 LISTENING Learning Objective: listen to a conversation about 3. sports using simple present Wh-questions Woman Do you play volleyball, Matthew? Matthew Uh, no. I think it’s a little boring. [CD 2, Track 44] Woman I see. Do you like any sports? Matthew Oh, sure. My favorite sport is baseball. • Explain the task. Then play the audio program three I love baseball. Now that’s an times. First, Ss listen and write the speakers’ favorite exciting sport! sports. Then they listen and check (✓) Play or Watch. Woman How often do you play? Finally, they listen and check their answers. Matthew Well, I don’t really play – I’m too busy. But I watch it on TV a lot! Audio script 4. Man Do you like tennis, Nicole? 1. Nicole It’s OK, but it’s not my favorite. Woman Hey, James. What do you think of soccer? Man What’s your favorite sport? James I like it. Actually, I like lots of sports! Nicole Hmm. I guess my favorite sport Woman Oh, yeah? What sports do you like? is basketball. James Let’s see. I like tennis and bike riding . . . Man Really? Where do you play? and especially football. It’s my favorite. Nicole Oh, I don’t play basketball. But a lot of my Woman Football’s my favorite, too. So, when do friends do, and I like to watch them play. you play it? James In the fall and winter. • Elicit the answers from the class. 2. Man What sports do you like, Brianna? Answers Brianna You know, I don’t like sports very much. Man So you never play sports? Favorite sport Play Watch Brianna No, I don’t. Oh, wait – I do like tennis. 1. James football ✓ Man Oh, really? When do you play? 2. Brianna tennis ✓ Brianna About once a week. I play with a friend at 3. Matthew baseball ✓ my gym. 4. Nicole basketball ✓ 5 SPEAKING Learning Objective: discuss free-time activities • Ss complete the task in pairs. When the pairs finish, each S finds a new partner to work with. A • Focus Ss’ attention on the chart and explain the B Class activity first part of the task. Ask different Ss to read the • Explain the task. Then Ss use their notes to tell the questions. class about their partners’ free-time activities. • Ss write one more question individually. • Elicit new questions from the class and write them on End of Cycle 1 the board. (e.g., What’s your favorite team? ) See the Supplementary Resources chart at the • Explain the second part of the task. Ask two Ss to beginning of this unit for additional teaching materials model the example conversation. and student activities related to this Cycle. Cycle 2, Exercises 6–12 6 CONVERSATION Learning Objective: use can for ability in a • Play the audio program. Ss listen and read silently. conversation about talents • Elicit or explain the meaning of any new vocabulary. (e.g., talent show, audition ). [CD 2, Track 45] • Play the audio program again. Ss listen and repeat. • To explain can, say: “I can write.” Then write a Then they practice the conversation in pairs. sentence on the board. Say: “I can’t dance (or sing or draw).” Then dance (or sing or draw) badly. What sports do you like? T-66 7 GRAMMAR FOCUS Learning Objective: ask and answer questions using TIP can for ability To build Ss’ confidence, have them compare answers in pairs or small groups. Then check answers as a class. [CD 2, Track 46] Can for ability • Elicit the answers from the class and write them on • Focus Ss’ attention on the Grammar Focus box. Point the board. out the patterns for statements, yes/no questions, Answers and Wh-questions: Subject + can/can’t + verb. 1. Ben can swim. 2. Sara can fix cars. Can + subject + verb? 3. Diane can’t sing. Yes, + subject + can. / No, + subject + can’t. 4. Jeff can’t ice-skate. What + can + subject + do? 5. Lisa can play the piano. Subject + can + verb. 6. Megan can’t cook. Who + can + verb? Subject + can. B Pair work • Play the audio program. Ss listen and read silently. • Explain the task. Ask two Ss to model the example • Point out that we pronounce can as /kən/ in conversation for the class. statements and questions. However, we pronounce it as /kæn/ in short answers. • Ss practice asking and answering the questions in pairs. Then they change roles and practice again. • Option: Play the audio program again. Ss listen Go around the class and check Ss’ pronunciation of and repeat. can and can’t. A C Group work • Focus Ss’ attention on the pictures. Read the verbs • Explain the task. Ask a S: “Can you draw?” aloud. Ss repeat. Then elicit or explain any new vocabulary. • Ss complete the task in small groups. • Explain the task and ask a S to model the example TIP sentence. To develop Ss’ proficiency with grammar, it is often more effective for Ss to practice the • Ss complete the sentences individually. Then they structures in a speaking or writing activity than to compare answers in pairs. Go around the class and complete a mechanical task. encourage Ss to read the sentences aloud. For more practice asking and answering questions with can and can’t, play Hot Potato – download it from the website. 8 PRONUNCIATION Learning Objective: sound more natural when using • Option: Ask Ss to get in groups. Write these patterns can and can’t on the board: Pablo can’t draw, but he can sing. A [CD 2, Track 47] Misaki can’t sing, but she can act. • Play the audio program. Ss listen and read silently. Ss use this pattern to write five sentences about the Then play the audio program again. Ask different Ss people in their group. Then they practice reading to read the sentences aloud. them aloud. Go around the class and check their pronunciation of can and can’t. B Pair work • Explain and model the task. Then Ss complete the task in pairs. Go around the class and listen to Ss’ pronunciation of can and can’t. T-67 Unit 10 9 LISTENING Learning Objective: listen for details in a conversation 2. about people’s abilities using can Man What do you do on weekends, Monica? Monica I love to cook for my friends and family. I [CD 2, Track 48] can cook well. And I love to take photos with my new camera. I think I can do that • Focus Ss’ attention on the pictures. Elicit the verb really well, too. for each picture and write it on the board. (Answers: 3. draw, swim, take pictures/photos, sing, cook, use a Woman That’s a beautiful picture, Anthony. computer, play the piano, paint) Anthony Oh, thank you very much. I’m an architect, so I can draw really well. I often • Explain the task. Tell Ss that they will not hear the do my work on a computer, so I can use people talk about all of the abilities in the photos. computers really well, too. Oh, I can Then play the audio program two or three times. Ss paint, too, but I don’t paint for my job. listen and write their answers. It’s just something I do for fun. Audio script • Elicit the answers from the class. 1. Answers Woman Are you good at sports, Joshua? Joshua No, not really, but I like to swim. I can 1. A 3. M 5. M 7. J swim very well. I often go swimming on 2. J 4. Ø 6. A 8. A the weekends. And I can play the piano well. But I can’t sing. 10 WORD POWER Learning Objective: discuss talents and abilities B Group work A [CD 2, Track 49] • Explain the task and focus Ss’ attention on the example list. All Ss in each group should copy of • Explain the task. Then read the abilities and talents in the list. Encourage groups to choose a different the word map aloud. Ss repeat. classmate for each talent or ability. • Describe how a word map works. Then elicit or • Ask three Ss to model the example conversation. explain the meaning of any new vocabulary. • Ss complete the task in small groups. Vocabulary talent: a natural ability to do something well C Class activity musical: related to music artistic: related to art • Explain the task. Have two Ss model the conversation. athletic: related to athletes and sports • Ss take their lists from part B, go around the class, and technical: related to industry or science check their guesses. They check (✓) all the yes answers. Encourage Ss to give complete short answers. • Ss complete the word map individually. Then they compare answers in pairs. • When Ss finish, they sit down. Elicit the number of correct guesses for each group. Then ask: “Who can • Play the audio. Ss listen and check their answers. bake cookies?” Elicit the answers. Continue with the remaining abilities and talents. Answers For more practice with abilities and talents, play Musical or artistic: make electronic music, take Change Chairs – download it from the website. good photos Athletic: ride a horse, run a marathon, skateboard Begin: “Change chairs if you can bake cookies.” Technical: build a robot, design a website, edit a video, fix a computer TIP Other: bake cookies, do math in your head, play Encourage Ss to keep a vocabulary notebook to chess, tell good jokes record new words, definitions, pronunciations, parts of speech, and example sentences. 11 INTERCHANGE 10 See page T-124 for teaching notes. What sports do you like? T-68 12 READING Learning Objective: scan and read for details in an • Ss read the article again and underline any new article about people’s talents words. Then elicit or explain the meanings of any new words. A [CD 2, Track 50] Vocabulary • Focus Ss’ attention on the title and pictures. Explain base jumping: the sport of jumping from a the meaning of world records. structure with a parachute • Read the question aloud. Elicit answers from marathon: an activity that lasts a very long time; the class. usually, a long running race surfing: the sport of riding ocean waves on a • Focus Ss’ attention on the pictures. Invite Ss to talk board about what they see. Ask Ss to guess what records squash (v): to crush something flat are being set in the pictures. muscles: parts of the body that are connected to bones and help you move B • Explain the first part of the task. Ss read about the C Group work world records individually. • Explain the task and read the questions. • Explain the second part of the task. Ss scan the • Ss complete the task in small groups. Go around the article for specific information and check the correct class and give help as needed. answers to the questions. Point out that Ss can find • Ask a S from each group to tell the class their the answers by scanning for the names and key words opinions and examples. in the text. • Option: Ss can look up world records and report on • Ss complete the task individually. their findings to the class. • Elicit the answers. Answers End of Cycle 2 1. b 2. b 3. a 4. b 5. b See the Supplementary Resources chart at the beginning of this unit for additional teaching materials • Option: Play the audio program. Ss listen and read and student activities related to this Cycle and for along silently. assessment tools. T-69 Unit 10 Units 9–10 Progress check SELF-ASSESSMENT Learning Objectives: reflect on one’s learning; identify • Ss move on to the Progress check exercises. You can areas that need improvement have Ss complete them in class or for homework, • Ask: “What did you learn in Units 9 and 10?” Elicit using one of these techniques: Ss’ answers. 1. Ask Ss to complete all the exercises. • Ss complete the Self-assessment. Explain to Ss that 2. Ask Ss: “What do you need to practice?” Then this is not a test; it is a way for them to evaluate what assign exercises based on their answers. they’ve learned and identify areas where they need 3. Ask Ss to choose and complete exercises based additional practice. Encourage them to be honest, on their Self-assessment. and point out they will not get a bad grade if they check (✓) A little. 1 SPEAKING Learning Objective: demonstrate one’s ability to make Desserts: cake, cookies, ice cream and respond to suggestions about food • Read out the useful expressions. Point out that Ss should use these to ask and talk about the kinds of Group work food they want and don’t want. • Set the scene and explain the task. Point out that • Ss complete the activity in small groups. Go around Ss should complete their charts with the food they the class and help as needed. choose for the party. • Ask each group to tell the class about the foods for • If needed, elicit examples of each type of food and its party. write them on the board. For example: • Option: Ask each group to write the foods for its Main dishes: sandwiches, hamburgers, pizza party on the board. Then the class votes for the best Salads: green salad, potato salad, fruit salad foods. Drinks: lemonade, soda, coffee 2 SPEAKING Learning Objective demonstrate one’s ability to • Ss complete the activity in pairs. They take turns discuss snacks and eating habits asking all the questions in the survey. Go around the class and encourage Ss to listen to each other and Pair work not look at each other’s charts. • Explain the task and read out the snacks. Then ask TIP two Ss to model the example conversation. Point out If you don’t have enough class time for the that Student B should answer using always, usually, speaking activities, assign each S a speaking sometimes, hardly ever, or never. Student A should partner. Then have Ss complete the activities with check (✓) the adverb of frequency that Student B uses. their partners for homework. T-70 3 LISTENING Learning Objective: demonstrate one’s ability to Raymond We practice at 6:00 A.M. understand descriptions of sports Stephanie 6 o’clock? That’s early! 4. [CD 2, Track 51] Stephanie So how often do you practice? Raymond Every day. We practice before work. • Explain the task. Ss read the two choices for each Stephanie Wow! answer silently. 5. Stephanie And when do you play? • Play the audio program once or twice. Ss listen and Raymond On the weekends. Please come complete the task. Then elicit the answers. and watch. Stephanie OK. That sounds great! Audio script 6. 1. Stephanie Where do you play? Stephanie Do you play any sports, Raymond? Raymond We always play at the park. Raymond Yes, I do. Stephanie What do you play? Answers Raymond I play soccer. 2. 1. I play soccer. Stephanie So who do you play soccer with? 2. Some friends from work. Raymond Some friends from work. We have 3. At 6:00 A.M. a team. 4. Every day. 3. 5. On the weekends. Stephanie When does your team practice? 6. At the park. 4 SPEAKING Learning Objective: demonstrate one’s ability to ask B Pair work and answer questions about likes and dislikes • Explain the task. Ask two Ss to model the conversation. Then elicit follow-up questions Ss can ask with who, A where, how often, and when. • Explain the task. If needed, elicit examples of sports, activities, foods, and clothes. Point out that I love • Ss complete the task in pairs. means you really like something a lot. • Option: Ask different Ss to share information about their partners. • Ss complete the chart individually. 5 SPEAKING Learning Objective: demonstrate one’s ability to talk • Write chef on the board. Ask the class: “What can about job-related abilities a chef do well?” Elicit Ss’ answers and write them on the board. (Possible answers: plan meals, cook Group work noodles, make salads, bake cookies, use a stove) • Focus Ss’ attention on the pictures and read out the • Ask two Ss to model the example conversation. jobs. Ss listen and repeat. Then explain the task and Encourage Student A to use an idea from the board. read out the abilities in the box. • Ss make lists for the remaining three jobs in small groups. Then elicit ideas from the class and ask different Ss to write them on the board. WHAT’S NEXT? Learning Objective: become more involved in • Ask Ss to underline one thing they need to review. one’s learning Ask: “What did you underline? How can you • Focus Ss’ attention on the Self-assessment again. review it?” Ask: “How well can you do these things now?” • If needed, plan additional instruction, activities, or reviews based on Ss’ answers. T-71 Units 9–10 Progress check Unit 11 Supplementary Resources Overview After the following You can use these materials Your students can use these materials SB exercises in class outside the classroom 1 Word Power SS Unit 11 Vocabulary 1 GAME Sentence Runner (Months and dates) 2 Conversation TSS Unit 11 Extra Worksheet SS Unit 11 Speaking 3 Grammar Focus SB Unit 11 Grammar plus, Focus 1 CYCLE 1 SS Unit 11 Grammar 1 GAME Word Keys (The future with be going to) 4 Pronunciation 5 Listening 6 Interchange 11 WB Unit 11 exercises 1–4 7 Snapshot TSS Unit 11 Vocabulary Worksheet 8 Conversation SS Unit 11 Speaking 2 9 Grammar Focus SB Unit 11 Grammar plus, Focus 2 SS Unit 11 Grammar 2 GAME Sentence Stacker (The future and CYCLE 2 Wh-questions with be going to) 10 Word Power TSS Unit 11 Grammar Worksheet SS Unit 11 Vocabulary 2 TSS Unit 11 Listening Worksheet GAME Say the Word (Ways to celebrate) 11 Speaking 12 Reading TSS Unit 11 Project Worksheet SS Unit 11 Reading 1–2 VID Unit 11 SS Unit 11 Listening 1–3 VRB Unit 11 SS Unit 11 Video 1–3 WB Unit 11 exercises 5–7 Key GAME: Online Game SB: Student’s Book SS: Online Self-study TSS: Teacher Support Site VID: Video DVD VRB: Video Resource Book WB: Online Workbook/Workbook Unit 11 Supplementary Resources Overview Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 11 Use the space below to customize a plan that fits your needs. With the following I am using these materials My students are using these materials outside SB exercises in class the classroom With or instead of the I am using these materials following SB section for assessment Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 11 11 I’m going to have a party. In Unit 11, students discuss evening, weekend, and birthday plans, and plans to celebrate holidays, special occasions, and festivals. By the end of Cycle 1, students will be able to discuss evening, weekend, and birthday plans using statements and yes/no questions with be going to. By the end of Cycle 2, students will be able to discuss plans to Cycle 1, Exercises 1–6 celebrate holidays, special occasions, and festivals using Wh-questions with be going to. 1 WORD POWER Learning Objective: state dates using months and C Class activity ordinal numbers • Books closed. Write five dates (e.g., November 18th, May 22nd ) on the board. Point out that we write the A [CD 2, Track 52] month and then the number. Read the dates aloud • Set the scene. Write today’s date on the board. and have Ss repeat. Say: “Today is (date).” • Option: Model other ways to write dates. • Focus Ss’ attention on the months. For example: • Play the audio program. Ss listen and read silently. November 18th November 18 18 November • Play the audio program again. Ss listen and repeat. November eighteenth 11/18 • Write your birthday on the board. Say: “My birthday B [CD 2, Track 53] is . . .” Explain that your birthday is the date you • Focus Ss’ attention on the dates. were born. • Explain the first part of the task. Ss complete the • Books open. Explain the task. Ask two Ss to model missing dates individually. the example conversation. • Elicit the answers and write them on the board. Ss • Ss take their pencils and notebooks, go around the check their answers. class, and complete the activity by making a list of their classmates’ birthdays. Continue until most Ss • Explain the second part of the task. Play the audio have at least five birthdays on their list. While Ss program. Ss listen and read silently. make their lists, list the names of the Ss in the class • Play the audio program again. Ss listen and repeat. on the board. • Option: Point out that we also call these dates • Ask the class about each S in the class: “When is ordinal numbers. Contrast ordinal numbers with (Juan)’s birthday?” Ask different Ss to write the cardinal numbers (e.g., one, two, three ). birthdays on the board. The class helps with spelling For a new way to practice dates, play Bingo – as needed. download it from the website. • Option: Make a list of 10 dates (e.g., January 21st, October 7th ). Dictate them to the class and have the Ss write them down. Then ask different Ss to write the dates on the board. Alternatively, Ss dictate dates to each other in pairs. For more practice with months and dates, play Line Up! – download it from the website. Ss line up in the order of their birthdays. 2 CONVERSATION Learning Objective: use the future with be going to in • Text uncovered. Play the audio program. Ss listen a conversation about plans and read silently. • Play the audio program again. Ss read, listen, [CD 2, Track 54] and repeat. • Text covered. Focus Ss’ attention on the picture • Ss practice the conversation in pairs. and set the scene. Ava is asking Martin about his weekend plans. Elicit or explain what kind of cake is shown (a special cake/a birthday cake). I’m going to have a party. T-72 3 GRAMMAR FOCUS Learning Objective: use the future with be going to in 5. work statements and yes/no questions 6. dance, go dancing 7. play the drums [CD 2, Track 55] 8. go to the movies, watch a movie, see a movie The future with be going to • Ss complete the task individually. Go around the class • Focus Ss’ attention on the Grammar Focus box. Elicit and help with spelling and punctuation as needed. or explain that we use be going to to talk about • Ss compare sentences in pairs. Then elicit sentences future plans. from the class and ask different Ss to write them on • Write this on the board: the board. I’m going to study tonight. = I’m planning to study Possible answers tonight. 1. He’s going to go biking. Point out that these sentences have the same 2. He’s going to swim./He’s going to go swimming. meaning. 3. She’s going to go shopping. • Elicit or explain the pattern for statements and yes/ 4. They are going to watch a soccer game. 5. She’s going to work./She’s going to go to work. no questions with be going to: 6. They’re going to dance./They’re going to go Subject + be going to + verb. dancing. Be + subject + going to + verb? 7. He’s going to play (the) drums. Yes, + subject + be. 8. They’re going to go to the movies./They’re No, + subject + be + not. going to watch/see a movie. • Play the audio program. Ss listen and read silently. • Option: Play the audio program again. Ss listen B Pair work and repeat. • Explain the task. Model the example question, and ask a S to respond. A • Ss complete the task in pairs. • Focus Ss’ attention on the pictures. Explain the task. • Ss share information about their partner’s weekend Ask a S to model the example sentence. plans with another pair. • Option: Elicit the activities in the remaining pictures. For a new way to practice yes/no questions with be Write possible phrases for each picture on the board. going to, try Question Exchange – download it from For example: the website. 1. go biking, go bike riding For more practice using statements with be going to, 2. swim, go swimming play the Chain Game – download it from the website. 3. shop, go shopping Begin with this sentence: “This weekend, I’m going 4. watch a soccer game to go swimming.” 4 PRONUNCIATION Learning Objective: sound more natural by reducing Ask: “Which sentence talks about future plans?” Ss going to when talking about future plans explain their answers. • Play the audio program again. Ss listen and repeat. A [CD 2, Track 56] Then they practice the conversations in pairs. Go • Explain the task and play the audio program. Ss listen around the class and check Ss’ use of the reduction. and read silently. • Point out that we use this reduction when we talk B Pair work about future plans (i.e., be going to + verb). We do • Explain the task. Then Ss complete the task in not use it to talk about the present continuous (i.e., pairs. Go around the class and check Ss’ use of with be going to + noun). the reduction. • Write these two sentences on the board: I’m going to have a party. I’m going to a party. T-73 Unit 11 5 LISTENING Learning Objective: listen for specific information Isaac No, I’m not. I’m going to go to a concert about future plans with some friends tonight. Jacob That’s great. What are you going to do on A Monday? It’s a holiday, you know. Isaac Oh, I’m going to play the drums all day. • Focus Ss’ attention on the picture and explain the I need to practice. I really want to be in a task. Ss complete the left-hand column of the chart band. individually. Elicit guesses from the class. Jacob Well, good luck with that, Isaac! Hi there. I’m Jacob from Real City News. Can I ask your name? B [CD 2, Track 57] Brian Sure. I’m Brian. • Explain the task. Then play the audio program once Jacob Are you going to do anything interesting or twice, pausing after each interview. Ss listen and on Monday, Brian? complete the right-hand column of the chart. Brian I don’t think so. I’m going to work at home this weekend, and on Monday, too. I have Audio script all my work right here in my bag. Jacob I see. So, Monday really isn’t a holiday for Jacob Hello, everyone! I’m Jacob with the you. Real City website. It’s Friday evening, Brian No. It really isn’t. and it’s going to be a long weekend, Jacob OK, I have time for one more person. because Monday is a holiday. I’m talking Lauren Oh, hi. I’m Lauren. with people waiting for the subway. I’m Jacob What are you going to do on Monday, finding out how they’re going to spend Lauren? the Monday holiday. What’s your name? Lauren I’m going to play computer games on my Morgan It’s Morgan. laptop. Jacob What are you going to do on Monday? Jacob Alone? Are you going to go to the gym? Lauren No, not alone. I’m going to play online. A Morgan No, not on Monday. I’m going to meet lot of my friends are going to play online, a friend. We’re going to run together in too! the park. Jacob Sounds like fun. Jacob Great! Have fun. And what’s your name? Isaac I’m Isaac. Nice to meet you. • Elicit the answers from the class. Jacob Nice to meet you, too. Are you going home now, Isaac? Answers Morgan is going to meet a friend/run in the park. Isaac is going to play the drums all day. Brian is going to work at home. Lauren is going to play computer games online. 6 INTERCHANGE 11 See page T-125 for teaching notes. End of Cycle 1 See the Supplementary Resources chart at the beginning of this unit for additional teaching materials and student activities related to this Cycle. Cycle 2, Exercises 7–12 7 SNAPSHOT Learning Objective: discuss common holidays • Ss discuss the questions in small groups. Go around the class and help with vocabulary as needed. Then [CD 2, Track 58] elicit information from each group. • Focus Ss’ attention on the pictures. Then play the • Option: When Ss say their favorite holiday, have audio program. Ss listen and read silently. them give the date also. • Play the audio program again. Ss listen and repeat. I’m going to have a party. T-74 8 CONVERSATION Learning Objective: use Wh-questions with be going • Books open. Set the scene. Allie and Jim are talking to in a conversation about a holiday about their plans for Valentine’s Day. • Write these questions on the board: [CD 2, Track 59] 1. Who is going to go out for dinner on Valentine’s Day? • Books closed. Write Valentine’s Day on the board. 2. Where are they going to go? Ask the class: “When is Valentine’s Day? How 3. Who is going to go dancing? do people celebrate it?” If needed, explain that Valentine’s Day is on February 14th. To celebrate, • Play the audio program. Ss listen for the answers. people exchange cards with people they love or (Answers: 1. Jim and Marissa 2. the Red Rose/a fancy really like. Some people give their husband, wife, restaurant 3. Allie and Matt) boyfriend, or girlfriend a present, such as chocolate • Play the audio program again. Ss listen and repeat. or flowers. Sometimes they go out for dinner. Then they practice the conversation in pairs. For a new way to practice this Conversation, try Moving Dialog – download it from the website. 9 GRAMMAR FOCUS Learning Objective: use be going to in Wh-questions Answers 1. A: Where are you going to spend Thanksgiving? [CD 2, Track 60] B: My parents and I are going to visit Wh-questions with be going to my grandparents. 2. A: Who are you going to invite to your • Focus Ss’ attention on the Grammar Focus box. Point Independence Day picnic? out the pattern for the first three Wh-questions: B: I’m going to ask my family and some Wh-question + be + subject + going to + verb? good friends. 3. A: What are you going to do for New • Point out the patterns for positive and negative Year’s Day? statements with be going to: B: I don’t know. I’m not going to do Positive: Subject + be + going to + verb. anything special. 4. A: How are your children going to Negative: Subject + be + not + going to + verb. celebrate Halloween? • Play the audio program. Ss listen and read silently. B: They are going to go to their school’s party. • Option: Play the audio program again. Ss listen 5. A: What is your sister going to do for and repeat. Valentine’s Day? B: Her boyfriend is going to take her A out to dinner. • Explain the task. Read the first line of the first conversation and elicit the second line from the B Group work class. Point out that Ss should use the words in • Explain the task and focus Ss’ attention on the parentheses. time expressions in the box. Point out that these • Ss complete the task individually. Go around the class expressions are for future time. and give help as needed. Then Ss compare their • Read the time expressions aloud. Ss listen and read answers in pairs. silently. Read the time expressions again. Ss listen • Ask different Ss to read the conversations. If needed, and repeat. correct any errors as a class. Then Ss practice the • Ask three Ss to model the example conversation. conversations in pairs. • Ss complete the activity in groups. Go around the class and encourage Ss to ask and answer questions using different time expressions and the names of holidays. • Option: Ask different Ss to share information about their groups with the class. T-75 Unit 11 10 WORD POWER Learning Objective: discuss ways of celebrating B Pair work special occasions • Elicit special occasions from the class (e.g., a baby shower, graduation, a wedding, an anniversary, A [CD 2, Track 61] Mother’s Day, Father’s Day, a high school reunion). • Focus Ss’ attention on the title and pictures. Elicit or Then write them on the board. explain the meaning of any new vocabulary. • Explain the task. Read the questions and ask two Ss • Play the audio program. Ss listen and read silently. to model the example conversation. Point out that • Play the audio program again. Ss listen and repeat. the conversation is about future plans, so Ss should use be going to. • Ss discuss the questions in pairs. Go around the class and encourage Ss to ask follow-up questions and give more information. • Ask different pairs to share their information. 11 SPEAKING Learning Objective: discuss plans for holidays and • Ss work individually. They choose a holiday or festivals using the future with be going to festival and make notes about their plans for it. Go around the class and encourage Ss to answer all the A Pair work questions. Help with vocabulary as needed. • Focus Ss’ attention on the title. If needed, explain TIP that a holiday is a special day when people don’t To build Ss’ confidence and make discussions go to work or school in order to celebrate a special more successful, give Ss time to think about what occasion (e.g., New Year’s Day ). A festival is a special to say before they begin the discussion. day or days that people celebrate with special activities or food. Festivals can celebrate many • Ss work in pairs. They take turns asking and things, including religious events, cultural events, and answering questions about the holiday or festival. times of year (e.g., Spring Festival ). Have Ss take notes about their partner’s plans. • Focus Ss’ attention on the pictures. Read the names of the holiday and festival aloud. Elicit or give B Class activity information about them. • Explain the task. Then Ss use their notes to tell the class about their partner’s plans. Vocabulary Carnival: a famous street festival in Rio de • Option: Ss write sentences about their partner’s Janeiro, Brazil, usually in February or March, plans before they speak. celebrated with parades, music, and dancing Cherry Blossom Festival: a Japanese festival that celebrates the beginning of spring and the cherry blossoms • Option: Ask Ss to research information about these holidays before class. • Explain the task and read the questions. Point out that Ss can choose any holiday or festival they plan to celebrate. • Ask two Ss to model the example conversation. I’m going to have a party. T-76 12 READING Learning Objective: scan and read for details in a blog B post about birthday celebrations • Explain the task. A [CD 2, Track 62] • Write the first question on the board. Point out that Ss can find the information quickly by looking for key • Read the title and the heads aloud. Encourage Ss words (e.g., eat, food ). to look at the pictures. Ask the class: “Who are the people? Where are they from?” Elicit the answers. • Ss complete the task individually. Go around the class (Answers: Harry Baker, Australia; Jim Dixon, Jamaica; and give help as needed. Victoria Smith, U.K.; Jiang Li, China) • Ss compare their answers in pairs. Then ask different • Option: Ss find the places on a map or in an atlas. Ss to write the correct answers on the board. • Focus Ss’ attention on the task. Ss complete the task Answers individually. Tell Ss to raise their hands when they find the answer. 1. Australia and China celebrate birthdays with food. • To check answers, ask: “Who sends a letter when 2. Jim is going to the store to buy flour. people are 100 years old?” Elicit the answer. (Answer: 3. You need bread, butter, and sugar. the Queen). Then ask a follow-up question: “In what 4. In China, noodles mean long life. country?” (Answer: the U.K.). TIP C Group work To improve Ss’ reading skills, have them discuss • Read the questions and explain the task. Point out the title, the heads, and the pictures before they that Ss should take notes about their classmates’ read. plans. • Have Ss read the blog post individually and underline • Ss discuss the questions in small groups. If possible, any words they don’t know. Elicit or explain any new put Ss from different countries in each group. Go vocabulary. around the class and help with vocabulary as needed. • Ask Ss from each group to share information about Vocabulary their classmates’ plans. sugar: sweet granules used to flavor drinks and food For a new way to practice reading for specific custom: something a group of people always do, information, try Reading Race – download it from the especially on a special occasion website. Include three questions about each person. flour: a powder made from wheat or other grains For example: that is used to make bread and cakes Queen: the female ruler in some countries, such 1. Where does (Harry Baker) live? as the U.K.’s Queen Elizabeth II 2. Who is going to celebrate (his) birthday with (him)? • Option: Read the text aloud. Ss listen and read along 3. How is (he) going to celebrate (his) birthday? silently. End of Cycle 2 See the Supplementary Resources chart at the beginning of this unit for additional teaching materials and student activities related to this Cycle. T-77 Unit 11 Unit 12 Supplementary Resources Overview After the following You can use these materials Your students can use these materials SB exercises in class outside the classroom 1 Word Power TSS Unit 12 Vocabulary Worksheet SS Unit 12 Vocabulary 1 GAME Speak or Swim (Parts of the body) 2 Conversation SS Unit 12 Speaking 1 CYCLE 1 3 Grammar Focus SB Unit 12 Grammar plus, Focus 1 SS Unit 12 Grammar 1 GAME Name the Picture (Health problems) GAME Say the Word (Illnesses and expressions) 4 Listening TSS Unit 12 Extra Worksheet WB Unit 12 exercises 1–3 5 Snapshot SS Unit 12 Vocabulary 2 6 Conversation SS Unit 12 Speaking 2 7 Listening 8 Pronunciation 9 Grammar Focus TSS Unit 12 Grammar Worksheet SB Unit 12 Grammar plus, Focus 2 CYCLE 2 TSS Unit 12 Listening Worksheet SS Unit 12 Grammar 2 GAME Speak or Swim (Advice) 10 Speaking 11 Interchange 12 12 Reading TSS Unit 12 Project Worksheet SS Unit 12 Reading 1–2 VID Unit 12 SS Unit 12 Listening 1–3 VRB Unit 12 SS Unit 12 Video 1–3 WB Unit 12 exercises 4–8 With or instead of the You can also use these materials following SB section for assessment Units 11–12 Progress Check ASSESSMENT PROGRAM Units 11–12 Oral Quiz ASSESSMENT PROGRAM Units 11–12 Written Quiz Key GAME: Online Game SB: Student’s Book SS: Online Self-study TSS: Teacher Support Site VID: Video DVD VRB: Video Resource Book WB: Online Workbook/Workbook Unit 12 Supplementary Resources Overview Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 12 Use the space below to customize a plan that fits your needs. With the following I am using these materials My students are using these materials outside SB exercises in class the classroom With or instead of the I am using these materials following SB section for assessment Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 12 12 How do you feel? Cycle 1, Exercises 1–4 In Unit 12, students discuss the body and common ailments, discuss common remedies, and give health advice. By the end of Cycle 1, students will be able to discuss the body and common ailments using have + noun and feel + adjective. By the end of Cycle 2, students will be able to discuss common remedies and give health advice using imperatives. 1 WORD POWER Learning Objective: identify parts of the body B Group work A [CD 3, Track 1] • Explain the task and model the example conversation with four Ss. • Focus Ss’ attention on the pictures. Write these questions on the board: • Books closed. Ss take turns making sentences until there are no body parts to add or someone makes a 1. Where is the man? mistake. 2. What’s he doing? • Option: Write these numbers and phrases on the 3. What’s he wearing? board like column headers: 4. What’s he like? 1 2 10 32 a lot of • Ss discuss the questions in pairs. Then elicit answers from the class. (Possible answers: 1. He’s on the Ss take turns coming to the board and writing the beach. 2. He’s going surfing. 3. He’s wearing a T-shirt name of a body part in the correct column. The S and shorts/a swimsuit. 4. He’s handsome/in shape.) says, e.g., “I have two hands.” TIP TIP To help Ss focus, start each class with a warm-up Be sensitive to Ss’ comfort levels when you talk activity. about body parts. Some Ss are more comfortable working with classmates of the same gender. Others are more comfortable talking about • Focus Ss’ attention on the vocabulary. Play the audio pictures than themselves. program. Ss listen and read silently. • Play the audio program again, or model the words For more practice with this vocabulary, play one by one. Ss listen and repeat. Simon-Says – download it from the website. Give instructions such as “Simon says touch your toes.” • Point out the irregular plurals teeth and feet. Note that hair is a noncount noun. • Option: Draw a picture of a “monster” on the board (e.g., with two heads and six arms). Ask Ss to describe • Point out the silent letters: b in thumb, k in knee, and w in wrist. the picture. For example, Ss say: “It has two heads. It has six arms.” Ask Ss to draw pictures of monsters • Option: Books closed. Say the parts of the body in individually. Then they take turns describing each random order. Ss repeat the words and point to their other’s pictures in pairs. own bodies. How do you feel? T-78 2 CONVERSATION Learning Objective: use have + noun and feel + • Elicit or explain the meaning of any new vocabulary. adjective in a conversation about health problems To explain the meaning of flu, use gestures or the picture in Exercise 3. [CD 3, Track 2] Vocabulary • Books closed. Set the scene. Craig and Nathan What’s wrong?: What’s the problem? are talking. Nathan isn’t feeling well. Ask: “What That’s too bad.: a phrase used to express sympathy part of his body does he talk about?” Play the audio program. Ss listen for the answer. (Answer: • Play the audio program again. Ss listen and repeat. his stomach) Then Ss practice the conversation in pairs. • Books open. Focus Ss’ attention on the title and • Option: Ask one or two pairs to role-play the the picture. conversation for the class. • Ask the class: “What is Craig going to do?” Then play For a new way to practice this Conversation, try Say the audio program. Ss listen for the answer. Elicit the It With Feeling! – download it from the website. answer. (Answer: He’s going to have some pizza.) 3 GRAMMAR FOCUS Learning Objective: use have + noun and feel + A [CD 3, Track 4] adjective to discuss common health problems • Focus Ss’ attention on the pictures. Point out that all these phrases include nouns, so the pattern is [CD 3, Track 3] have + noun. • Focus Ss’ attention on the Grammar Focus box. Point out that we use How are you? and How do you feel? • Play the audio program. Ss listen and read silently. Then play the program again. Ss listen and repeat. to ask about people’s health. We ask What’s the matter? and What’s wrong? when we think there’s • Point out that we can use sore with other body parts a problem. that hurt (e.g., sore leg, sore wrist ). • Ask the class: “What does Craig ask Nathan in Exercise 2?” Elicit the answer. (Answer: “What’s B Class activity wrong?”) Then ask: “What does Nathan say?” Elicit • Read out the useful expressions. Point out that Ss the answers. (Answers: “I have a stomachache. I just should use the first two expressions to respond to feel really sick.” someone who feels healthy. They should use the • Write these patterns on the board: second two expressions to respond to someone who doesn’t feel well. have + noun feel + adjective • Explain the task and model the example conversation with a S. Take the role of Speaker B and mime a Point out that we use have + noun for specific backache as you answer. The S takes the role of physical problems (e.g., a headache, a backache, the Speaker A. flu ). We use feel + adjective for the way we feel in general (e.g., better, well ). • Then ask two other Ss to role-play the conversation with a different health problem. • Option: Write these sentences on the board: • Ss walk around the class to complete the activity. 1. Nathan well. They take turns asking and answering questions 2. Nathan a stomachache. about health and responding. Mingle with the Ss and 3. Nathan the flu. give help as needed. 4. Nathan really sick. For a new way to practice asking how people feel, try Ss review the conversation in Exercise 2 and Question Exchange – download it from the website. complete the sentences. Then elicit the answers and Ss exchange pieces of paper with different adjectives write them on the board. (Answers: 1. doesn’t feel (e.g., great, awful ). 2. has 3. doesn’t have 4. feels) • Play the audio program. Ss listen and read silently. • Option: Play the audio program again. Ss listen and repeat. T-79 Unit 12 4 LISTENING Learning Objective: listen for specific information in 2. conversations about health problems David I think I’m going to go home early. I don’t feel well. A Woman What’s the matter, David? David I think I have a cold. I have a headache, • Focus Ss’ attention on the pictures and explain the and I have a sore throat. task. Ss write their guesses under the pictures. Woman Oh, that’s too bad. Get better, OK? 3. B [CD 3, Track 5] Alyssa Ooh! Man What’s wrong? • Play the audio program once or twice. Ss listen and Alyssa Oh, it’s my eyes. They’re really dry. check their guesses. Man Well, take a break, Alyssa. Finish your work later. • Elicit the answers and write them on the board. Alyssa OK, thanks. • Option: Ss ask and answer questions about the 4. people in part A. Write this on the board: Woman Here. Have some ice cream, Nicholas. Nicholas Oh, I love ice cream, but I can’t eat any A: What’s the matter with Amber? cold food. B: Her wrist and elbow feel terrible. Woman Why not? Model the conversation with a S. Ss practice the Nicholas I have a really bad toothache. conversation in pairs. Woman Oh, I’m sorry. Audio script Answers 1. 1. elbow, wrist Amber Ow! 2. head, throat Man Are you OK, Amber? 3. eyes Amber Uh, not really. My elbow and wrist feel 4. tooth terrible. Ouch! Man Do you want to rest? Amber Good idea. End of Cycle 1 See the Supplementary Resources chart at the beginning of this unit for additional teaching materials and student activities related to this Cycle. Cycle 2, Exercises 5–12 5 SNAPSHOT Learning Objective: discuss common remedies for health problems [CD 3, Track 6] • Focus Ss’ attention on the pictures. Then play the audio program. Ss listen and read silently. • Play the audio program again. Ss listen and repeat. • Read the questions aloud. Ss discuss them in small groups. Then elicit answers from the class. • Option: Ask Ss to list other medications or remedies they have at home for different health problems. How do you feel? T-80 6 CONVERSATION Learning Objective: use imperatives in a conversation • Text uncovered. Play the audio program again. between a doctor and a patient Ss listen and read silently. Elicit or explain any new vocabulary. [CD 3, Track 7] Vocabulary • Text covered. Set the scene and focus Ss’ attention exhausted: very, very tired on the picture. Ms. Lake is talking to Dr. Yun. Ask the Let’s take a look at you.: I’m going to examine class: “How does Ms. Lake feel?” Encourage Ss to you. use the picture to make guesses. take one pill: eat or swallow one pill • Play the audio program. Ss listen for the answers. • Play the audio program again. Ss listen and repeat. Elicit the answers. (Answers: Ms. Lake feels Then they practice the conversation in pairs. exhausted. She can’t sleep at night.) 7 LISTENING Learning Objective: listen for specific information Dr. Yun Is it difficult to breathe? about health advice discussed using imperatives Courtney A little. I think it’s my allergies. Dr. Yun I see. Well, try these eye drops. And [CD 3, Track 8] I’m going to give you some nasal spray. • Set the scene and explain the task. Dr. Yun from Courtney Thank you. Exercise 6 is talking to four other patients. Ask the 3. class: “What does she give each person?” Dr. Yun How are you feeling today, Ryan? Ryan Not so great. I have a really bad earache. • Play the audio program once or twice. Ss complete Dr. Yun Let’s take a look. Hmm. I’m going to the task individually. Then they compare answers in give you some aspirin. pairs or small groups. Ryan OK. Anything else? Dr. Yun Yes. Don’t go swimming for a week. Audio script 4. Dr. Yun How do you feel today, Samantha? 1. Samantha A little better. But I have a sore knee. It Dr. Yun What’s the matter, Roberto? really hurts, actually. Roberto I think I have a cold. I feel awful. I have Dr. Yun Hmm. Let me see. Yes. Well, I’m going a sore throat and a headache. to give you some ice packs. Put one on Dr. Yun OK. Let’s take a look. . . . Yes, you your knee every evening for a few hours. have a cold. Let me give you some Samantha OK. Thank you, doctor. cold medicine. Take one pill every four hours. Roberto [coughs] • Play the audio program again. Ss check their answers. Dr. Yun Do you have a cough, too? Elicit the answers and write them on the board. Roberto Yeah. Dr. Yun All right. I’ll give you some cough Answers syrup, too. I hope it helps. 1. Roberto: cough syrup, cold medicine 2. 2. Courtney: eye drops, nasal spray Dr. Yun What can I do for you, Courtney? 3. Ryan: aspirin Courtney I have really itchy eyes, and, well, it’s 4. Samantha: ice packs my nose. 8 PRONUNCIATION Learning Objective: sound more natural when using • Play the audio program. Ss listen and read silently. imperatives Play the audio program again. Ss listen and repeat. A [CD 3, Track 9] B Pair work • Explain the task and focus Ss’ attention on the model • Explain the task. If needed, play the audio program sentences. Remind Ss that yes/no questions have for Exercise 6 again. rising intonation. Point out that statements, including • Ss practice the conversation in pairs. the imperative, use falling intonation. T-81 Unit 12 9 GRAMMAR FOCUS Learning Objective: use positive and negative • Play the audio program. Ss listen and read silently. imperatives • Option: Play the audio program again. Ss repeat. • Explain the task and go over the words in the box. [CD 3, Track 10] Point out that four sentences are positive imperatives Imperatives and four sentences are negative. • Focus Ss’ attention on the Grammar Focus box. Elicit • Ask two Ss to model the example sentences. or explain that we use imperatives to give instructions • Ss complete the task individually. Then they compare or orders. answers in pairs. • Elicit or explain the pattern for making positive and • To check answers, ask different Ss to read the negative imperatives: sentences aloud. Positive: Verb. Negative: Don’t + verb. Answers Point out that imperatives use only the base form of 1. Call a dentist. the verb. 2. Don’t worry too much. 3. Take a hot bath. • Option: Refer Ss to the conversation in Exercise 6 4. Don’t go to school. on page 81. Ask the class: “What instructions does 5. Stay in bed. Dr. Yun give Ms. Lake?” Ss underline the instructions. 6. See a doctor. Elicit the answers. (Answers: Take one pill every 7. Don’t drink coffee. evening after dinner. And don’t drink coffee, tea, or 8. Don’t eat any candy. soda. Try to relax.) 10 SPEAKING Learning Objective: give advice for common health • Ss compare answers in small groups. While they problems using the imperative work, write each problem on the board. • Elicit answers from the class and ask different Ss to A write them under the correct problem on the board. • Explain the task. Point out that more than two answers are possible. B Group work • Ss complete the task individually. Go around the class • Explain the task. Model the example conversation and help with vocabulary as needed. aloud, using mime and intonation if possible. Ss repeat. Then ask two Ss to model the example Possible answers conversation. Focus Ss’ attention on their intonation. 1. Put some ice on your feet. • Ss complete the task in pairs. Go around the class Don’t wear those shoes. and encourage Ss to use mime and to think about 2. Take some aspirin. their intonation. Don’t play video games. Rest for a while. For a new way to practice the conversation in part B, 3. Use some eye drops. try Substitution Dialog – download it from the See a doctor. website. Tell Ss to underline My feet hurt and Take a Close your eyes for a few minutes. hot bath. Then elicit substitutions and write them on 4. Don’t drink coffee. the board. Listen to relaxing music. Drink warm milk. Don’t exercise late at night. 11 INTERCHANGE 12 See page T-126 for teaching notes. How do you feel? T-82 12 READING Learning Objective: scan and read for main ideas in a • Ss complete the task individually. Go around the class health quiz and give help as needed. • Ss compare their answers in pairs. Then ask different A [CD 3, Track 11] Ss to share their answers with the class. • Books closed. Write the title on the board and read • Option: After answers have been checked, have the question. Ss come to the board and write the answers as • As a class, Ss make a list of ways their bodies keep complete sentences. (See Answers.) them alive. Answers • Books open. Ss scan the quiz. Ask the class: “Are any of your ideas the same as these? Which ones?” Elicit 1. Your body loses small pieces of skin every hour. answers from the class. 2. Your brain sends signals and makes electricity. 3. Your natural smell changes as you age. • Ss scan the text for new words in pairs or small 4. Brain cells live in the stomach. groups. They ask each other about the meaning of 5. Bacteria is another name for small living things. new words. Then elicit or explain the meaning of any remaining new words. Draw on the board or mime where appropriate. C Group work • Ss complete the quiz individually. Then they check • Read the questions and explain the task. their answers using the key at the bottom of the quiz. • Ss discuss the questions in small groups. • Elicit groups’ answers. TIP To teach Ss to scan a text quickly, remind them not For more practice with this vocabulary, play Tic-Tac- to read every word, but to let their eyes pass over Toe – download it from the website. Play using nine the text quickly and look for key words. words from the reading, such as heart, brain, skin, asleep, cells, stomach, electricity, smell, bacteria. Vocabulary heart: the part of the body in the chest that moves blood around the body End of Cycle 2 skin: the outer layer that covers a person brain: the part inside the head that thinks and feels See the Supplementary Resources chart at the billion: 1,000,000,000 beginning of this unit for additional teaching materials million: 1,000,000 and student activities related to this Cycle and for cell: the smallest part of a plant or animal assessment tools. B • Focus Ss’ attention on the questions. Have different Ss read the questions aloud. • Point out that Ss can find the answers easily by scanning the article for key words in each question. Ask: “What are the key words in the questions?” Elicit the answers. (Answers: 1. lose, hour 2. signals, electricity 3. changes, age 4. cells, stomach 5. small living things) T-83 Unit 12 Units 11–12 Progress check SELF-ASSESSMENT Learning Objectives: reflect on one’s learning; identify • Ss move on to the Progress check exercises. You can areas that need improvement have Ss complete them in class or for homework, • Ask: “What did you learn in Units 11 and 12?” Elicit using one of these techniques: Ss’ answers. 1. Ask Ss to complete all the exercises. • Ss complete the Self-assessment. Explain to Ss that 2. Ask Ss: “What do you need to practice?” Then this is not a test; it is a way for them to evaluate what assign exercises based on their answers. they’ve learned and identify areas where they need 3. Ask Ss to choose and complete exercises based additional practice. Encourage them to be honest, on their Self-assessment. and point out they will not get a bad grade if they check (✓) A little. 1 SPEAKING Learning Objective: demonstrate one’s ability to ask B Class activity and answer questions about holiday plans • Explain the task. To model the task, choose a holiday and ask different Ss the first question: “Are you going A to eat special food on (holiday)?” When a S answers • Focus Ss’ attention on the chart and explain the task. “Yes, I am,” pretend to write the S’s name in the Point out that Ss should choose popular holidays. If second column of the chart. needed, elicit names of holidays from the class and write them on the board. • Ss go around the class and ask their questions. Go around the class and encourage Ss to change • Ss complete the questions in the first column partners often. individually. Go around the class and help with spelling if needed. • Option: Elicit results from the class. Ask: “What did you find out about your classmates’ holiday plans?” 2 SPEAKING Learning Objective: demonstrate one’s ability to ask • Ss complete the questions individually and add and answer questions about future plans using future one more question. Then they ask and answer their time expressions questions in pairs. Go around the class and check Ss’ • Explain the task. If needed, elicit future time grammar, intonation, and reduction of going to. expressions (e.g., tonight, tomorrow, next week ) and • Option: Ss change partners and ask the write them on the board. questions again. T-84 3 LISTENING Learning Objective: demonstrate one’s ability to 4. understand conversations about problems Woman Are you going to go to Angela’s party? Man No, I don’t think so. [CD 3, Track 12] Woman Why not? It’s going to be fun. Man Well, it’s a dance party, and everyone’s • Explain the task and focus Ss’ attention on the going to dance. But I can’t dance at all. pictures. Have Ss read the sentences silently. 5. Man How do you feel today? • Play the audio program once or twice. Ss complete Woman Oh, about the same. the task individually. Man Maybe you need a new chair. Woman Maybe I need a new job! Audio script 6. 1. Woman So, how is it today? Man Hi. How are you? Man It’s OK. It doesn’t hurt much. Woman Oh, not so good. Woman John! You have a toothache. You need Man What’s the matter? Are you sick? to go today. Woman No, I’m not sick. I just don’t feel Man I’ll just take some more aspirin. very happy. Woman Dr. Vance is really nice. And I’ll go 2. with you. Man This hamburger isn’t very good. Man I don’t know. Maybe this afternoon. Woman Really? What’s wrong with it? Man I don’t know. It needs . . . something. • To check answers, elicit the problem with the person Woman Well, it has lettuce and onions on it. in each conversation. Man Yeah, but something is wrong. Oh, I know. Answers 3. Man How do you feel? 1. This person feels sad. Woman Terrible. I have a headache, and my 2. This person needs some ketchup. whole body feels sore. 3. This person has the flu. Man I think you have the flu. Go home and 4. This person can’t dance very well. get some rest. 5. This person has a backache. Woman: Good idea. 6. This person doesn’t want to go to the dentist. 4 SPEAKING Learning Objectives: demonstrate one’s ability to • Explain the second part of the task. Each S takes a discuss problems, ask how people are, and give advice paper from each box. Make sure Ss don’t take their own papers. A • Ask two pairs of Ss to model the example • Explain the task. Then ask two Ss to model the conversations. Point out that when Ss find good example sentences. Point out that the problems can advice for their problems, they keep both papers. be real or imaginary. After they find good advice for their problem and give their advice to another S, they sit down. • Ss complete the task individually. Go around the class and give help as needed. • Ss go around the class and complete the activity. When most Ss are sitting down, ask the Ss to read B Class activity out their problems and the advice they got. • Explain the first part of the task. Collect problems and advice from each S. Put the problems in one box and the advice in another box. WHAT’S NEXT? Learning Objective: become more involved in • Ask Ss to underline one thing they need to review. Ask: one’s learning “What did you underline? How can you review it?” • Focus Ss’ attention on the Self-assessment again. • If needed, plan additional instruction, activities, or Ask: “How well can you do these things now?” reviews based on Ss’ answers. T-85 Units 11–12 Progress check Unit 13 Supplementary Resources Overview After the following You can use these materials Your students can use these materials SB exercises in class outside the classroom 1 Word Power TSS Unit 13 Vocabulary Worksheet SS Unit 13 Vocabulary 1 GAME Speak or Swim (Places and things 1) GAME Spell or slime (Places and things 2) 2 Listening CYCLE 1 3 Conversation SS Unit 13 Speaking 1 4 Pronunciation 5 Grammar Focus SB Unit 13 Grammar plus, Focus 1 SS Unit 13 Grammar 1 6 Listening TSS Unit 13 Listening Worksheet WB Unit 13 exercises 1–4 7 Snapshot SS Unit 13 Vocabulary 2 8 Conversation TSS Unit 13 Extra Worksheet SS Unit 13 Speaking 2 9 Grammar Focus TSS Unit 13 Grammar Worksheet SB Unit 13 Grammar plus, Focus 2 SS Unit 13 Grammar 2 GAME Speak or Swim (Prepositions of CYCLE 2 place; Directions 1) GAME Sentence Runner (Prepositions of place; Directions 2) 10 Interchange 13 11 Reading TSS Unit 13 Project Worksheet SS Unit 13 Reading 1–2 VID Unit 13 SS Unit 13 Listening 1–3 VRB Unit 13 SS Unit 13 Video 1–3 WB Unit 13 exercises 5–7 Key GAME: Online Game SB: Student’s Book SS: Online Self-study TSS: Teacher Support Site VID: Video DVD VRB: Video Resource Book WB: Online Workbook/Workbook Unit 13 Supplementary Resources Overview Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 13 Use the space below to customize a plan that fits your needs. With the following I am using these materials My students are using these materials outside SB exercises in class the classroom With or instead of the I am using these materials following SB section for assessment Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 13 13 How do I get there? In Unit 13, students discuss stores, their locations, and things to buy there, and ask for and give directions to various locations. By the end of Cycle 1, students will be able to discuss stores, items to buy in stores, and store locations using prepositions of place. By the end of Cycle 2, students will be able to ask for and give directions Cycle 1, Exercises 1–6 to various locations. 1 WORD POWER Learning Objective: describe places and where to buy • Write the places in part A as headings on the board. certain items or do certain things Then elicit ideas from the class and ask different Ss to write them under each heading. If some ideas A [CD 3, Track 13] are true only in some countries, ask Ss to write the appropriate countries next to the ideas. • Focus Ss’ attention on the list of things. Read out the things. Ss repeat. Elicit or explain any new vocabulary. Possible answers Vocabulary a post office: mail a letter, send a package, rent/ debit card: a card used to pay for things from check a post office box your bank account a drugstore: buy/get newspapers, candy, gasoline: gas; a liquid that makes cars go medications, or cards a gas station: buy/get drinks, candy, snacks, or • Focus Ss’ attention on the pictures. Read out the maps places. Ss repeat. Elicit or explain any new vocabulary. a department store: buy/get furniture, clothes, or personal items; have a snack • Explain the first part of the task. Ss match the a bank: get/change/deposit money, deposit a items individually. Then they compare their answers check, pay a bill in pairs. a bookstore: buy/get magazines, books, newspapers, or maps • Play the audio program. Ss listen and check their a coffee shop: eat breakfast, lunch, or dinner; have answers. Then elicit the answers from the class. coffee/tea and a dessert a supermarket: buy/get food, medications, or Audio script magazines 1. You can buy a backpack at a department store. 2. You can buy cold medicine at a drugstore. For more practice with vocabulary for places, play 3. You can get a debit card at a bank. Sculptures – download it from the website. Teams 4. You can buy eggs at a supermarket. form sculptures that illustrate different activities in 5. You can get an espresso at a coffee shop. different places. 6. You can buy gasoline at a gas station. 7. You can buy a magazine at a bookstore. For more practice with vocabulary for places and 8. You can get stamps at a post office. things, play Vocabulary Tennis – download it from the website. Write nine places on the board, and have each team say something you can get or do Answers there. 1. d 2. b 3. e 4. h 5. g 6. c 7. f 8. a TIP • Play the audio program again. Ss listen and repeat. Review vocabulary regularly by making it part of your teaching routine. For example, ask each S to • Option: Ask the class: “Where can you get say a word from a previously taught category (e.g., (stamps)?” Elicit the answer. Repeat with the other places, things you buy ) when you take attendance. items, in random order. Alternatively, you can start each class with a vocabulary warm-up activity. B Pair work • Explain the task. Elicit other things you can get or do in a bank (e.g., get money, change money, deposit a check ) and write them on the board. Help with vocabulary if needed. Then ask two Ss to model the example conversation. • Ss complete the task in pairs. Go around the class and help with vocabulary as needed. How do I get there? T-86 2 LISTENING Learning Objective: listen to a conversation about 3. looking for a missing item and shopping Tom So, do you have it? Vanessa No, it’s not here! I’m really worried now. A [CD 3, Track 14] Tom Let’s see. What about the supermarket? Do you think it’s there? • Set the scene. Vanessa can’t find her phone and is Vanessa No, I never go shopping there. But talking about places where she may have left it. Tom is maybe it’s at the department store. I’m talking about things he needs to buy at those places. going to go there next. • Tell Ss to listen only for the things Tom needs. Then Tom Can I come, too? Vanessa You’re really nice, Tom, but I can go alone. play the audio program. Ss listen and complete the Tom No, really, I want to go. I need a new coat. What does Tom need? column in the chart. 4. • Tell Ss to listen only for the places to buy the things Tom So, do you have your phone? Tom needs. Then play the audio program again. Ss Vanessa No, I don’t. I’m going to ask at the coffee listen and complete the Where is he going to get it? shop and then go home, because . . . Tom What’s that? column in the chart. Vanessa Oh! It’s my cell phone! It’s in one of my • Play the audio again. Ss check their answers. shopping bags, under a sweater. Tom That’s wonderful. So, umm, you’re not Audio script going to the coffee shop, then? Vanessa Well, no. I have my phone now, so I can 1. go home. Tom Hi, Vanessa. What’s the matter? Tom OK. I think I’ll go to the coffee shop Vanessa I can’t find my cell phone! anyway. I really need a cup of coffee. Tom That’s too bad. What are you going to do? Vanessa You know what? I’ll go with you! Vanessa Well, first I’m going to go back to the bookstore. Maybe it’s there. • Ss compare their answers in pairs. Elicit answers from Tom Great! I’ll go with you. the class and write them on the board. Vanessa Why? Do you need a book? Tom No. But I’m going to buy some magazines. 2. Answers Vanessa They don’t have my phone. This is terrible. 1. magazines; the bookstore Tom Where are you going to look next? The 2. ice packs; the drugstore post office? 3. a coat; the department store Vanessa No, I’m going to go to the drugstore. I 4. (a cup of) coffee; the coffee shop hope it’s there. Tom Oh, cool. I’ll go with you again. I need some ice packs for my elbow. B Pair work Vanessa OK. Let’s go. • Read the questions and explain the task. Then model the example sentence. Ss complete the task in pairs. 3 CONVERSATION Learning Objective: use prepositions of place in a • Play the audio program. Ss listen for the answer. Then conversation about looking for a specific location elicit the answers. (Answers: 1. a restroom 2. in the department store on Third Avenue/on the corner of [CD 3, Track 15] Third and Market). Elicit any new vocabulary. • Focus Ss’ attention on the picture and set the scene. • Play the audio program again. Ss listen and repeat. Ask: “What is the woman looking for? Where is it?” Then they practice the conversation in pairs. 4 PRONUNCIATION Learning Objective: sound more natural when using • Play the audio program. Ss listen and read silently. Then compound nouns play the audio program again. Ss listen and repeat. A [CD 3, Track 16] B Pair work • Focus Ss’ attention on the compound nouns. Explain • Explain the task. Model the first sentence for Ss. that compound nouns are two words that join • Ss complete the task in pairs. together to make a new noun. Point out that we usually stress the first word in a compound noun. T-87 Unit 13 5 GRAMMAR FOCUS Learning Objective: use prepositions of place to • Elicit the answers from the class. describe locations Answers TIP 1. The coffee shop is on Main Street. It’s next to To show Ss the purpose of your lesson, explain the the shoe store. connection between exercises. For example, say: 2. The movie theater is on the corner of Park and “You just learned the names of different places Third. It’s next to/across from the park. and how to pronounce them. In this Grammar 3. The gas station is across from the parking lot. Focus, you’re going to learn to describe their It’s on the corner of Second and Market. location.” 4. The post office is on the corner of Main and Second. It’s next to the hospital. 5. The bank is between the restaurant and the [CD 3, Track 17] department store. It’s on Third Avenue. Prepositions of place • Focus Ss’ attention on the Grammar Focus box. If • Option: For more practice, write these sentences on desired, remind Ss that we use the prepositions next the board: to and on to talk about the location of things. (See 1. The drugstore is the supermarket. Unit 2, Exercise 9.) Explain that when we talk about 2. The supermarket is Main and Third. the location of places, the meaning of next to is the 3. Maria’s Restaurant is Third Ave. same, but the meaning of on is a little different. 4. The bank is Market and Main. • Focus Ss’ attention on the pictures. Elicit or explain 5. The bookstore is the post office. the rules for using each preposition: Ss write the sentences and complete them with the 1. Use on with a street or avenue. correct prepositions. Then elicit the answers from the 2. Use on the corner of with two streets or avenues. class. (Answers: 1. next to 2. on the corner of 3. on 4. 3. Use across from with a place. between 5. across from) 4. Use next to with a place. 5. Use between with two places. B Pair work • Play the audio program. Ss listen and read silently. • Explain the task and ask a S to read the places. • Option: Play the audio program again. Ss listen Model the example conversation with a S. and repeat. • Ss complete the task in pairs. They take turns asking about the places. Go around the class and give help A as needed. • Focus Ss’ attention on the map. Read the names • Option: Ss ask their partners about additional places of the streets and places aloud. Ss repeat. Elicit or on the map. explain any new vocabulary. • Elicit locations for each place from the class. Ask: • Explain the task and model the example sentence. “Where is . . . ?” • Ss complete the task individually. Then they compare • Option: Bring in maps of the area around the school. answers in pairs. Ss ask and answer questions about places near the school. • Ask Ss to raise their hands when they finish comparing answers in pairs. Go around the class and mark an X next to any wrong answers. Then Ss correct the wrong answers in pairs. How do I get there? T-88 6 LISTENING Learning Objectives: listen for details and make Man So it’s on Second Avenue? inferences about locations Woman Yes, it is. And it’s next to the post office. Man Is it near the corner of Second Avenue [CD 3, Track 18] and Market Street? Woman Actually, it’s on that corner. It’s across • Explain the task. Then play the audio program two from the gas station. or three times, pausing after each conversation. Ss Man Thanks. listen, look at the map, and number the places. 4. Woman Is it near the movie theater? Audio script Man No, it isn’t. It’s on Second Avenue, across from the parking lot. 1. Woman On the corner of Second Avenue and Man Hmm. I think it’s on Third Avenue. Market Street? Woman Is it near the Globe Movie Theater? Man Yes, that’s right. It’s across from the Man Yes, it is. It’s right across from the movie hospital, too. theater. Woman OK. Thanks! Woman Oh, yeah, yeah. There’s a restaurant there. Man Right. It’s between the restaurant and • Ss compare their answers in pairs. Elicit the answers Harrow’s Department Store. and write them on the board. 2. Woman Is it near Harrow’s Department Store? Answers Man Not really. It’s on Main Street, next to the shoe store. 3, 1, 4, 2 Woman Is there a shoe store on Main Street? I don’t know it. Man OK, well, it’s also across from the Globe Movie Theater. End of Cycle 1 Woman OK. I know the Globe. Thank you very much. 3. See the Supplementary Resources chart at the Man Where is it? beginning of this unit for additional teaching materials Woman Well, it’s not far from the Second Avenue and student activities related to this Cycle. Bookstore. Cycle 2, Exercises 7–11 7 SNAPSHOT Learning Objective: discuss popular tourist attractions • Ss discuss the questions in small groups. Then elicit answers from the class. [CD 3, Track 19] • Option: Display a large map of New York City and • Focus Ss’ attention on the pictures. Play the audio talk about the location of each tourist attraction. program. Ss listen and repeat. 8 CONVERSATION Learning Objectives: ask for and give directions in a • Play the audio program. Ss listen for the answers. conversation about finding a popular tourist destination Then elicit the answers. (Answers: 1. Rockefeller Center, Radio City Music Hall, the Empire State [CD 3, Track 20] Building 2. Sixth Avenue and 49th Street, across from Rockefeller Center, right behind her) • Focus Ss’ attention on the picture and set the scene. A tourist in New York City is asking a man for • Point out that in the phrase on the right, right is directions. a direction. In the phrases right across from and right behind you, however, right means “exactly” • Write these questions on the board: or “directly.” 1. What buildings does the woman ask about? 2. Where are they? • Play the audio program again. Ss listen and repeat. Then they practice the conversation in pairs. T-89 Unit 13 9 GRAMMAR FOCUS Learning Objective: ask for and give directions S: Excuse me. How do I get to the Empire State Building? [CD 3, Track 21] T: Walk up 42nd Street. Turn left on Madison Avenue, Directions and go down Madison Avenue. Then turn right on 34th Street. Walk up 34th Street and turn left on • Focus Ss’ attention on the Grammar Focus box. Point Fifth Avenue. It’s between 33rd and 34th Streets. out that How do I get to . . . ? and How can I get to . . . ? have the same meaning. Also, point out that • Ss complete the activity in pairs. S1 plays the tourist Walk up and Go up mean about the same thing. and S2 plays the New Yorker. Then they change roles and complete the activity again. • Option: Point out that the avenues on this map go north and south. When people go north, they often • Elicit directions to each place from the class. say “go/walk up.” When they go south, they often Encourage Ss to give alternate directions if possible. say “go/walk down.” Use gestures to explain the meanings of turn right, turn left, on the right, and on Possible answers the left. 1. The Empire State Building: Walk up 42nd Street. Turn left on Madison Avenue, and go • Play the audio program. Ss listen and read silently. down Madison Avenue. Then turn right on 34th Street. Walk up 34th Street and turn left on A Fifth Avenue. It’s between 33rd Street and 34th Street. • Set the scene. Ss imagine they are tourists in New 2. The New York Public Library: Walk up Fifth York City. They are at Grand Central Terminal, and Avenue. It’s on the left, between 40th Street they want to go to six places: and 42nd Street. 1. The Empire State Building 3. Bryant Park: Walk up Fifth Avenue. Turn left on 2. The New York Public Library 42nd Street. It’s behind the library, between 3. Bryant Park Fifth Avenue and Sixth Avenue. 4. Rockefeller Center: Go up Sixth Avenue. It’s 4. Rockefeller Center between 48th Street and 51st Street. 5. The Museum of Modern Art (MoMA) 5. The Museum of Modern Art (MoMA): Walk up 6. The United Nations Fifth Avenue to 53rd Street. Turn left. It’s on Read out the names of the places. Ss repeat. 53rd between Fifth and Sixth Avenues. 6. The United Nations: Walk down Madison • Elicit the locations of the places on the map: Avenue to 42nd Street. Turn left. Go down 1. The Empire State Building: on Fifth Avenue 42nd Street to First Avenue. Turn left on First between 33rd and 34th streets Avenue. It’s right in front of you. 2. The New York Public Library: on Fifth Avenue between 40th Street and 42nd Street B Pair work 3. Bryant Park: on Sixth Avenue between 40th Street and 42nd Street • Explain the task. Elicit names of local places that Ss 4. Rockefeller Center: between Fifth Avenue and might ask about and write them on the board. Sixth Avenue and between 48th Street and 51st • Model the task with a S. The S reads part A and you Street read part B. Starting from the school, give directions 5. MoMA: on 53rd Street, between Fifth Avenue and to the nearest bus stop. (Use one of the examples Sixth Avenue from the board if there is no bus stop nearby.) 6. The United Nations: on First Avenue, between • Ss work in pairs. They take turns asking for and giving 42nd Street and 49th Street directions to places near the school. • Explain the task. Ss take turns role-playing the tourist • Ask a couple of pairs of Ss to repeat one of their and the New Yorker. The tourist asks for directions conversations for the class. Have the class listen for and the New Yorker gives directions. Point out that whether the directions are correct. they should follow the arrows to each place. • Model the example conversation with a S, and ask the class to follow the arrows with their finger. 10 INTERCHANGE 13 See pages T-127 and T-128 for teaching notes. How do I get there? T-90 11 READING Learning Objective: read for details and make • Elicit or explain the meaning of any new vocabulary. inferences in an article about a popular destination Vocabulary sculpture: a piece of art made from stone, wood, A [CD 3, Track 22] or clay • Set the scene and explain the task. The guide has planetarium: a building with a machine showing information for tourists in Palermo, Buenos Aires. If the stars and planets possible, point out the location on a world map. telescope: a tube-shaped piece of equipment used to see things far away • Ss skim the guide individually to find where they monument: a building or structure to remember a can have some tea. Elicit the answer. (Answer: the historical event or famous person Japanese Gardens) statue: a sculpture of a person or animal polo: a game played on horseback, with long • Option: Ss listen to the audio program and read the wooden hammers and a ball information silently. • Option: Ss write three more Where can you . . . ? B questions about the article in pairs. Then they • Explain that Ss should follow the map as they read. exchange questions with another pair and answer the questions. • Ss read the tourist information individually and underline any new words. C Pair work • Explain the second part of the task. Point out that Ss can find most of the answers easily by scanning the • Explain the task. Elicit some ideas for places and article for the key words and phrases. things to see or do from the class. • Ss complete the task individually. Then they compare • Ss complete the task in pairs. answers in pairs. Elicit the answers from the class and • Option: Put Ss who like different places in pairs. They write them on the board. ask for information about each other’s places. • Option: Write these question-starters on the board Answers to help Ss with their conversations: 1. You can see horses at the Campo Argentino Where can you see . . . ? del Polo. 2. You can look at the sky at the Galileo Galilei Where can you eat . . . ? planetarium. Where can you play . . . ? 3. You can see many types of plants in the Where can you . . . ? Japanese Gardens. 4. You can find a statue of a writer at the Statue of • Elicit information from several pairs. Domingo Faustino Sarmiento. 5. You can see some art at MALBA/the art museum. End of Cycle 2 See the Supplementary Resources chart at the beginning of this unit for additional teaching materials and student activities related to this Cycle. T-91 Unit 13 Unit 14 Supplementary Resources Overview After the following You can use these materials Your students can use these materials SB exercises in class outside the classroom 1 Snapshot SS Unit 14 Vocabulary 1 GAME Name the Picture (Things people hate to do) 2 Conversation SS Unit 14 Speaking 1 CYCLE 1 3 Grammar Focus SB Unit 14 Grammar plus, Focus 1 SS Unit 14 Grammar 1 4 Pronunciation 5 Grammar Focus TSS Unit 14 Vocabulary Worksheet GAME Key Words (Simple past statements) 6 Speaking WB Unit 14 exercises 1–4 7 Conversation SS Unit 14 Speaking 2 8 Grammar Focus TSS Unit 14 Grammar Worksheet SB Unit 14 Grammar plus, Focus 2 SS Unit 14 Grammar 2 GAME Say the Word (Simple past yes/no questions) GAME Sentence Runner (Simple past) CYCLE 2 9 Listening TSS Unit 14 Listening Worksheet 10 Word Power TSS Unit 14 Extra Worksheet SS Unit 14 Vocabulary 2 11 Interchange 14 12 Reading TSS Unit 14 Project Worksheet SS Unit 14 Reading 1–2 VID Unit 14 SS Unit 14 Listening 1–3 VRB Unit 14 SS Unit 14 Video 1–3 WB Unit 14 exercises 5–7 With or instead of the You can also use these materials following SB section for assessment Units 13–14 Progress Check ASSESSMENT PROGRAM Units 13–14 Oral Quiz ASSESSMENT PROGRAM Units 13–14 Written Quiz Key GAME: Online Game SB: Student’s Book SS: Online Self-study TSS: Teacher Support Site VID: Video DVD VRB: Video Resource Book WB: Online Workbook/Workbook Unit 14 Supplementary Resources Overview Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 14 Use the space below to customize a plan that fits your needs. With the following I am using these materials My students are using these materials outside SB exercises in class the classroom With or instead of the I am using these materials following SB section for assessment Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 14 14 I had a good time. Cycle 1, Exercises 1–6 In Unit 14, students discuss past weekend activities and past vacation activities. By the end of Cycle 1, students will be able to discuss weekend activities using simple past statements with regular and irregular verbs. By the end of Cycle 2, students will be able to discuss vacation activities using simple past yes/no questions and short answers. 1 SNAPSHOT Learning Objective: talk about weekend activities • Read the focus questions aloud. Ss check (✓) the and chores activities they do on weekends. Then Ss discuss the questions in small groups. Go around the class and [CD 3, Track 23] help with vocabulary as needed. • Books closed. Elicit activities that Ss do on the • Write each activity in the Snapshot on the board. weekends (e.g., watch television, play sports ) and Then ask the class: “Who answers email?” Ss raise write them on the board. Encourage Ss to say both their hands. Write the number of Ss who raise things they like to do and things they don’t like to do. their hands next to the activity. Continue with the remaining activities. • Ss make lists of things they do on the weekends individually. Then they compare answers in small • Ask the class: “What other things do you do on the groups. weekends?” Elicit answers from the class and write them on the board. For each activity, ask: “Who likes • Books open. Focus Ss’ attention on the title and to do this?” Write the number of Ss who raise their pictures. Then play the audio program. Ss listen and hands next to the activity and elicit Ss’ reasons. read silently. For a new way to practice the vocabulary in this • Encourage Ss to use the pictures to guess the Snapshot, try Vocabulary Steps – download it from meaning of any new vocabulary. Explain the meaning the website. Ss rank the activities from most favorite of any remaining vocabulary. to least favorite. • Play the audio program again. Ss listen and repeat. For more practice with this vocabulary, play Simon Says – download it from the website. Give instructions such as “Simon says exercise.” Include the activities you elicited from the class. Ss mime the activities. 2 CONVERSATION Learning Objective: use simple past statements with TIP regular verbs in a conversation about last weekend To give Ss a reason for listening, ask focus questions before playing the audio program. [CD 3, Track 24] • Text uncovered. Play the audio program again. Ss • Text covered. Set the scene. Shaun and Yuna are in listen and read silently. Then elicit or explain any class on Monday morning. They are talking about new vocabulary. their weekends. • Option: Point out that Shaun and Yuna are talking • Focus Ss’ attention on the title and picture. Ask the about activities in the past. Ask Ss to find and class: “Who studied? Who didn’t study?” Encourage underline the simple past tense forms of the activities Ss to guess. Then play the audio program. Ss listen on the board. Then elicit the answers. (Answers: for the answers. Elicit the answers. (Answers: Yuna 1. exercised 2. cleaned 3. visited (parents) 4. studied studied. Shaun didn’t study.) (for our test) 5. watched (TV shows) • Write these activities on the board: • Play the audio program again. Ss listen and repeat. 1. exercise 4. study for our test Then they practice the conversation in pairs. 2. clean 5. watch TV shows • Option: Ask one or two pairs to role-play the 3. visit parents conversation for the class. Ask the class: “Who did each activity – Shaun or For a new way to practice this conversation, try the Yuna?” Play the audio program once or twice. Onion Ring technique – download it from the website. Ss listen for the answers. Then elicit the answers. (Answers: 1. Yuna 2. Yuna 3. Yuna 4. Yuna 5. Shaun) I had a good time. T-92 3 GRAMMAR FOCUS Learning Objective: use positive and negative simple • Option: Play the audio program again. Ss listen past statements with regular verbs to talk about activities and repeat. [CD 3, Track 25] A Simple past statements • Explain the task and model the first sentence. Point • Focus Ss’ attention on the Grammar Focus box. Point out that Ss should use the verbs in parentheses. out that we use the simple past to talk about actions • Ss complete the task individually. Then they compare that happened in the past. their answers in pairs. • Elicit or explain the pattern for positive and negative • Ask different Ss to write the answers on the board. Go simple past statements: over any grammar or spelling errors with the class. Positive: Subject + simple past form of verb. Answers Negative: Subject + didn’t + base form of verb. On Friday night, I wanted to go out, but my • Elicit or explain that did is the past form of do, and friends didn’t call. I decided to stay home, and didn’t is the contraction of did not. Point out that we I played video games. On Saturday, I visited my use didn’t for all subjects. friend Pablo. We talked and listened to music. In the evening, he invited some friends over, and we • Play the audio program for the first two columns. Ss cooked a great meal. I didn’t work very hard on listen and read silently. Sunday. I didn’t study at all. I just walked to the Regular simple past verbs mall and shopped. • Elicit or explain that regular simple past verbs end in -ed. B • Focus Ss’ attention on the Spelling column of the • Explain the task. Grammar Focus box. Explain these rules for spelling regular simple past verbs: • Ss complete the sentences individually. Go around the class and help with grammar and spelling. Then 1. For most verbs, add -ed (e.g., stayed, watched ). Ss compare answers in pairs. 2. For verbs ending with e, add -d (e.g., exercised ). 3. For verbs ending with a consonant + y, change Answers the y to i and add -ed (e.g., studied ). 1. Yesterday, I watched/didn’t watch a 4. For some verbs ending with a vowel + a basketball game. consonant, double the consonant and add -ed 2. Last night, I stayed/didn’t stay home. (e.g., shopped ). 3. Last week, I cleaned/didn’t clean the house. • Play the audio program. Ss listen and read silently. 4. Last month, I shopped/didn’t shop for clothes. 5. Last year, I visited/didn’t visit a different country. 4 PRONUNCIATION Learning Objectives: differentiate between the three B [CD 3, Track 27] pronunciations of simple past -ed endings and sound more natural when using them • Explain the task and play the audio program. Ss listen and complete the task. A [CD 3, Track 26] • Play the audio program again. Ss listen and check their answers. Then they compare their answers in pairs. • Explain the task and focus Ss’ attention on the chart. • Copy the chart onto the board. Elicit the correct • Play the audio program. Ss listen and read silently. answers and write them in the chart. • Option: Explain these pronunciation rules: 1. -ed sounds like /t/ when the verb ends with a Answers voiceless consonant sound such as /k/ or /tʃ/ /t/ /d/ /ɪd/ (e.g., worked, watched ). worked cleaned wanted 2. -ed sounds like /d/ when the verb ends with a watched stayed visited vowel sound or a voiced consonant sound such cooked exercised decided as /n/ (e.g., cleaned, stayed ). shopped listened invited 3. -ed sounds like /ɪd/ when the verb ends with the • Option: Ss work in pairs. They practice the sound /t/ or /d/ (e.g., wanted, visited ). conversation in Exercise 2 on page 92 again and • Play the audio program again. Ss listen and repeat. concentrate on pronouncing the -ed endings. T-93 Unit 14 5 GRAMMAR FOCUS Learning Objective: use positive and negative simple • Ss complete the chart individually. Then they past statements with irregular verbs to talk about activities compare their answers in small groups. While they work, copy the chart onto the board. [CD 3, Track 28] • Play the audio program once or twice. Ss listen Simple past statements: irregular verbs and check their answers. Then elicit answers from the class and ask different Ss to write them in the • Remind Ss of the pattern for positive and negative chart on the board. Point out that the past form of simple past statements: read is spelled the same as the present form but is Subject + simple past form of verb. (positive) pronounced /rɛd/. Subject + didn’t + base form of verb. (negative) Answers • Focus Ss’ attention on the sentences below the pictures. Point out that the verbs do, get, go, come, buy make see meet, and have are irregular. We do not make the eat read sit simple past form of these verbs by adding -ed. feel ride take • Play the audio program. Ss listen and read silently. Elicit the irregular past tense forms of do, get, go, B Pair work come, meet, and have. • Explain the task and focus Ss’ attention on the • Option: Play the audio program again. Ss listen pictures in the Grammar Focus box. Then model the and repeat. example sentences. • Ss complete the task in pairs. Then they change A [CD 3, Track 29] partners and complete the task again. • Focus Ss’ attention on the chart and explain the • Option: Ss complete the task in pairs. Then each task. Point out that the verbs in the Past columns are pair joins another pair to talk about their partner’s irregular simple past forms. Ss complete the Present activities. columns with the simple present forms. Encourage Ss to guess. • Option: To make the task more challenging, Ss also use the verbs in part A. 6 SPEAKING Learning Objective: discuss activities and chores from For more practice with regular and irregular simple last weekend past verbs, play the Chain Game – download it from the website. Start with this sentence: “Last (weekend/ A week/month/year), I saw a movie.” • Explain the task and focus Ss’ attention on the example list. Point out that Ss can use regular and End of Cycle 1 irregular simple past verbs from pages 92–94. They can also use irregular verbs from the appendix in the See the Supplementary Resources chart at the back of the book. beginning of this unit for additional teaching materials and student activities related to this Cycle. • Ss complete the task individually. Go around the class and help with vocabulary and spelling as needed. B Group work • Explain the task and ask three Ss to model the conversation. • Ss discuss their weekends in small groups. Go around the class and note any grammar or pronunciation errors. • Ask Ss to share information about their classmates’ weekends. • Option: Correct any grammar or pronunciation errors with the class. I had a good time. T-94 Cycle 2, Exercises 7–12 7 CONVERSATION Learning Objective: use simple past yes/no questions • Play the audio program. Ss listen and read silently. in a conversation about a vacation Then elicit the answers to the focus questions. (Answers: 1. yes 2. no 3. yes 4. yes 5. no) [CD 3, Track 30] • Elicit or explain the meaning of any new vocabulary. • Focus Ss’ attention on the picture and set the scene. Use pictures or mime where appropriate. Kim is asking Martin about his vacation last summer. • Play the audio program again. Ss listen and repeat. Write these focus questions on the board: Then they practice the conversation in pairs. 1. Did Martin go to Sydney? • Option: Ask one or two pairs to role-play the 2. Did he go with his brother? conversation for the class. 3. Did they climb a bridge? For a new way to practice this conversation, try 4. Did Martin have fun? Musical Dialog – download it from the website. 5. Did his sister like climbing? 8 GRAMMAR FOCUS Learning Objective: ask and answer simple past yes/ 3. A: Did you take any classes last summer? no questions B: Yes, I did. I took tennis lessons, and I played tennis every day! [CD 3, Track 31] 4. A: Did you speak English last summer? B: No, I didn’t. But I read blogs in English, and Simple past yes/no questions I watched English movies. • Focus Ss’ attention on the Grammar Focus box. Point out the pattern for simple past yes/no questions and • Explain the second part of the task. Ss practice the short answers: conversations in pairs. Go around the class and help Ss with pronunciation and intonation. Did + subject + (simple present verb)? Yes, + (subject) + did. No, + (subject) + didn’t. B Pair work • Write the four questions from part A on the board. • Point out that we use did and didn’t for all subjects. Then explain the task and ask two Ss to model the • Play the audio program. Ss listen and read silently. example conversation. • Books closed. Ss ask you the questions on the board A one by one. Answer with your own information. • Explain the first part of the task. Then model the • Ss ask and answer the questions in pairs. Go example question in the first conversation. around the class and encourage Ss to ask follow-up • Ss complete the task individually. Then they compare questions and give more information. answers in pairs. • Tell Ss to raise their hands when they finish the TIP To decide if your Ss need more grammar exercise. Go around, circle any wrong answers, and explanation or controlled practice, pay attention have Ss correct them in pairs. to how they use the grammar in speaking • To check the answers, ask different pairs to read each activities. If they make a lot of errors, review or conversation. If needed, correct the answers with the further explain the grammar in a later class. class. For more practice with simple past yes/no questions, Answers play Hot Potato – download it from the website. 1. A: Did you have a good summer? B: Yes, I did. I had a great summer. I went out with my friends a lot. 2. A: Did you go anywhere last summer? B: No, I didn’t. I stayed here. I got a part-time job, so I made some extra money. T-95 Unit 14 9 LISTENING Learning Objective: listen for specific information Man Did you read any good books? about activities discussed using simple past Olivia Books? Well, no . . . but I watched a lot yes/no questions of interesting videos online! 3. Woman So, Cameron, did you do anything [CD 3, Track 32] interesting last summer? • Set the scene. Different people are asking Fernando, Cameron Oh, yeah! You know how I love to be Olivia, Cameron, and Abigail about their summers. outdoors. I played baseball and rode my bike every day! • Explain the task. Then play the first conversation in Woman Baseball and bike riding! You’re a the audio program. Ss listen. really good athlete! • Play the rest of the audio program two or three Cameron Yeah, . . . well, I try. times, pausing after each conversation. Ss listen and 4. Man Did you have a job last summer, Abigail? complete the chart individually. Abigail Well, no, . . . but I did a lot of work. Man What do you mean? Did you get a job? Audio script Abigail No. But my parents and I painted our 1. house. And I worked in the yard a lot. Woman Hello, Fernando. Did you have a good summer? • To check answers, ask the class: “What did Fernando Fernando Oh, I had an OK summer, I guess. I do last summer?” Elicit the answer. Then ask about visited my brother in Veracruz. the remaining three people. Woman That’s nice! Did you go to the beach? Fernando No, I didn’t. It rained all summer, so we Answers usually did things indoors. 2. 1. Fernando: visited his brother Man Hi, Olivia. How are you? Did you have 2. Olivia: watched videos a good summer? 3. Cameron: went bike riding, played baseball Olivia Yes, I did, thanks. I just relaxed. 4. Abigail: worked in the yard, painted the house 10 WORD POWER Learning Objective: discuss free-time activities B Pair work A [CD 3, Track 33] • Focus Ss’ attention on the list. Ask different Ss to read each phrase in the list. Elicit or explain any new • Explain the first part of the task and read out the vocabulary. Exhibits are special shows of paintings or words in the list. Then focus Ss’ attention on the chart artifacts at museums. Explain the first part of the task. and read out the verbs. Point out that each verb goes Ss add two activities to the list. Then each S chooses with two words or phrases in the list. six questions. • Ss complete the chart individually. Then they • Explain the second part of the task and ask two Ss compare answers in pairs. to model the example conversation. Point out that • Play the audio program. Ss check answers. the Ss answering the questions should give more information about their summer activities. The Ss Answers asking the questions should take notes. get: a new bike, up late • Ss take turns asking and answering questions in go: camping, swimming pairs. Go around the class and encourage Ss to add have: a barbecue, a picnic information to their answers. meet: new people, old friends play: beach volleyball, soccer take: a summer class, a trip C Class activity • Explain the task and model the example. Elicit other things Alma did. Encourage Ss to make guesses. • Ask different Ss to tell the class about their partner’s summer. Encourage them to use their notes. 11 INTERCHANGE 14 See page T-129 for teaching notes. I had a good time. T-96 12 READING Learning Objectives: scan and read for main ideas and • Ss correct the sentences individually. Then they details in texts about people’s activities compare answers in pairs. • Ask different Ss to write the correct sentences on A [CD 3, Track 34] the board. Go over the sentences with the class and • Focus Ss’ attention on the pictures. Read out correct any errors. the questions. Possible answers • Point out that main ideas are usually found at the beginning or end of a paragraph. Tell Ss to read only 1. Nick’s best friend got married. the beginning and end of each paragraph. 2. On the way to the wedding, Nick’s car broke down. • Ss complete the task individually. 3. Jessie’s parasailing class was amazing. • Elicit the answers from the class. (Possible answers: 4. It was Jessie’s first parasailing class. 5. Armando did chores on Saturday morning. Armando had a busy weekend. Juliette saw an old 6. Armando fixed his bike and walked his dog. friend. Jessie had fun learning something new. Nick 7. Juliette went running on Saturday evening. had a terrible weekend.) 8. Marie is married and has a baby. B C Pair work • Explain the first part of the task. Ss read the social media posts individually and underline any new • Explain the task. Model the answers to the questions words. with your own information. • Ss discuss the meanings of any new words they don’t • Ss tell about their weekend in pairs. Go around the understand in small groups. Then elicit or explain class and help with vocabulary and pronunciation. any remaining new vocabulary. Use pictures or mime • Option: Ss write about their weekend for homework. where appropriate. • Ss tell the class about their weekend. Encourage Ss to ask follow-up questions. Vocabulary broke down: stopped working • Option: In large classes, Ss share their weekend bang: a sudden loud noise activities in small groups. parasailing: a sport in which you wear a parachute and sail through the air being pulled by a boat TIP instructor: someone who teaches If you don’t have enough class time, do only chores: boring jobs you must do Part A in class. Then have Ss read the article in detail and complete the remaining activities for • Option: Play the audio program. Ss listen and homework. read silently. • Explain the second part of the task. Tell Ss that there is one mistake in each sentence. Ask a S to model the End of Cycle 2 example sentence and identify the error. Then ask different Ss to read the remaining sentences. See the Supplementary Resources chart at the Explain any new vocabulary, if needed. beginning of this unit for additional teaching materials and student activities related to this Cycle and for assessment tools. T-97 Unit 14 Units 13–14 Progress check SELF-ASSESSMENT Learning Objectives: reflect on one’s learning; identify • Ss move on to the Progress check exercises. You can areas that need improvement have Ss complete them in class or for homework, • Ask: “What did you learn in Units 13 and 14?” Elicit using one of these techniques: Ss’ answers. 1. Ask Ss to complete all the exercises. • Ss complete the Self-assessment. Explain to Ss that 2. Ask Ss: “What do you need to practice?” Then this is not a test; it is a way for them to evaluate what assign exercises based on their answers. they’ve learned and identify areas where they need 3. Ask Ss to choose and complete exercises based additional practice. Encourage them to be honest, on their Self-assessment. and point out they will not get a bad grade if they check (✓) A little. 1 LISTENING Learning Objective: demonstrate one’s ability to 3. understand conversations about where to get things Man Excuse me. Is there a gas station around here? [CD 3, Track 35] Woman Um, I think there’s a gas station on the corner of Main and First. Just drive down • Explain the task and read out the focus questions. Main Street for four blocks. It’s on the Then play the audio program once or twice. Ss listen left. You can’t miss it. and complete the chart individually. Man I’m glad it’s not far. I really need more gas! 4. Audio script Woman Can you help me? Is there a restroom 1. around here? Man What are you looking for? Man Oh, sure. There’s a library not far from Woman I’m mailing some postcards, and I need here. They have a restroom. Go up this some stamps. street for two blocks and turn left. Man Well, you can get some at the drugstore. Woman Thanks a lot. It’s across from the park. Woman Oh. Great! Thanks! • To check answers, ask: “What does the woman in 2. the first conversation need? Where can she find it?” Woman So what do we need? Elicit the answers from the class. Continue with the Man I think we have everything – sandwiches, remaining people. fruit salad, cookies. Oh, wait. We don’t have any drinks. We need some juice. Answers Woman Let’s stop at the supermarket on the way. We can get some juice there. What? Where? Man Good idea. 1. stamps drugstore 2. juice supermarket 3. gasoline gas station 4. restroom library 2 SPEAKING Learning Objectives: demonstrate one’s ability to discuss • To check answers, ask the class about each place: where places are and to ask for and give directions “Is there a . . . near here?” Then elicit the answers. A Pair work B Pair work • Explain the task and read out each place. Then ask • Explain the task. Ask Ss to model the conversation. two Ss to model the example conversation. • Ss work in pairs. They take turns giving directions • Ss work in pairs. They take turns asking and and making guesses. answering questions about the places. • Option: Ss change partners and repeat the activity. T-98 3 SPEAKING Learning Objective: demonstrate one’s ability to B Pair work discuss past activities • Explain the task and ask two Ss to model the example conversation. Tell Ss to check (✓) each A correct guess. • Focus Ss’ attention on the picture and explain the task. Then model the task. Write on the board two • Ss complete the task in pairs. sentences about your last vacation that are true, and • Elicit who got the most correct guesses. Ask the two that are false. Point out which sentences are true class: “Who has four correct guesses? three correct and which are false, but do not label them. guesses? two correct guesses?” Ss raise their hands. • Ss write four statements individually. Go around the class and help with vocabulary and spelling as needed. 4 SPEAKING Learning Objective: demonstrate one’s ability to ask • Option: For lower-level classes, elicit a Did you . . . ? and answer questions about past activities question for each phrase. • Ss complete the activity in pairs. Go around the class A and give help as needed. Encourage Ss to change • Explain the task and focus Ss’ attention on the list of the order of the questions and take notes on their activities. If needed, read out each phrase. Explain partner’s answers. that to download is to copy files, such as computer programs, music, or movies off the Internet. C Group work • Ss complete the task individually. Go around the class • Explain the task. Ask a S to model the example and help Ss with vocabulary and spelling as needed. sentence. • Each pair joins another pair. Ss talk about their B Pair work partner’s weekend. • Explain the task and ask two Ss to model the example conversation. Point out that Ss should ask about each activity and answer with follow-up information. Also point out that Ss can ask: “What else did you do last weekend?” to find out about the additional activities. WHAT’S NEXT? Learning Objective: become more involved in • Ask Ss to underline one thing they need to review. one’s learning Ask: “What did you underline? How can you • Focus Ss’ attention on the Self-assessment again. review it?” Ask: “How well can you do these things now?” • If needed, plan additional instruction, activities, or reviews based on Ss’ answers. T-99 Units 13–14 Progress check Unit 15 Supplementary Resources Overview After the following You can use these materials Your students can use these materials SB exercises in class outside the classroom 1 Snapshot 2 Conversation SS Unit 15 Speaking 1 CYCLE 1 3 Grammar Focus SB Unit 15 Grammar plus, Focus 1 SS Unit 15 Grammar 1 GAME Speak or Slime (Past of be) 4 Pronunciation 5 Conversation SS Unit 15 Speaking 2 6 Grammar Focus TSS Unit 15 Grammar Worksheet SB Unit 15 Grammar plus, Focus 2 TSS Unit 15 Extra Worksheet SS Unit 15 Vocabulary 1 SS Unit 15 Grammar 2 GAME Sentence Stacker (Wh-questions with did, was, and were) GAME Sentence Runner (Past of be and Wh-questions) CYCLE 2 7 Listening TSS Unit 15 Listening Worksheet 8 Word Power TSS Unit 15 Vocabulary Worksheet SS Unit 15 Vocabulary 2 GAME Spell or Slime (School days) 9 Speaking 10 Interchange 15 11 Reading TSS Unit 15 Project Worksheet SS Unit 15 Reading 1–2 VID Unit 15 SS Unit 15 Listening 1–3 VRB Unit 15 SS Unit 15 Video 1–3 WB Unit 15 exercises 1–7 Key GAME: Online Game SB: Student’s Book SS: Online Self-study TSS: Teacher Support Site VID: Video DVD VRB: Video Resource Book WB: Online Workbook/Workbook Unit 15 Supplementary Resources Overview Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 15 Use the space below to customize a plan that fits your needs. With the following I am using these materials My students are using these materials outside SB exercises in class the classroom With or instead of the I am using these materials following SB section for assessment Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 15 15 Where were you born? In Unit 15, students discuss family and personal history, school experiences, and memories. By the end of Cycle 1, students will be able to discuss family and personal history using the past of be. By the end of Cycle 2, students will be able to discuss school experiences and memories using Wh-questions with did, was, and were. Cycle 1, Exercises 1–4 1 SNAPSHOT Learning Objective: talk about where famous people • Play the audio program again. Ss listen and practice. were born • Read the first task. Ss match the people with the countries individually. Then they check their answers [CD 3, Track 36] at the bottom of the Snapshot. Ask: “Who has five • Focus Ss’ attention on the title and pictures. Ask: correct answers? four? three?” Ss raise their hands. “What do you know about these people?” Elicit • Read the last two questions: “What famous people information from the class. were born in your country? What do they do?” Ss • Play the audio program. Ss listen and read silently. discuss the questions in small groups. Then elicit information from the class. • Elicit or explain any new vocabulary. Vocabulary comedian: someone who tells jokes, often as a job actress: a woman who performs in plays, in movies, or on TV [Note: Actor is often used for both males and females.] game designer: someone who creates video games 2 CONVERSATION Learning Objective: use the past of be in a Vocabulary conversation about someone’s personal history pretty: quite; very bilingual: able to use or speak two languages [CD 3, Track 37] • Books closed. Set the scene. Bianca is a customer in TIP If Ss ask about new structures in the Conversation, a beauty salon. The hairstylist, Mario, is asking her explain that they’ll learn about them in the about her life. Write these questions on the board: Grammar Focus on the next page. 1. Where is Bianca from? 2. Where are Mario’s parents from? • Play the audio program again. Ss listen and repeat. Then they practice the conversation in pairs. • Play the audio program. Ss listen for the answers. Then elicit the answers. (Answers: 1. Brazil 2. Milan) • Option: Ask one or two pairs to role-play the conversation for the class. • Play the audio program again. Ss listen and read along silently. Elicit or explain the meaning of any For a new way to practice this conversation, try new vocabulary. Moving Dialog – download it from the website. Where were you born? T-100 3 GRAMMAR FOCUS Learning Objectives: use the past of be in short A statements and to ask and answer questions • Set the scene and explain the task. Then model the example sentence. [CD 3, Track 38] • Ss complete the task individually. Then they compare Statements with the past of be answers in pairs. • Write this on the board: • To check answers, ask different Ss to read I/He/She/It + was + complement. the sentences. You/We/They + were + complement. If needed, explain that a complement follows the Answers verb at the end of a sentence. My family and I were all born in Brazil – we • Elicit or explain that was and were are the past forms weren’t born in the U.S. I was born in the city of Recife, and my brother was born there, too. My of be. We use was with the pronouns I, he, she, and parents weren’t born in Recife. They were born it. We use were with the pronouns you, we, and they. in Rio de Janeiro. In Rio, my father was a teacher • Focus Ss’ attention on the first two columns of the and my mother was an engineer. They have their Grammar Focus box. Play the audio program. Ss own business in Recife now. listen and read silently. • Point out that wasn’t is the contraction for was not B Pair work and weren’t is the contraction for were not. • Direct Ss’ attention to the picture. Have Ss identify Yes/No questions with the past of be the teacher. (Mr. Walker) Ask what subject the • Focus Ss’ attention on the right-hand column of the students are studying. (chemistry/science) grammar chart. Point out that this column has yes/no • Explain the task and model the first question with a S. questions. • Ss ask and answer the questions in pairs. • Elicit or explain the pattern for yes/no questions and short answers with the past of be: Answers Was/Were + subject + complement? 1. No, she wasn’t. She was late. Yes, + subject + was/were. 2. No, it wasn’t. It was chemistry/science class. No, + subject + wasn’t/weren’t. 3. No, it wasn’t. It was raining. 4. No, it wasn’t. It was 10:05. • Ask individual Ss the questions in the chart. 5. No, he wasn’t. 6. No, they weren’t. TIP 7. No, they weren’t. They were at their desks. To demonstrate contractions, use your hands. 8. No, they weren’t. They were closed. For example, say “This thumb is was. This finger is not. When you push them together, you get For more practice with the past tense of be, play Run wasn’t.” For It! – download it from the website. Read out sentences with was, were, wasn’t, and weren’t. • Option: Play the audio program again. Ss listen and repeat. T-101 Unit 15 4 PRONUNCIATION Learning Objective: sound more natural when using C negative contractions • Explain the task. Then model the example sentence. Ss listen and repeat. A [CD 3, Track 39] • Ss write four sentences individually. Go around the • Focus Ss’ attention on the chart. Point out that some class and give help as needed. contractions have one syllable and others have two syllables. Play the audio program. Ss listen and repeat. • Ss read their sentences in pairs. Go around the class and listen for correct pronunciation. B [CD 3, Track 40] • Option: Ask different Ss to write their sentences on • Play the audio program. Ss listen and read silently. Then the board. Read each sentence aloud. Ss listen and play the audio program again. Ss listen and repeat. repeat. • Ask different Ss to read the sentences aloud. Check their pronunciation of negative contractions. End of Cycle 1 For a different way to teach this Pronunciation, try See the Supplementary Resources chart at the Stand Up, Sit Down – download it from the website. beginning of this unit for additional teaching materials TIP and student activities related to this Cycle. To hear if Ss are using correct pronunciation or intonation, ask them to repeat the word, sentence, or question individually. Cycle 2, Exercises 5–11 5 CONVERSATION Learning Objective: use Wh-questions with did, • Text uncovered. Play the audio program again. Ss was, and were in a conversation about someone’s listen and read silently. personal history • Elicit or explain the meaning of any new vocabulary. [CD 3, Track 41] Vocabulary grow up: grow from a child into an adult • Text covered. Focus Ss’ attention on the picture and college: university set the scene. Remind Ss that Mario and Bianca were major: the main subject someone studies in in Exercise 2 on page 100. In that conversation, Mario college asked Bianca about her life. Explain that now Bianca is asking Mario about his life. • Play the audio program again. Ss listen and practice. • Write this on the board: Then they practice the conversation in pairs. 1. What was Mario’s major in college? • Option: Ask one or two pairs to role-play the a) hair design conversation for the class. b) English • Option: Ss underline all the Wh-questions. Then c) photography elicit the Wh-questions from the class. (Answers: 2. Why did he become a hairstylist? . . . where did you grow up? And when did you come a) He needed the money. to Los Angeles? How old were you then? What was b) He liked hair design. your major? Why did you become a hairstylist? So, c) He liked people. what do you think?) Play the audio program. Ss listen for the answers. Then elicit the answers. (Answers: 1. c 2. a) Where were you born? T-102 6 GRAMMAR FOCUS Learning Objective: ask and answer Wh-questions with B Pair work did, was, and were • Explain the task. To model the task, have the class ask you a few of the questions from part A. Answer with [CD 3, Track 42] your own information. • Books closed. Write this on the board: • Ss complete the task in pairs. They take turns asking 1. Wh-word + did + subject + verb (+ complement)? and answering the questions. 2. Wh-word + was/were + subject (+ complement)? • Option: Each pair joins another pair. Ss take turns Point out that the first pattern is for simple past Wh- sharing information about their partners. questions. The second pattern is for Wh-questions with the past of be. C Group work • Books open. Focus Ss’ attention on the Grammar • Focus Ss’ attention on the saying years box. Say Focus box. Then play the audio program. Ss listen the years and have Ss repeat. Ask several Ss when and read silently. they were born. Encourage them to answer with a • Option: Play the audio program again. Ss listen complete sentence. and repeat. • Ss ask and answer the questions in small groups. A • Option: Ask Ss about their classmates (e.g., When was [S’s name]’s mother born? ). • Explain the task. Then ask two Ss to model the first For more practice with Wh-questions and answers, question and answer. play Concentration – download it from the website. • Ss complete the task individually. Then they compare Ss match Wh-questions with answers. answers in pairs. • Ask different pairs of Ss to read out the questions and matching answers. Then write the answers on the board. (Answers: 1. e, 2. d, 3. f, 4. a, 5. b, 6. c) 7 LISTENING Learning Objective: listen for specific information 3. Kumiko about peoples’ lives discussed using Wh-questions with My name is Kumiko and I live here in Japan, but did, was, and were I wasn’t born here. I was born in Hawaii, in 1965. My parents, two sisters, and I moved to Japan in 1967, and I grew up here. I’m a reporter for a local A [CD 3, Track 43] Japanese-language TV station. • Focus Ss’ attention on the sentences and explain the 4. Omar task. Play the audio program. Ss listen and write the I’m Omar. I’m an architect. I was born in 1974, in year of birth. Then play the audio program again. Ss Egypt. I grew up in Egypt – I went to school and college there, and I became an architect in Egypt. listen and check their answers. I moved here to France last year. I really like it here, but I’m planning to return to Egypt next Audio script year. I want to start my own business there. 1. Melissa My name is Melissa, and I was born in 1984 in • To check answers as a class, ask different Ss to read Canada, but I didn’t grow up there. My family out the sentences. (Answers: 1. 1984, 2. 2000, 3. 1965, moved to the United States in 1986, so I really 4. 1974) grew up here in America. I went to school and college here, and I became a tour guide in 2004. I give tours to Canada. B [CD 3, Track 44] 2. Colin • Play the audio program again. Ss listen and write I’m Colin. I grew up in the U.K., and I still live here the place (country) where the people grew up in the now, but I wasn’t born here. I was born in South sentences. Then play the audio program again. Ss Africa in 2000. My parents moved to the U.K. in 2002, so I went with them, of course. I’m a student, listen and check their answers. and I’m going to be a doctor someday. • To check answers as a class, ask different Ss to read out the sentences. (Answers: 1. the United States/ America, 2. the U.K., 3. Japan, 4. Egypt) T-103 Unit 15 8 WORD POWER Learning Objective: discuss school memories physical education: exercise and sports classes in school A [CD 3, Track 45] science: the study of biology, chemistry, physics, etc. • Explain the task and focus Ss’ attention on the word • Option: Ss work in small groups. They add other map. Read the categories and the words in the list. words to the categories. Elicit new words from each • Ss complete the word map individually. Then they group and write them on the board. compare their answers in small groups. • Option: Because the names and grades of schools • Play the audio program. Ss listen and check differ from place to place, you may want to discuss their answers. variations with the class. For example, other names for elementary school include primary school, grade Answers school, and grammar school. In addition, some Classes Types of Schools Places places don’t have separate middle schools or junior geography college auditorium high schools. history elementary school cafeteria P.E. high school computer lab B Pair work science middle school library • Explain the first part of the task and focus Ss’ • Option: Play the audio program. Ss listen and repeat. attention on the questions. Ask different Ss to read • Elicit or explain any new vocabulary. the questions aloud. Point out that Ss should take notes on their partner’s answers. Vocabulary • Ss complete the task in pairs. They take turns asking auditorium: a large room where people sit to and answering the questions. Go around the class watch a performance and give help as needed. cafeteria: a large room in a school or office where people eat • Explain the second part of the task and ask a S to elementary school: school for children from read the example sentence. about 5 to 11 years old geography: the study of countries of the world • Ss tell the class about their partner’s school days. and the earth’s surface • Option: For large classes, Ss share information in high school: school for teenagers from about 14 groups. to 18 years old history: the study of important past events For more practice with words about school, play middle school: school between elementary Vocabulary Tennis – download it from the website. school and high school for young teenagers from Call out different categories, such as subjects, about 11 to 14 years old schools, and places. 9 SPEAKING Learning Objective: discuss and compare memories • Ss complete the activity in small groups. with others • Option: Each group votes for the S with the best memory. A Group work • Explain the task and read out the questions. Elicit or B Class activity explain any new vocabulary. Point out that one S in • Explain the task. Then one S in each group shares each group should take notes. their information with the class. 10 INTERCHANGE 15 See page T-130 for teaching notes. Where were you born? T-104 11 READING Learning Objectives: scan and read for specific • Explain the second part of the task. Explain that Ss information; sequence events in an article about events choose True (correct) or False (incorrect) sentences. in someone’s life Then elicit the first answer from the class. • Ss complete the task individually. Then they compare A [CD 3, Track 46] their answers in small groups. • Focus Ss’ attention on the map. Explain that Sri Lanka • Ask different Ss to state the answers. With the class, is a country near India. Have Ss look at the map restate the false statements to make them true. and identify the largest city in Sri Lanka. (Answer: Colombo). Answers • Read out the task. Ask Ss to raise their hands when 1. False they find what a “third culture kid” is. 2. True 3. True TIP 4. False To help Ss develop their scanning skills, focus their 5. False attention on the purpose of the task. For example, 6. True say: “We’re looking for the meaning of third culture kid, so scan the article for sentences that explain this phrase.” C • Explain the task. Ask a different S to read each event. • Ss complete the first part of the task individually. Elicit the answer. (Answer: A third culture kid is a • Ss complete the task individually. Then they compare person who grew up in a different country from his or their answers in pairs. her parents. Third culture kids know and understand • To check answers, ask: “What was the first event? the more than one culture.) second event?” Continue until Ss read out the eighth • Ss discuss the second part of the task as a group. Ask event. Ss to talk about any third culture kids they know. Answers B a. 5 c. 4 e. 6 g. 3 b. 7 d. 2 f. 1 h. 8 • Ss read the article individually and underline any new words. • Ss discuss the meanings of any new words in pairs D Group work or small groups. Then elicit or explain any remaining • Explain the task and read the questions aloud. Point new vocabulary. out that one S in each group should take notes. • Ss complete the activity in small groups. Vocabulary culture: the habits, traditions, and beliefs of a • Have groups share their answers with the class. Do group of people most Ss think living in another culture is a good communicate: to share or exchange information thing? Who gave the best reasons for their answer? with someone else raise: to take care of a child until he or she becomes an adult End of Cycle 2 charity: an organization that gives money, food, or help to people who need it See the Supplementary Resources chart at the way of life: the typical habits and behavior of a beginning of this unit for additional teaching materials person or a culture and student activities related to this Cycle. T-105 Unit 15 Unit 16 Supplementary Resources Overview After the following You can use these materials Your students can use these materials SB exercises in class outside the classroom 1 Conversation SS Unit 16 Speaking 1 2 Word Power TSS Unit 16 Vocabulary Worksheet SS Unit 16 Vocabulary 1 TSS Unit 16 Extra Worksheet GAME Sentence Stacker (Prepositional phrases) CYCLE 1 3 Listening 4 Grammar Focus SB Unit 16 Grammar plus, Focus 1 SS Unit 16 Grammar 1 GAME Speak or Swim (Subject and object pronouns) WB Unit 16 exercises 1–5 5 Snapshot SS Unit 16 Vocabulary 2 6 Conversation SS Unit 16 Speaking 2 7 Pronunciation 8 Grammar Focus TSS Unit 16 Listening Worksheet SB Unit 16 Grammar plus, Focus 2 SS Unit 16 Grammar 2 GAME Word Keys (Invitations; verb + to) CYCLE 2 GAME Speak or Swim (Verb + to) 9 Speaking TSS Unit 16 Grammar Worksheet 10 Listening 11 Interchange 16 12 Reading TSS Unit 16 Project Worksheet SS Unit 16 Reading 1–2 VID Unit 16 SS Unit 16 Listening 1–3 VRB Unit 16 SS Unit 16 Video 1–3 WB Unit 16 exercises 6–9 With or instead of the You can also use these materials following SB section for assessment Units 15–16 Progress Check ASSESSMENT PROGRAM Units 15–16 Oral Quiz ASSESSMENT PROGRAM Units 15–16 Written Quiz ASSESSMENT PROGRAM Units 9–16 Test Key GAME: Online Game SB: Student’s Book SS: Online Self-study TSS: Teacher Support Site VID: Video DVD VRB: Video Resource Book WB: Online Workbook/Workbook Unit 16 Supplementary Resources Overview Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 16 Use the space below to customize a plan that fits your needs. With the following I am using these materials My students are using these materials outside SB exercises in class the classroom With or instead of the I am using these materials following SB section for assessment Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable My Plan for Unit 16 16 Can I take a message? In Unit 16, students make phone calls and leave messages, and make, accept, and decline invitations. By the end of Cycle 1, students will be able to make phone calls and leave messages using subject and object pronouns. By the end of Cycle 2, students will be able to make, accept, and decline invitations using Do you want to . . . ?, Cycle 1, Exercises 1–4 Would you like to . . . ?, and verb + to. 1 CONVERSATION Learning Objective: use subject and object pronouns Vocabulary in a conversation about phone messages meeting: a group of people that get together for a specific reason message: information from one person to another [CD 3, Track 47] take a message: write a message • Set the scene. Nathan is calling a friend at work. Write these focus questions on the board: • Play the audio program again. Ss listen and repeat. 1. Who is Nathan calling? • Ss take turns practicing the conversation in pairs. 2. Where is Julie? • Option: Ask one or two pairs to role-play the 3. Does Julie have Nathan’s phone number? conversation for the class. • Play the audio program. Ss read and listen for the For a new way to practice this Conversation, answers. Elicit the answers. (Answers: 1. his friend try Disappearing Dialog – download it from Julie Wilson 2. in a meeting 3. yes) the website. • Elicit or explain any new vocabulary. Use pictures where appropriate. 2 WORD POWER Learning Objective: describe locations using the B Pair work prepositional phrases with at, in, and on • Explain the first part of the task. Elicit some names of Ss’ friends or family members and write them on A [CD 3, Track 48] the board. • Books open. Focus Ss’ attention on the phrases in the box. Play the audio program. Ss listen and • Ss make lists of people they know individually. read silently. • Explain the second part of the task and ask two Ss to model the example conversation. • Elicit or explain any new vocabulary. • Ss exchange lists in pairs. Then they ask and answer Vocabulary Where questions about the people on the lists. break: a short pause from work For more practice with prepositional phrases, play Run For It! – download it from the website. • Option: Explain when to use these prepositions: 1. Use at with home, work, and school. 2. Use at the with places in cities or towns (e.g., mall, library, beach ). 3. Use in with bed, class, and the names of countries, cities, or towns (e.g., Mexico, Toronto ). 4. Use in the with hospital and places in houses or apartments (e.g., shower, yard ). 5. Use on with vacation, a trip, and his/her break. • Play the audio program again. Ss listen and repeat. Can I take a message? T-106 3 LISTENING Learning Objective: listen for specific information 3. about locations discussed using prepositions of place Alexis Hello? Nathan Alexis? A [CD 3, Track 49] Alexis Yes. Is this Nathan? Nathan Yes. I’m returning your call. Sorry I • Explain the task. Point out that Ss should check the missed you. I was in class. reason he missed each of the three calls. Then play Alexis Really? Are you sure you weren’t the audio program once or twice, pausing after each sleeping? conversation. Ss listen and complete the task. Nathan No, no. I wasn’t sleeping. Alexis I know. Hey, can you work on Saturday Audio script night? I know you usually work on Sunday, but Sam can’t come in on 1. Saturday, and the coffee shop gets so Hannah Hello? busy then. Nathan Hi, Hannah. It’s Nathan. Nathan I’m so sorry, Alexis, but I have plans on Hannah Oh, hi, Nathan. Thanks for calling me back. Saturday. Maybe Elizabeth can do it? Nathan Sure. Sorry I missed your call. Hannah Were you out shopping? Nathan No. I was in the shower. • Ss compare their answers in pairs. Then elicit the Hannah Well, I called you because I’m having a party answers from the class. (Answers: 1. He was in the on Saturday. It starts at about 8:00. Can you shower. 2. He was at the mall. 3. He was in class.) come? Nathan Sure. B [CD 3, Track 50] 2. • Explain the task. Replay the audio. Ss complete the Andrea Hello? Nathan Hello, Andrea? It’s Nathan. task. Elicit the answers. (Answers: 1. Hannah called Andrea Hey, Nathan. Nathan because she is having a party. 2. Andrea Nathan Sorry I missed your call. called Nathan because she needs to see Nathan’s Andrea That’s OK. You were busy studying, right? notes. 3. Alexis called Nathan because Sam can’t Nathan No. I was at the mall. I didn’t hear my phone. come in to work on Saturday.) Andrea That’s OK. Listen. Can I see your notes from history class yesterday? I was sick, so I missed class. Nathan No problem. 4 GRAMMAR FOCUS Learning Objective: use subject and object pronouns B: Just bring me the keys. I can give them to my in a short phone conversation parents. A: I’m sorry, but I can’t. Can your mom or dad call [CD 3, Track 51] me? B: OK. • Focus Ss’ attention on the Grammar Focus box. Play the audio program. Ss listen and read silently. B Pair work A • Explain the task. Direct Ss’ attention to number 1 in • Ss complete the conversations individually. Elicit the part A for reference. Ss role-play the conversation answers. Then Ss practice the conversations in pairs. in pairs. Elicit or explain the meaning of assistant (someone who helps another person do work). Answers • Option: Model the role play with a S for the class. 1. A: Can I speak with Ms. Murphy, please? Then invite pairs to role-play their conversations. B: She’s not here. But maybe I can help you. A: Please give her my new cell number. It’s C Pair work 555-2981. 2. A: Hi, this is Colin Shaw. Is Mr. Kerr there? • Explain the task. Ss practice the conversation in pairs. B: I’m sorry, but he’s not here right now. Do you want to leave a message? A: Yes. Please tell him to call me at work. End of Cycle 1 3. A: Hello, this is Carol’s Café. Are Lauren and Matt in? See the Supplementary Resources chart at the B: No, they’re not. I’m their son. Can I help you? beginning of this unit for additional teaching materials A: I found their keys. They left them on the table. and student activities related to this Cycle. T-107 Unit 16 Cycle 2, Exercises 5–12 5 SNAPSHOT Learning Objective: talk about free-time activities Vocabulary popular: liked or enjoyed by many people [CD 3, Track 52] concert: a music performance amusement park: a fun park with rides, games, • Books closed. Ask the class: “What activities do you and other entertainment do in your free time?” Elicit Ss’ answers and write street fair: a neighborhood festival held on the them on the board. Then ask: “What activities are street, usually with food, art, and things to buy popular in the U.S.?” Encourage Ss to make guesses. play: a live theatrical performance musical: a play with songs and music • Books open. Ss look at the Snapshot and discuss whether any of their guesses are pictured. • Read out the task and questions. Ss check (✓) the activities individually. TIP To generate interest in a topic, tell Ss to close • Ss discuss the questions in small groups. If possible, their books and share what they already know put Ss from different countries in each group. about the topic. Then have them open their books • Elicit answers from each group. and check the answers. For a different way to practice this Snapshot, try • Play the audio program. Ss listen and read silently. Vocabulary Steps – download it from the website. Ss Then play the audio program again. Ss listen rank the activities using criteria such as most popular, and repeat. most fun, most expensive, and most dangerous. • Elicit or explain the meaning of any new vocabulary. 6 CONVERSATION Learning Objectives: make, accept, and decline • Elicit or explain any new vocabulary. invitations in a conversation about making plans; use verb + to to make plans Vocabulary What’s up?: What’s new? [CD 3, Track 53] • Play the audio program. Ss listen and read silently. • Books closed. Set the scene. Julie is calling Nathan. • Play the audio program again. Ss listen and repeat. Remind Ss that Nathan left a message for Julie in Exercise 1. • Ss practice the conversation in pairs. • Write these focus questions on the board: TIP 1. What does Nathan invite Julie to do? To encourage Ss to listen to each other when they work in pairs, tell them to practice conversations 2. What is Julie going to do tonight? from a distance. They can also sit back-to-back. 3. Does Julie accept Nathan’s invitation? • Play the audio program. Ss listen for the answers. • Option: Ask one or two pairs to role-play the Elicit the answers. (Answers: 1. He invites her to see a conversation for the class. movie. 2. She’s going to work late. 3. Yes, she does.) For a new way to practice this Conversation, try • Books open. Focus Ss’ attention on the picture and Say It With Feeling! – download it from the website. conversation. Ss read the conversation silently. Can I take a message? T-108 7 PRONUNCIATION Learning Objective: sound more natural by using TIP reductions of want to and have to To help Ss use reductions in a fun way, ask them to practice conversations faster and faster. This reduces anxiety and makes pronunciation sound A [CD 3, Track 54] more natural. • Focus Ss’ attention on the picture and set the scene. Speaker A is inviting Speaker B to dinner. B Pair work • Play the audio program. Ss listen and read silently. • Focus Ss’ attention on the Conversation on page • Play the audio program again. Ss listen and repeat. 108. Play the audio program for Exercise 6. Ss • Elicit other things people invite each other to do pay attention to the pronunciation of want to and and write them on the board. If needed, refer Ss to have to. Exercise 5 on page 108. • Ss practice the conversation in pairs. Go around the • Ss practice the short conversation in pairs. Encourage class and help with pronunciation as needed. them to substitute other activities. Go around the class and listen to Ss’ pronunciation of want to and have to. 8 GRAMMAR FOCUS Learning Objectives: make, accept, and decline 4. Do you want to go swimming on Saturday? invitations using verb + to 5. Do you want to play soccer after school today? 6. Would you like to go to a hip-hop concert on [CD 3, Track 55] Saturday night? • Focus Ss’ attention on the Grammar Focus box. • Explain the second part of the task. Ask a S to Elicit or explain that we use Do you want to . . . ? and model the example invitation and a different S to Would you like to . . . ? to make invitations. Point out read the response. that Would you like to . . . ? is more formal than Do • Ss match the invitations with the responses in pairs. you want to . . . ? • To check answers, ask different pairs to read each • Ask: “What phrases have the pattern verb + to?” invitation and response. Elicit the answer. (Possible answers: want to, have to, need to, would like to, would love to) Point out that Answers I’d is the contraction for I would. Also, point out that another verb usually follows the verb + to pattern 1. d. I’d like to, but I can’t. I’m going to go on a trip this weekend. (e.g., I need to work.). 2. c. I don’t really like volleyball. Do you want to • Play the audio program. Ss listen and read silently. do something else? 3. f. Tonight? I can’t. I need to help my parents. A 4. a. I’d like to, but I don’t have a swimsuit! 5. b. I’m sorry, but I have to talk to the teacher • Explain the first part of the task and model the after school. example invitation. 6. e. Yes, I’d love to. It’s my favorite type of music. • Option: For lower-level classes, point out that all the • Ss practice the conversations in pairs. Go around the answers are either want to or like to. class and check Ss’ pronunciation and intonation. • Ss complete the invitations individually. Then they compare answers in pairs. B Pair work • Ask different Ss to read out the invitations. • Write these time expressions on the board: Encourage Ss to use reductions when they read the questions with want to. tomorrow night after school today tonight this weekend Answers on Saturday on Sunday afternoon Tell Ss to copy the time expressions and write their 1. Would you like to go to an art festival this weekend? plans next to each one. 2. Do you want to go to a volleyball game • Explain the task and ask two Ss to model the tomorrow night? example conversation. 3. Would you like to see a comedy tonight? • Ss complete the task in pairs. Go around the class and encourage Ss to use their own information. T-109 Unit 16 9 SPEAKING Learning Objective: make invitations and give excuses B with have to, need to, and want to • Explain the task and model the example sentence. A Then Ss write three sentences individually. Go around the class and help as needed. • Focus Ss’ attention on the title. Elicit or explain that an excuse is a reason for not doing something. Point out C Class activity that an excuse can be the truth or a lie. • Explain the task. Then ask two Ss to model the • Explain the task and ask different Ss to read out the example conversation. Student B completes the excuses. Elicit or explain any new vocabulary. (e.g., response with an excuse (e.g., I have to babysit.). babysit, already ). • Ask two Ss to model the conversation using a different • Ss check (✓) Often, Sometimes, or Never individually. invitation and excuse. For example: Then they compare answers in pairs. S1: Do you want to go to a musical on Friday night? • Option: Elicit other excuses and write them on S2: I’m sorry, but I can’t. I have to study. the board. • Ss go around the class, making invitations and responding with excuses. 10 LISTENING Learning Objective: listen for main ideas and details as 4. people change plans Grandpa Hello? Danielle Hi, Grandpa! A [CD 3, Track 56] Grandpa Hi, Danielle! Are you coming to help me with my computer tonight? • Set the scene and explain the task. Then play the Danielle Well . . . I’m calling about that. I can’t audio program. Ss listen and check (✓) Will be late or come tonight because I need to study Can’t come. Then play the audio program again. Ss for a test. listen and check their answers. Grandpa OK. I understand. School comes first. You can help me another time. Audio script Danielle Thanks for being so nice, Grandpa. 1. Woman Hello. Doctor Roy’s office. • Ss compare their answers in pairs. Then go over the Jason Hello. This is Jason Miller. I’m sorry, but I answers with the class. (Answers: 1. Jason can’t come. can’t come at 11:00 today. 2. Jessica will be late. 3. Christian can’t come. Woman I see. Well, how about 3:00? 4. Danielle can’t come.) Jason No, sorry, I can’t come in today. I have to work. Is 11:00 tomorrow OK? B [CD 3, Track 57] Woman Let me see. . . . Yes. That’s fine. See you tomorrow. • Play the audio program again. Ss listen and write 2. the names of the people who can’t come and their Man Hello. Zachary Kendall’s office. excuses. Play the audio program again if needed. Jessica Hi. This is Jessica Pascal. I have a meeting • Elicit the answers from the class. with Mr. Kendall at 10:00, but I’m not going to be on time. My bus was late this morning. Answers Man OK. What time can you be here? Jessica At 10:30. First name Excuse Man OK. I’ll tell him. Thanks for calling. Jason He has to work. 3. Christian His parents are visiting. Woman Hello. Easton Art Museum. Danielle She needs to study for a test. Christian Hi. My name’s Christian Everly. I bought a ticket to the art festival on Saturday, but I can’t come. My parents are visiting from out TIP of town. Can I get my money back? To help Ss focus on a complex listening task, have Woman I’m sorry; we can’t do that. But I can sell you them listen two or three times. Each time they two more tickets for your parents. should listen for a different thing. Christian No, I don’t think so. They don’t really like festivals. 11 INTERCHANGE 16 See page T-131 for teaching notes. Can I take a message? T-110 12 READING Learning Objective: skim and scan a text for • Ss complete the task individually. Then they compare information about special events the answers in small groups. • Elicit answers from the class. Ask different Ss to A [CD 3, Track 58] read the statements and say true or false. For false • Focus Ss’ attention on the guide. Point out that the statements, elicit a correction from the class. article is intended to interest readers in a festival in Austin, Texas. Answers • Explain the task. Ss skim the guide and complete the 1. False (195,000 people) task individually. Then they compare their answers in 2. True 3. False (You can buy clothes.) small groups. (Answer: Austin City Limits is a music 4. False (ACL Eats is the name of the food court.) festival.) 5. True B C Group work • Explain the first part of the task. Ss read the guide individually and underline any new words. • Explain the task. Ss their favorite kinds of events, and any special events where they live, in small groups. • Ss discuss the meanings of any new words in small groups. Elicit or explain any remaining new • Ask groups to share information about their favorite vocabulary. events with the class. For a new way to teach this reading, try Reading Vocabulary Race – download it from the website. stage: a platform that people perform on autograph: a famous person’s signature food court: an area where different types of food End of Cycle 2 are sold art market: an area where different arts and crafts See the Supplementary Resources chart at the are sold beginning of this unit for additional teaching materials and student activities related to this Cycle and for • Explain the second part of the task. assessment tools. • Point out that Ss can find the answers quickly by scanning the guide for the key words in each statement. T-111 Unit 16 Units 15–16 Progress check SELF-ASSESSMENT Learning Objectives: reflect on one’s learning; identify • Ss move on to the Progress check exercises. You can areas that need improvement have Ss complete them in class or for homework, • Ask: “What did you learn in Units 15 and 16?” Elicit using one of these techniques: Ss’ answers. 1. Ask Ss to complete all the exercises. • Ss complete the Self-assessment. Explain to Ss that 2. Ask Ss: “What do you need to practice?” Then this is not a test; it is a way for them to evaluate what assign exercises based on their answers. they’ve learned and identify areas where they need 3. Ask Ss to choose and complete exercises based additional practice. Encourage them to be honest, on their Self-assessment. and point out they will not get a bad grade if they check (✓) A little. 1 SPEAKING Learning Objective: demonstrate one’s ability to • Working individually, Ss choose three years and write discuss one’s past them down. Then they complete the last question with their own idea. A Pair work • Ss work in pairs. They take turns asking and • Explain the task and focus Ss’ attention on the chart. answering questions to complete the chart. Point out that Ss should choose three years and add a new question. Then Ss complete the chart with B Class activity information about their partners. • Explain the task and ask a S to model the example • To model how to complete the chart, write a year sentence. on the board. Then have different Ss ask you each • Elicit information from different Ss in the class. question about that year. Answer the questions with information about your life. • Option: For large classes, Ss can tell about just one year. Alternatively, Ss can share information in groups. 2 SPEAKING Learning Objective: demonstrate one’s ability to ask • To model the task, think of a famous person from the and answer questions about someone from the past past, someone no longer living. The class asks you yes/no questions with was/were to guess the person. Group work • Ss play the game in small groups. The S who guesses • Focus Ss’ attention on the pictures. Ask: “Who are the person correctly thinks of the next person. these people?” (Answers: Audrey Hepburn, Nelson • Option: Tell Ss they can ask only ten questions to Mandela, Paul Walker) Then ask: “What do you know guess the person. about them?” • Option: Ss research information about famous • Explain the first part of the task. Point out that Ss people from the past before class. should not choose people who are still alive today. • Model the example questions. Elicit other possible questions and write them on the board. Then ask three Ss to model the example conversation. T-112 3 LISTENING Learning Objective: demonstrate one’s ability to 3. Do you have my number? understand phone calls and leave or take a messages 4. We had a great barbecue on Sunday. Why didn’t you come? [CD 3, Track 59] 5. There’s an interesting new movie at Cinema City. Do you want to go tonight? • Explain the task. Ss listen to statements and 6. Hi. This is Amanda. Is Benjamin there, please? questions from six phone conversations. They choose the best response to each statement or question. • Elicit the answers from the class. • Ss read the answer choices silently. Then play the Answers audio program once or twice. Ss listen and complete the task. 1. Yes. Please tell her to call me. 2. Sure. Does he have your number? Audio script 3. No, I don’t. 4. I had a terrible headache. 1. Can I give her a message? 5. I’d love to, but I can’t. 2. Can you ask him to call me? 6. I’m sorry. He’s not here right now. 4 SPEAKING Learning Objective: demonstrate one’s ability to ask B Pair work and answer questions about things one wants, needs, and has to do • Explain the task and write this model conversation on the board: A Class activity A: Emiko needs to do laundry tomorrow. • Explain the task and focus Ss’ attention on the chart. B: Vlad needs to do laundry, too. Then elicit yes/no questions for each phrase from the Ss use the model conversation to compare their class. answers in pairs. • Ask two Ss to model the example conversation. Point • Elicit answers from the class. Ask: “Who needs to do out that when Student B answers “Yes, I do,” Student laundry tomorrow? Who wants to go home early?” A should write Student B’s name in the chart. Continue with the remaining questions. • Ss go around the class and complete the chart. Encourage Ss to change partners often and to try to write a different name on each line. 5 SPEAKING Learning Objective: demonstrate one’s ability to make, • Explain the task. Then Ss complete the task accept, and refuse invitations individually. Go around the class and give help as needed. A • Elicit weekend activities from the class (e.g., go B Class activity to the beach, have a picnic, study ). Write them on • Explain the task. Ask two different pairs of Ss to the board. model the example conversations. • Ss go around the class and complete the task, using their lists from part A. WHAT’S NEXT? Learning Objective: become more involved in one’s • Ask Ss to underline one thing they need to review. learning Ask: “What did you underline? How can you review it?” • Focus Ss’ attention on the Self-assessment again. • If needed, plan additional instruction, activities, or Ask: “How well can you do these things now?” reviews based on Ss’ answers. T-113 Units 15–16 Progress check Interchange activities INTERCHANGE 1 Learning Objective: speak more Interchange activities fluently when exchanging names, phone numbers, and email addresses INTERCHANGE 1 Celebrity classmates A Imagine you are a celebrity. Write your name, phone number, and email address on the screens. A Contacts Contacts Name Phone Number Name Phone Number • Explain the task. If needed, Usain Bolt 646-555-0831 explain who Emma Watson and Email address Email address Usain Bolt are. Elicit examples of usainbolt_87@cup.org celebrities. • Focus Ss’ attention on the B CLASS ACTIVITY Go around the class. Introduce yourself to three useful expressions “celebrities.” Ask and answer questions to complete the screens. example screen. Ask Ss to spell A: Hi. My name is Emma Watson. I’m sorry. the name and say the phone B: I’m Usain Bolt. Nice to meet you, Emma. Can you repeat that? A: Usain, what’s your email address? How do you spell that? number. Then read aloud the B: It’s U-S-A-I-N-B-O-L-T underscore eight-seven at C-U-P dot O-R-G. email address: “U-S-A-I-N- A: I’m sorry. Can you repeat that? Contacts B-O-L-T underscore eight-seven Phone Number Name at C-U-P dot O-R-G.” Point out that this is not Bolt’s real phone Email address number or email address. • Ss complete the task individually. Contacts Go around the class and give Name Phone Number help as needed. Emma Watson Email address B Class activity • Explain the activity and model Contacts the conversation with a strong S. Name Phone Number Take the role of Student B and give the S the role of Student A. Email address • Focus Ss’ attention on the useful Usain Bolt expressions in the box. Write 114 Interchange 1 them on the board and read them aloud. Ss repeat. • Ss practice the conversation in pairs. Then they change roles. • Ss complete the activity. They take their books, go around the class, introduce themselves to three “celebrities,” and complete the cards. TIP To modify this activity for small classroom or one-on-one situations, the T and S/Ss can fill out several cards and leave them at stations around the room. Then pairs move around and pretend to be different celebrities at each spot. T-114 Interchange activities INTERCHANGE 2 INTERCHANGE 2 Find the differences PAIR WORK How are the two pictures different? Ask questions to find the differences. A: Where are the sunglasses? Learning Objective: speak more B: In picture 1, they’re on the bicycle. fluently when comparing the A: In picture 2, they’re on the table. locations of items in a room Picture 1 Pair work • Focus Ss’ attention on the pictures. Elicit the names of the things in the pictures and write them on the board (e.g., bag, bed, bicycle, book, cell phone, chair, desk, laptop, pizza box, slice of pizza, sunglasses, table, tablet, umbrella, wastebasket ). • Explain that there are six differences between the pictures. All of the things on the board are Picture 2 in both pictures, but some are in different locations. • Explain the activity and model the conversation with a S. Then Ss complete the activity in pairs. • Ss complete the activity. Then review the answers as a class. Write the headings Picture 1 and Picture 2 on the board. Ask a S to read the model sentences and write the items and their locations under the correct headings: Picture 1 Picture 2 Interchange 2 115 sunglasses on the on the bicycle table • Elicit other differences from the class. Encourage Ss to use complete sentences, and correct them if needed. Ask different Ss to go to the board and write the locations under each heading. Possible answers Picture 1 Picture 2 cell phone in front of the tablet next to the tablet bag under the table under the bed book on the chair on the bed sunglasses on the bicycle on the table laptop on the bed on the desk umbrella in the wastebasket next to the wastebasket Interchange activities T-115 INTERCHANGE 4 INTERCHANGE 4 Celebrity fashions GROUP WORK Describe the people in the pictures. Don’t say the person’s name. Learning Objective: speak more Your classmates guess the person. fluently when describing what A: He’s wearing blue jeans, a beige shirt, and a A: No, it isn’t. people are wearing black jacket. Who is it? B: Is it John Cho? B: Is it Liam Hemsworth? A: That’s right. Group work • Focus Ss’ attention on the pictures. Ask: “Who are these people?” Elicit answer from the class. (Answer: celebrities) • Read the names of the celebrities aloud. Ss listen and repeat. • Option: Ask Ss to share information about the celebrities. • Explain the task. Ask two Ss to model the example conversation. Bradley Cooper Rashida Jones Neymar • Point out that the conversation uses present continuous statements, yes/no questions, and short answers. Explain that we usually ask: “Is it . . . ?” in guessing games about people. • Ss complete the activity in small groups. • Option: To make the game more challenging, Ss give very little information. The other Ss ask more questions about the Cristiano Ronaldo Idris Elba Scarlett Johansson clothes. Write this example conversation on the board: 116 Interchange 4 A: He’s wearing a jacket. B: Is he wearing a tie? A: No, he isn’t. C: Is the jacket gray? A: Yes, it is. C: Is it Bradley Cooper? A: Yes, it is. TIP To increase Ss’ talking time, introduce challenging rules. For example, Ss must ask at least two questions about a person’s clothes before they guess the person’s identity. T-116 Interchange activities Ariana Grande John Cho Ang Lee Kate Middleton Zoe Saldana Liam Hemsworth Interchange 4 117 Interchange activities T-117 INTERCHANGE 3 INTERCHANGE 3 Let’s talk! A CLASS ACTIVITY Talk to your classmates. Ask two different classmates each question. Learning Objective: speak more Write their names and answers. fluently when asking and answering personal questions A Class activity • Write the first two rows of the chart on the board: the headings (Question, Name, Name) and the first question (What’s your last name?). • Focus Ss’ attention on the chart in their books. Explain that they will ask one classmate all the questions and record the answers in the first column of the chart. Then they will repeat with a Question Name: Name: second classmate. What’s your last name? • Model the activity by asking a S Where are you from? the first question and writing the answer on the chart on the board. What is your parents’ first language? • Ss go around the classroom How do you spell your best friend’s name? taking turns asking and answering What’s your best friend like? the questions. Encourage Ss to talk to someone new or that What is your email address? they don’t talk to usually. Go What is your phone number? around the class and give help as needed. B CLASS ACTIVITY Tell the class two things about your partners. “Yumi’s last name is Suzuki. Francisco is from Guatemala.” • Option: If Ss finish early, they can do the activity again with 118 Interchange 3 new partners. TIP When teaching one-on-one, • Option: While Ss do the activity, have the S answer a second write down any errors you hear. time, pretending to be a friend Pay particular attention to use of or celebrity. the pronouns he and she. After Ss finish, write the errors on the board. Ss correct them as a class. B Class activity • Explain the task. Ask a S to read the example aloud. Model an example using information about two Ss. • Ss tell the class two things about their partners. • Option: For very large classes, Ss can share information in large groups. T-118 Interchange activities • Elicit answers from different INTERCHANGE 5 What’s wrong with this picture? groups. GROUP WORK What’s wrong with this picture? Tell your classmates. “Mia and Karen are playing basketball, but they’re wearing dresses!” Possible answers Mrs. Chen is wearing a coat, a scarf, and boots. It’s snowing Mrs. Chen under her umbrella. Mia and Karen are playing basketball, but they’re wearing Mia and Karen dresses, Mia is wearing boots, and Karen is wearing high heels. Ethan is under the tree. He’s Sarah Robert wearing headphones, but Erica music is coming from the tree. Robert and Erica are dancing Mrs. Torres Ethan near the tree, but they’re Samuel Torres wearing suits. Mr. Jones Mr. Jones is watching a soccer game on TV, but he’s sitting on top of the car. A giraffe is a giraffe driving the car. Mr. Torres Sarah is making spaghetti, but Camila Torres she’s making it on the washing machine. Zach Mr. Torres, Mrs. Torres, Camila Torres, and Samuel Torres are eating pizza, but they’re wearing pajamas, robes, and slippers. Zach is riding his bike, but he’s riding it in the lake. Chris Chris is carrying (shopping) Liz bags, but she’s walking in the lake. Liz is swimming in the lake, but she’s wearing a dress, Interchange 5 119 boots, and a hat. • Option: Groups of Ss write INTERCHANGE 5 • Set a 10-minute time limit. Ss complete the task in sentences about the picture for five minutes. Encourage them small groups. to use the conjunctions and and Learning Objective: speak but. The group with the most more fluently when discussing TIP grammatically and factually people’s actions To challenge Ss to work more correct sentences wins. quickly on any exercise, set Group work a time limit. Write the time limit on the board. Every few • Focus Ss’ attention on the minutes, revise the number picture. Elicit or explain any new and tell the class how much vocabulary (e.g., park, tree, lake, time they have left. pizza, carry, giraffe, washing machine ). • Explain the task and read the model statement. Interchange activities T-119 INTERCHANGE 6 INTERCHANGE 6 Class survey A CLASS ACTIVITY Go around the class and find this information. Learning Objective: speak more Try to write a different name on each line. fluently about daily and weekly routines Find someone who ... Name A Class activity gets up at 5:00 A.M. on weekdays • Explain the task and focus Ss’ gets up at noon on Saturdays attention on the chart. Ask does homework on Sunday night different Ss to read the phrases. work at night works at night Use the illustrations to explain works on weekends new vocabulary. Then ask has a pet three Ss to model the example conversation. dances on Friday night lives alone • Point out that Ss must change takes a bus to class the phrases to yes/no questions. For example, they change Find rides a motorcycle to class cook on the weekends someone who . . . gets up at cooks on weekends 5:00 A.M. on weekdays to Do you plays the drums get up at 5:00 A.M. on weekdays? has two brothers • If needed, elicit how to change writes emails every day two or three more phrases in speaks three languages the chart to yes/no questions. doesn’t eat breakfast Point out that Ss must use play the drums positive questions for phrases A: Do you get up at 5:00 A.M. on weekdays, Kun-woo? with doesn’t. For example, Find B: No, I get up at six-thirty. A: Do you get up at 5:00 A.M. on weekdays, Yasmin? someone who . . . doesn’t eat C: Yes, I get up at 5:00 A.M. every day. breakfast changes to Do you eat B GROUP WORK Compare your answers. breakfast? A: Kun-woo gets up at six-thirty on weekdays. B: Yasmin gets up at 5:00 on weekdays. • Option: For lower-level classes, C: Lucas gets up at . . . tell the Ss to write Wh-questions for all the phrases. 120 Interchange 6 • Ss go around the class and complete the chart. Go around the class and encourage them B Group work to look at each other, change • Explain the task. Then ask partners often, and write different three Ss to model the example names on each line. conversation. Point out that they can also ask Who questions TIP to compare information (e.g., To control large classes Who gets up at 5:00 A.M. on during Find someone who . . . weekdays? ). activities, divide the class in half. Ask each half to stay on • Ss complete the task in small one side of the classroom. groups. Go around the class and encourage Ss to use complete • Continue until most Ss complete sentences. the chart. • Option: Ss take notes on the answers. Then ask Who questions to elicit answers from the class for each phrase. T-120 Interchange activities Bathroom INTERCHANGE 7 Find the differences 6. There are some curtains A PAIR WORK Find the differences between Tony’s apartment and Nicole’s apartment. in Nicole’s bathroom, but there are no curtains in Tony’s bathroom. 7. There’s a rug in Nicole’s bathroom, but there’s no rug in Tony’s bathroom. Bedroom 8. There’s a dresser in Nicole’s bedroom, but there’s no dresser in Tony’s bedroom. 9. There’s a mirror in Nicole’s bedroom, but there isn’t a mirror in Tony’s bedroom. Tony’s apartment 10. There’s a desk in Tony’s bedroom, but there isn’t a desk in Nicole’s bedroom. 11. There’s a chair in Tony’s bedroom, but there isn’t a chair in Nicole’s bedroom. 12. There are some pictures in Nicole’s bedroom, but there are no pictures in Tony’s bedroom. Living room 13. There’s a sofa in Tony’s living room, but there’s no sofa in Nicole’s living room. 14. There’s one lamp in Tony’s Nicole’s apartment living room, but there are two lamps in Nicole’s living room. A: There are four chairs in Tony’s kitchen, but there are three chairs in Nicole’s kitchen. 15. There’s a coffee table in B: There is a sofa in Tony’s living room, but there is no sofa in Nicole’s living room. Nicole’s living room, but B GROUP WORK Compare your answers. there isn’t a coffee table in Tony’s living room. Interchange 7 121 16. There’s a bookcase in Nicole’s living room, but there’s no bookcase in Tony’s living room. INTERCHANGE 7 Possible answers 17. There’s a TV in Tony’s living room, but there isn’t a TV in Kitchen Nicole’s living room. Learning Objective: speak more 1. There are four chairs in Tony’s kitchen, but fluently when comparing rooms and there are three chairs in furniture Nicole’s kitchen. 2. There are some curtains A Pair work in Nicole’s kitchen, but there aren’t any curtains in • Focus Ss’ attention on the Tony’s kitchen. pictures. Explain the task and ask 3. There’s a microwave in two Ss to model the example Tony’s kitchen, but there’s conversation. Then Ss complete no microwave in Nicole’s the task in pairs. kitchen. 4. There’s a clock in Nicole’s kitchen, but there’s no clock B Group work in Tony’s kitchen. • Each pair joins another pair, and 5. There’s a coffee maker Ss compare their answers. in Nicole’s kitchen, but there’s no coffee maker in Tony’s kitchen. Interchange activities T-121 INTERCHANGE 8 INTERCHANGE 8 The perfect job A PAIR WORK Imagine you’re looking for a job. What do you want to do? First, check (✓) Learning Objective: speak more your answers to the questions. Then ask your partner the same questions. fluently when discussing the Me My partner perfect job Do you want to . . . ? Yes No Yes No work from 9 to 5 A Pair work work in an office work outdoors • Explain the first part of the task. work at home work with a team • If needed, explain the patterns work from 9 to 5 use a computer for simple present statements use English and yes/no questions with want travel to: talk to people help people Subject + want to + verb. wear a suit Do/Does + subject + want to + perform in front of people verb? perform in front of people • Ask different Ss to read the survey questions aloud. Elicit or explain any new vocabulary. Use the pictures as needed. Vocabulary outdoors: outside work outdoors work with a team perform: act, sing, or dance in front of people Positive Negative It’s easy. / It’s an easy job. It’s difficult. / It’s a difficult job. It’s exciting. / It’s an exciting job. It’s boring. / It’s a boring job. • Ss check Yes or No in the Me It’s terrific. / It’s a terrific job. It’s very stressful. / It’s a very stressful job. column individually. It’s pretty relaxing. / It’s a pretty relaxing job. It’s really dangerous. / It’s a really dangerous job. • Explain the second part of the B PAIR WORK Think of a good job for your partner. Go to pages 50 and 53 for ideas. task. Ss take turns asking a A: You want to travel and use English. Do you want to be a pilot? B: No, a pilot’s job is very stressful. partner the questions. As they A: OK, do you want to be . . . ? listen to the answers, they check Yes or No in the My partner 122 Interchange 8 column. Model the task with a S. • Ss complete the task in pairs. • Ss complete the task in pairs. • Option: Ask: “Do you want to Then they share the information talk to people? Who says yes? with the class. Who says no?” Elicit responses from the class and write the totals • Option: Ss write about a good on the board. Continue with job for themselves or their other questions from the survey. partners. B Pair work • Explain the task. Focus Ss’ attention on the positive and negative sentences in the box. Have Ss read them aloud. Elicit or explain any new vocabulary. Tell Ss to use sentences like these in their conversations. • Then ask two Ss to model the example conversation. T-122 Interchange activities INTERCHANGE 9 INTERCHANGE 9 Planning a party A You’re planning a small party. Choose two sweet and two salty snacks you want to serve. Learning Objective: speak more fluently about eating habits and preferences A almonds vegetables and dip cake candy • Focus Ss’ attention on the pictures. Read the name of each food aloud. Ss repeat. • Explain the task. • Elicit or explain sweet and salty chocolates cookies corn chips grapes using examples from the pictures. • Ss complete the activity individually. Go around the class and give help as needed. hot dogs ice cream peanuts pineapple B Pair work • Explain the task and ask two Ss to model the example conversation. • Point out that Ss should talk about each type of food and use pizza popcorn potato chips watermelon adverbs of frequency. B PAIR WORK Get together with a partner. Compare your choices and decide on • Ss compare their answers in pairs. only two sweet and two salty snacks for your party. Go around the class and give help A: Let’s have pizza, popcorn, chocolates, and candy. B: Oh, I never eat pizza and popcorn together. And I hardly ever eat chocolates or candy. as needed while each pair tries to Let’s have pizza, hot dogs, grapes, and watermelon. A: Well, I like grapes, but I don’t like watermelon. Let’s have . . . agree on two sweet and two salty snacks for the party. C GROUP WORK Present your choices to the other pairs. Can you decide on only four snacks for the class? C Group work Interchange 9 123 • Ask pairs to share the two sweet and two salty snacks they chose with another pair. While pairs talk, copy these headings onto the board: Sweet Salty • Explain the second part of the task. Elicit answers from the small groups and write them on the board. Get the class to agree on four snacks for the party. Interchange activities T-123 INTERCHANGE 10 INTERCHANGE 10 Hidden talents and abilities A CLASS ACTIVITY Add two more activities to the list. Then go around the class. Find someone Learning Objective: speak more who can and someone who can’t do each thing. Try to write a different name on each line. fluently about talents and abilities Can you . . . ? Can Can’t do a handstand A Class activity do yoga juggle three balls • Focus Ss’ attention on the chart. make your own clothes Ask different Ss to read the play two musical instruments questions. Use the pictures to raise one eyebrow say the alphabet backward explain or elicit the meaning of a say “hello” in three languages hidden talent and any other new swim underwater vocabulary. whistle a song • Explain the first part of the task. Ss work individually to write two more questions. • Explain the second part of the task. Ask two Ss to model the example conversation. • Option: Elicit possible follow- do a handstand make your own clothes raise one eyebrow up questions for each answer. For example, to follow the first Z . . . Y . . . X . . . W . . . question: B: Yes, I can. A: Is it fun to do handstands? OR say the alphabet backward whistle a song juggle balls A: Can you do a handstand? B: No, I can’t. B: Yes, I can. OR No, I can’t. A: Can you stand on one leg? B CLASS ACTIVITY Share your answers with the class. “Nick can’t do a handstand, but Sylvia can. And Yan-mei can do yoga.” • Point out that Ss should write the names of classmates who C Do you have any other hidden talents or abilities? answer yes in the Can column. 124 Interchange 10 They should write the names of classmates who answer no in the Can’t column. C • Ss complete the activity. Go around the class and encourage • Ask: “Do you have any other Ss to change partners often and hidden talents?” Ss raise ask follow-up questions. their hands. • Continue until most Ss have • Ask different Ss to share completed their charts. their answers. B Class activity • Explain the task and ask a S to model the example sentences. Point out that Ss should change the pronoun your in make your own clothes to his or her. • Ask different Ss to share answers about their classmates. • Option: In large classes, Ss can share their answers in groups. T-124 Interchange activities INTERCHANGE 11 INTERCHANGE 11 Take a guess A PAIR WORK Add one more activity to the list. Is your partner going to do any of these things? Check (✓) your guesses. Learning Objective: speak more fluently when discussing plans My guesses My partner’s answers Is your partner going to . . . ? Yes No Yes No A Pair work 1. play video games tonight • Explain the task and focus Ss’ 2. eat special food this month attention on the chart. Ask different Ss to read the activities 3. buy some cheese this week aloud. Have Ss add their own 4. wear a suit this month question to the chart. Point out 5. wake up early tomorrow that Ss check (✓) their answers in the My guesses column. 6. have a big breakfast on Saturday • Ss complete the task in pairs. 7. study for a test tomorrow night Go around the class and make 8. drive a car over the weekend sure Ss complete the task without asking their partner the 9. get a new apartment next year questions. 10. watch a soccer game on Sunday 11. TIP To check Ss’ understanding of your instructions, ask questions regularly. For example: “So who are you working with?” or ”In which column do you check the answers?” B PAIR WORK Ask and answer questions to check your guesses. A: Are you going to play video games tonight? B: Yes, I am. I’m going to play my favorite video game. B Pair work C CLASS ACTIVITY How many of your guesses are correct? • Explain the task and ask two Ss to Who has the most correct guesses? model the example conversation. Point out that Ss should check Interchange 11 125 the answers in the My partner’s answers column. • Option: For lower-level Ss, elicit how to change the remaining activities into yes/no questions. • Ss complete the task in pairs. C Class activity • Explain the task. Ss count the number of answers in each column that match. • Ask: “Who has eleven correct guesses? How about ten? Nine?” Ss raise their hands. Interchange activities T-125 INTERCHANGE 12 INTERCHANGE 12 Problems, problems A PAIR WORK Imagine you have these problems. Your partner gives advice. Learning Objective: speak more fluently when giving advice I really want to buy a car, but I can’t save any money. I spend every single penny I have. A Pair work • Explain the task and ask different Ss to read the problems. I can never get up on time in the morning. I’m always late for school. • Ask two Ss to model the example conversation. Elicit other advice from the class. I’m new in town, and I don’t know any people here. How can I make some friends? • Ss complete the activity in pairs. Go around the class and give help as needed. Then elicit I have a big test tomorrow. My family possible advice from the class. is very noisy, so I can’t study! Possible answers My job is very stressful. I buy a car: Save some money usually work 10 hours a day. every month. / Get a bike instead. late for school: Get a louder It’s my best friend’s birthday, and I don’t have alarm clock. / Go to bed early. a gift for her. All the stores are closed! don’t know any people: Join a club. / Talk to people at work or school. A: I really want to buy a car, but . . . big test tomorrow: Ask your B: Save some money every month. Don’t . . . family to be quiet. / Study at a B CLASS ACTIVITY Think of a problem you have. friend’s house. Then tell the class. Your classmates give advice. job is stressful: Get a A: I don’t understand some vocabulary in this unit. B: Review the unit and do your homework. new job. / Don’t work on C: Don’t worry. Ask the teacher. weekends. best friend’s birthday: Bake a cake for her. / Buy something online. Tell her the 126 Interchange 12 gift is coming. • Option: Write the advice for each • Option: Ss sit in a circle, write problem on the board. Then have a problem at the top of a piece Ss vote for the best advice. of paper, and pass it to the left. Then they write advice for the B Class activity problem on their new paper and • Explain the first part of the task. pass it to the left. Ss continue the Point out that the problem can activity for 10 minutes, and then be real or imaginary. find the papers with their original problems. Elicit problems and • Ss write down a problem advice from the class. individually. Go around the class and help with vocabulary. If Ss have trouble thinking of ideas, elicit ideas from the class. • Explain the second part of the task and ask three Ss to model the example conversation. • Elicit problems from different Ss. The class gives advice. T-126 Interchange activities INTERCHANGE INTERCHANGE 13A Giving directions Student A 13A/B A PAIR WORK Look at the map. You are outside the Windsor Hotel on Oak Street between Second and Third Avenues. Ask your partner for directions to the three places below. Your map does not have names on these buildings, but your partner’s map does. Listen to your partner, find the places Learning Objectives: speak more on the map, and write their names. fluently when giving directions garage supermarket flower shop A: Excuse me. How do I get to the garage? B: Walk down Maple Street to First Avenue. Turn . . . A Pair work • Ss work in pairs. Student A in each pair looks at Interchange 13A. Student B in each pair looks at Interchange 13B. Point out that Ss should not look at each other’s pages. TIP For information gap activities, tell Ss to sit across from each other and place a divider, such as a large book, between them. That way, they can hear each other but not see each other’s pages. • Set the scene and explain the task. Student A asks Student B for directions to the garage, the B PAIR WORK Your partner asks you for directions to three places. Your partner’s map does not have supermarket, and the flower names on these buildings, but your map does. Use the expressions in the box to give directions. shop. Student B gives directions, Go up/Go down . . . It’s on the corner of . . . Street It’s next to . . . and Student A labels the Walk up/Walk down . . . and . . . Avenue. It’s behind . . . buildings. Turn right/Turn left . . . It’s between . . . and . . . It’s in front of . . . It’s across from . . . • Ask two Ss to model the example conversation. Then go over the Interchange 13a 127 meanings and pronunciation of any new words. • Ss complete the activity in pairs. B Pair work • Explain the task. Student B asks Student A for directions to the coffee shop, the shoe store, and the bookstore. Student A gives directions, and Student B labels the buildings. • Ss complete the activity in pairs. • To check answers, each pair compares maps and labels. TIP To check answers at the end of an information gap activity, ask each pair to compare information. It’s not necessary to go over the answers as a class. Interchange activities T-127 INTERCHANGE 13B Giving directions Student B A PAIR WORK Look at the map. You are outside the Windsor Hotel on Oak Street between Second and Third Avenues. Your partner asks you for directions to three places. Your partner’s map does not have names on these buildings, but your map does. Use the expressions in the box to give directions. A: Excuse me. How do I get to the garage? B: Walk down Oak Street to First Avenue. Turn . . . Go up/Go down . . . It’s on the corner of . . . Street It’s next to . . . Walk up/Walk down . . . and . . . Avenue. It’s behind . . . Turn right/Turn left . . . It’s between . . . and . . . It’s in front of . . . It’s across from . . . B PAIR WORK Ask your partner for directions to the three places below. Your map does not have names on these buildings, but your partner’s map does. Listen to your partner, find the places on the map and write their names. coffee shop shoe store bookstore 128 Interchange 13b T-128 Interchange activities INTERCHANGE 14 INTERCHANGE 14 Past activities A PAIR WORK What did you do when you were a child? First, check (✓) your answers to the questions. Then ask your partner the same questions. Check (✓) your partner’s answers. Learning Objective: speak more A: Did you argue with your friends as a child? A: Did you clean your room? fluently when asking about past B: Yes, I did. OR No, I didn’t. B: Yes, I did. OR No, I didn’t. activities Me My partner A Pair work Did you . . . as a child? Yes No Yes No • Explain the first part of the task argue with your friends and and focus Ss’ attention on clean your room the chart. Elicit or explain the make your bed meaning of any new vocabulary. get up early on weekdays Use the pictures or mime where argue with your friends sleep late on weekends appropriate. Ss complete the first have a tablet part of the task by checking their play video games answers to the questions. listen to rock music play a musical instrument • Then ask two Ss to model play a sport the example conversations. ride a bicycle Ask different Ss to read each wear braces question. For example: wear braces S1: Did you argue with your friends as a child? S2: Did you clean your room as a child? • Ss complete the second part of the task in pairs. Go around make your bed play a musical instrument the class and make sure both Ss B PAIR WORK Join another pair. Tell them what your partner did and didn’t do as a child. check (✓) the answers in their “Yu-jin didn’t argue with her friends as a child. She cleaned her room.” charts. B Group work Interchange 14 129 • Explain the task and ask a S to model the examples. • Each pair joins another pair. Ss complete the activity in groups of four. • Option: Each group of four joins another group of four. They share information as a group. Interchange activities T-129 INTERCHANGE 15 INTERCHANGE 15 This is your life A What were five important events in your life? Choose four events and add another important event. Learning Objective: speak more Then write the years when these events happened in the box. fluently about important life events A • Focus Ss’ attention on the pictures. Ask different Ss to read the sentence starters under the pictures. I was born in . . . I started elementary school in . . . I went to my first musical concert in . . . • Elicit other important life events from the class and write them on the board (e.g., started a job, visited Australia ). Explain that Ss choose four events and write the years they happened in the I opened my first bank account in . . . I traveled with friends in . . . I graduated from high school in . . . box. Tell Ss to add another event from their lives and the year it happened. • Ss complete the task individually. Go around the class and give help as needed. I moved to a new place in . . . I started learning English in . . . I . . . in . . . B Pair work Years • Explain the task and ask two Ss to 1. 2. model the example conversation. 3. 4. • Point out that Ss should ask 5. follow-up questions and take B PAIR WORK Ask your partner about his or her life events. notes on their partner’s answers. Your partner will only show you the box with the years. Elicit possible follow-up A: What happened in 2002? A: How old were you? B: I started elementary school. B: I was six. questions for each picture in part 130 Interchange 15 A and write them on the board (e.g., How old were you? Where was your elementary school? ). • Ss complete the task in pairs. Go around the class and encourage Ss to ask follow-up questions. • Ask different Ss to share information about one or two important events in their partner’s life. • Option: In large classes, Ss can share information about their partner’s life in small groups. T-130 Interchange activities TIP To help Ss finish at about INTERCHANGE 16 The perfect weekend the same time, assign an A You are planning your dream weekend. Write your plans for Saturday and Sunday in the charts. Use these expressions and your own ideas. additional task to Ss who finish early. Then go around the go to (the movies/a party) play (basketball/video games) go (dancing/shopping) meet (my friend/teacher) class and help slower Ss. go (on a trip/picnic) have dinner with (my brother/parents) study for (a test/an exam) go out with (my girlfriend/boyfriend) visit (my parents/grandparents) see (the dentist/doctor) • Ss complete the task in pairs. Go around the class and make sure WEEKEND PLANS pairs decide on some shared Saturday activities for both days. Me My partner morning lunch C Group work afternoon evening • Explain the task. Ask three Ss to dinner model the example conversation. after dinner Create groups by combining two pairs of Ss from part B. Tell the WEEKEND PLANS groups to make one new chart Sunday with weekend plans for the Me My partner morning whole group. lunch afternoon • Ss complete the task in their evening small groups (two pairs). dinner after dinner • Option: If some groups finish early, have them create a new weekend plan with different B PAIR WORK Compare your plans with your partner. Choose activities to do together. activities. A: What do you want to do on Saturday morning? B: Let’s go swimming. They opened a new pool at the gym. • Elicit plans from each group. A: Oh, I can’t swim. Sorry. Maybe we can go bike riding . . . C GROUP WORK Join another pair. Can you decide what to do over the weekend together? A: So, would you like to go bike riding on Saturday morning? C: Good idea. And how about a barbecue for lunch? B: Oh, we don’t have time for a barbecue. We want to go to an art festival in the afternoon . . . Interchange 16 131 INTERCHANGE 16 B Pair work • Explain the task. Ask two Ss to Learning Objective: speak more model the conversation. Point fluently when making, accepting, out that Student A should answer and declining invitations with a plan from one of his or her own charts. Point out that Ss write A their partner’s activities in the My partner column on the charts. • Set the scene and explain the task. Read out the expressions in • Explain that Ss are to find some the box. If needed, explain that activities to do together on both an exam is usually longer and days, and to make adjustments to more formal than a test. their charts to reflect this. Model how to do this with a S and show • Ss complete the first column of the class how they can write the each chart individually. Go around shared activity over both the Me the class and give help as needed. and My partner columns. If Ss have difficulty thinking of ideas, suggest different activities they can write down. Interchange activities T-297 T-131 Grammar plus UNIT 1 1 My, your, his, her page 3 ■ Use his with males and her with females: His name is Travis. (NOT: Her name is Travis.) Her name is Nicole. (NOT: His name is Nicole.) Complete the conversations with my, your, his, or her. 1. A: Hello. My name is Carlos. B: Hi, Carlos. What’s last name? A: It’s Gonzales. B: How do you spell last name? Is it G-O-N-Z-A-L-E-Z? A: No, it’s G-O-N-Z-A-L-E-S. And what’s name? B: name is Bill Powers. Nice to meet you. 2. A: What’s Ms. Robinson’s first name? B: first name is Elizabeth. nickname is Liz. A: I’m sorry. What’s first name again? B: It’s Elizabeth. And what’s Mr. Weber’s first name? A: first name is Peter. B: That’s right. And nickname is Pete. A: That’s right, too! 2 The verb be page 5 ■ In questions, the verb be comes before the noun or pronoun: Are you Joshua Brown? Is he in our English class? Is she the teacher? ■ Don’t use contractions in short answers with Yes: Are you in my class? Yes, I am. (NOT: Yes, I’m.) Complete the conversations with the words in the box. am I’m it’s she’s you’re ✓ are I am I’m not you 1. A: Excuse me. Are you Layla Moore? B: No, . over there. A: OK. Thanks. 2. A: Hi. Are Layla Moore? B: Yes, . A: Nice to meet you. Sergio Oliveira. in my English class. B: Yes, I . nice to meet you too, Sergio. 132 T-132 Unit 1 Grammar plus UNIT 2 1 This/these; it/they; plurals page 10 ■ Don’t use a contraction with What + are: What are these? (NOT: What’re these?) ■ Use this with singular nouns: This is a laptop. Use these with plural nouns: These are flash drives. Choose the correct words. 1. A: What’s / What are these? B: It’s / They’re my flash drive / flash drives. 2. A: What’s / What are this? B: It’s / They’re a / an cell phone. 3. A: What’s this / these? B: It’s / They’re a / an English book. 2 Yes/No and where questions with be page 11 ■ In questions with where, the verb comes after Where: Where is my credit card? (NOT: Where my credit card is?) Where are my sunglasses? (NOT: Where my sunglasses are?) A Match the questions with the answers. 1. Is that your wallet? c a. They’re in your backpack. 2. Are these your glasses? b. No, it’s not. 3. Where are my keys? c. Oh, yes, it is! 4. Is this your bicycle? d. It’s on my desk. 5. Where’s your tablet? e. No, they’re not. B Complete the conversation. Use the words in the box. are they it is they are where it it’s this ✓ where’s A: Where’s my dictionary? B: I don’t know. Is in your backpack? A: No, not. B: Is your dictionary? A: Yes, Thanks! Now, are my glasses? B: on your desk? A: Yes, . Thank you! Unit 2 Grammar plus 133 T-133 UNIT 3 1 Negative statements and yes/no questions with be page 17 ■ Use be + not to form negative statements: Ana isn’t a student. (NOT: Ana no is a student.) ■ You is a singular and a plural pronoun: Are you from Rio? Yes, I am./Yes, we are. A Unscramble the words to write negative statements. 1. is / of Canada / Toronto / the capital / not Toronto is not the capital of Canada. 2. Buenos Aires / not / from / we’re 3. not / you and Ashley / in my class / are 4. is / my first language / Korean / not 5. from / my mother / not / is / Italy 6. my parents / not / are / they B Complete the conversations. 1. A: Are you and your friend from Costa Rica? B: No, not. from the Dominican Republic. 2. A: your first language Spanish? B: Yes, it . My parents from Ecuador. 3. A: Nadia and Rayan Lebanese? B: Yes, are. But in France now. 4. A: my friends and I late? B: No, not. early! 2 Wh-questions with be page 20 ■ Use what to ask about things. Use where to ask about places. Use who to ask about people. Use What is/are . . . like? to ask for a description. ■ Use how to ask for a description: How are you today? Use how old to ask about age: How old is he? ■ In answers about age, you can use only the number or the number + years old: He’s 18. OR He’s 18 years old. (NOT: He has 18 years.) Complete the questions with how, what, where, or who. Then match the questions with the answers. 1. Who is that? d a. We’re from Japan – from Kyoto. 2. is her name? b. She’s 18. 3. is she like? c. Her name is Hina. 4. old is she? d. She’s my sister. 5. your family from? e. Oh, it’s really beautiful. 6. is Kyoto like? f. She’s very nice and friendly. 134 Unit 3 Grammar plus T-134 UNIT 4 1 Possessives page 24 ■ The noun comes after a possessive adjective: This is my T-shirt. ■ Don’t include the noun after a possessive pronoun: This T-shirt is mine. ■ Whose can be used with singular and plural nouns: Whose scarf is this? Whose sneakers are these? Complete the conversations. Use the words in the boxes. There are two extra words in each box. his mine my your yours ✓ whose 1. A: Whose jacket is this? Is it , Ethan? B: No, it’s not . Ask Matt. I think it’s . her my mine your yours 2. A: These aren’t gloves. Are they ? B: No, they’re not . Maybe they are Young-min’s. her hers their theirs whose 3. A: sweaters are these? Are they Rachel’s? B: No, they’re not sweaters. But these shorts are . 2 Present continuous statements; conjunctions page 26 ■ The present continuous is the present of be + verb + -ing: It’s raining. She’s wearing a raincoat. ■ The two negative contractions mean the same: He’s not/He isn’t wearing a coat. We’re not/We aren’t wearing gloves. Change the affirmative sentences to negative sentences. Change the negative sentences to affirmative sentences. 1. Mr. and Mrs. Liu are wearing green caps. Mr. and Mrs. Liu aren’t wearing green caps. 2. It isn’t snowing. 3. I’m wearing a winter coat. 4. You’re wearing David’s sunglasses. 5. Ayumi isn’t wearing a scarf. 3 Present continuous yes/no questions; adjective + noun page 26 ■ In questions, the present continuous is be + subject + verb + –ing: Is it raining? Are you wearing a raincoat? ■ Adjectives can come before nouns or after the verb be: He’s wearing a blue hat. His hat is blue. ■ Adjectives don’t have a plural form: a green hat; two green hats. Write questions using the words in parentheses. Then complete the responses. 1. A. Is Mr. Thomas wearing a dark blue coat? (wear, dark blue coat) B: No, he . 2. A: (wear, high heels) B: No, we . 3. A: (wear, a sweater) B: Yes, I . 4. A: (rain) B: Yes, it . Unit 4 Grammar plus 135 T-135 UNIT 5 1 What time is it? / Is it A.M. or P.M.? page 31 ■ Remember: You can say times different ways: 1:15 = one-fifteen OR a quarter after one. Write each sentence in a different way. 1. It’s a quarter to four. It’s three forty-five. 2. It’s 7:00 P.M. It’s seven in the evening. 3. It’s six-fifteen. 4. It’s 10 o’clock at night. 5. It’s three-oh-five. 6. It’s twenty-five to eleven. 7. It’s one o’clock in the morning. 8. It’s midnight. 2 Present continuous Wh-questions page 33 ■ Use the present continuous to talk about actions that are happening right now: What are you doing? I’m talking to you! ■ In questions, the be verb comes after the question word: What are you doing? ■ To form the continuous of verbs ending in –e, drop the e and add –ing: have having. ■ For verbs ending in vowel + consonant, double the consonant and add –ing: get getting. What are the people doing? Write conversations. Use the words in parentheses. 1. A: What’s Matt doing? (Matt) B: He’s swimming. (swim) 2. A: (Jon and Megan) B: (shop) 3. A: (you) B: (write a message) 4. A: (Chris) B: (cook dinner) 5: A: (you and Tyler) B: (watch a movie) 6: A: (Sara) B: (have pizza) 7. A: (you and Joseph) B: (study for the test) 8. A: (Laura and Paulo) B: (chat online) 136 T-136 Unit 5 Grammar plus UNIT 6 1 Simple present statements page 37 and Simple present statements with irregular verbs page 38 ■ In affirmative statements, verbs with he/she/it end in –s: He/She walks to school. BUT I/You/We/They walk to school. ■ In negative statements, use doesn’t with he/she/it and don’t with all the others: He/She/It doesn’t live here. I/You/We/They don’t live here. ■ Don’t add –s to the verb: She doesn’t live here. (NOT: She doesn’t lives here.) Elena is talking about her family. Complete the sentences with the correct form of the verbs in parentheses. My family and I live (live) in the city. We (have) an apartment on First Avenue. My sister (go) to school near our apartment, so she (walk) to school. My father (work) in the suburbs, so he (drive) to his job. My mother (use) public transportation – she (take) the bus to her office downtown. She (have) a new job, but she (not like) it very much. And me? Well, I (not work) far from our apartment, so I (not need) a car or public transportation. I (ride) my bike to work! 2 Simple present questions page 39 ■ In questions, use does with he/she/it and do with all the others: Does he/she/it get up early? Do I/you/we/they get up early? ■ Don’t add –s to the verb: Does she live alone? (NOT: Does she lives alone?) A Write questions to complete the conversations. 1. A: Do you use public transportation? B: Yes, I use public transportation. 2. A: B: No, my family doesn’t eat dinner at 5:00. 3. A: B: No, my brother doesn’t take the bus to work. 4. A: B: No, I don’t get up late on weekends. ■ Use in with the morning/the afternoon/the evening. Use at with night: I go to school in the afternoon and work at night. ■ Use at with clock times: She gets up at 8:00. ■ Use on with days: He sleeps late on weekends. She has class on Mondays. B Complete the conversation with at, in, or on. A: Does your family have breakfast together in the morning? B: Well, we eat together weekends, but weekdays we’re all busy. My parents go to work early – 6:30. But we eat dinner together the evening, and we have a big lunch together Sundays. We eat noon. Then the afternoon, we take a walk or go to the movies. Unit 6 Grammar plus 137 T-137 UNIT 7 1 Simple present short answers page 45 ■ Remember: I/You/We/They do/don’t. He/She/It does/doesn’t. Choose the correct words. A: Do / Does your family live / lives in an apartment? B: No, we don’t / doesn’t. We have / has a house. A: That’s nice. Do / Does your house have two floors? B: Yes, it do / does. It have / has four rooms on the first floor. And we have / has three bedrooms and a bathroom on the second floor. A: And do / does you and your family have / has a yard? B: Yes, we do / does. And how about you, Tim? Do / Does you live / lives in a house, too? A: No, I don’t / doesn’t. My wife and I have / has a small apartment in the city. B: Oh. Do / Does you like / likes the city? A: Yes, I do / does. But my wife don’t / doesn’t. 2 There is, there are page 47 ■ Use there is with singular nouns: There’s a bed. Use there are with plural nouns: There are two chairs. ■ Use some in affirmative statements: There are some chairs in the kitchen. Use any in negative statements: There aren’t any chairs in the bedroom. Read the information about the Perez family’s new house. Write sentences with the phrases in the box. there’s a there are some there’s no there are no there isn’t a there aren’t any 1. A living room? Yes. 2. A dining room? No. 3. A microwave in the kitchen? No. 4. A table in the kitchen? Yes. 5. Curtains on the windows? Yes. 6. Rugs on the floors? No. 7. Closets in the bedrooms? Yes. 8. Bookcases in the bedrooms? No. 1. There’s a living room. 2. 3. 4. 5. 6. 7. 8. T-138 138 Unit 7 Grammar plus UNIT 8 1 Simple present Wh-questions page 52 ■ Use What to ask about things: What do you do? Use Where to ask about places: Where do you work? Use How do/does . . . like . . . ? to ask for an opinion: How does he like his job? Complete the conversations. 1. A: What does your husband do ? B: My husband? Oh, he’s a nurse. A: Really? Where ? B: He works at Mercy Hospital. 2. A: Where ? B: I work in a restaurant. A: Nice! What ? B: I’m a chef. 3. A: How ? B: My job? I don’t really like it very much. A: That’s too bad. What ? B: I’m a cashier. I work at a clothing store. 4. A: What ? B: My brother is a doctor, and my sister is a lawyer. A: How ? B: They work very hard, but they love their jobs. 2 Placement of adjectives page 54 ■ Adjectives come after the verb be: A doctor’s job is stressful. Adjectives come before nouns: A police officer has a dangerous job. (NOT: A police officer has a job dangerous.) ■ Adjectives have the same form with singular or plural nouns: Firefighters and police officers have stressful jobs. (NOT:. . . have stressfuls jobs.) Use the information to write two sentences. 1. accountant / job / boring An accountant’s job is boring. An accountant has a boring job. 2. salesperson / job / stressful 3. security guard / job / dangerous 4. actor / job / exciting 5. host / job / interesting 6. nurse / job / difficult Unit 8 Grammar plus 139 T-139 UNIT 9 1 Count and noncount nouns; some and any page 59 ■ Count nouns name things you can count: bananas, crackers, carrots. Count nouns have a singular and plural form: 1 orange, 2 oranges. Noncount nouns name things you can’t count: milk, oil, rice. ■ Use some in affirmative sentences: We have some butter. Use any in negative sentences and questions: We don’t have any lettuce. Do we have any tomatoes? Complete the conversations with some or any. 1. A: What do you want for lunch? B: Let’s make some sandwiches. A: Good idea! We have bread. Do we have cheese? B: Yes, I think there’s in the refrigerator. Let me see. . . . No, I don’t see . A: Well, let’s go to the store. We need milk, too. And do we have cheese? B: Yes, we do. There’s lettuce here, and there are tomatoes, too. A: Do we have mayonnaise? I love mayonnaise on my sandwiches. B: Me, too. But there isn’t here. Let’s buy . 2. A: Let’s make a big breakfast tomorrow morning. B: Good idea! What do we need? Are there eggs? A: There are but I think we need to buy more. B: OK. And let’s get cereal, too. We don’t have , and I love cereal for breakfast. A: Me, too. Do we have blueberry yogurt? B: Yes, there’s in the refrigerator. A: Great! So we don’t need to buy at the store. B: That’s right. Just eggs and cereal! 2 Adverbs of frequency page 61 ■ Adverbs of frequency usually go before the main verb: always, almost always, usually, often, sometimes, hardly ever, almost never, never: She never eats breakfast. I almost always have tea in the morning. Sometimes can also begin a sentence: Sometimes I eat broccoli. Rewrite the conversation. Add the adverbs in the correct places. A: Where do you have lunch? (usually) Where do you usually have lunch? B: I go to a restaurant near work. (often) A: Do you eat at your desk? (ever) B: No, I stay in for lunch. (hardly ever) A: And what do you have? (usually) B: I have soup or a salad. (always) A: Me, too. I have a big lunch. (never) 140 T-140 Unit 9 Grammar plus UNIT 10 1 Simple present Wh-questions page 65 ■ Remember: Who = what person; where = what place; how often = what frequency; when = what days; what time = what time of day ■ Remember: Use do or does after the question word. Complete the questions with the correct question word and do or does. Then match the questions with the answers. 1. What sport do you like? c a. My father and my two brothers. 2. you go to games with? b. Usually at four o’clock. 3. often your team play? c. Soccer. I love to watch my team. 4. they play? d. Once or twice a month. 5. they play? e. On Sunday afternoons. 6. time the games start? f. At the Olympic Stadium. 2 Can for ability page 67 ■ Use the base form of the verb with can. With third-person singular, don’t add an –s to can or to the base form: She can play the piano. (NOT: She can plays the piano.) A Write sentences about the things people can and can’t do. Use can or can’t with and, but, or or. (✓ = can, ✗ = can’t) 1. Olivia: ride a bike ✓ drive a car ✗ Olivia can ride a bike, but she can’t drive a car. 2. Juan: play the piano ✓ play the violin ✓ 3. Matt and Drew: act ✓ sing ✗ 4. Alicia: snowboard ✓ ice-skate ✗ 5. Ben: take good photos ✓ edit videos ✓ 6. Corinne: write poems ✗ tell good jokes ✓ B Look at part A. Answer the questions. Write short sentences. 1. Can Matt and Drew sing? No, they can’t. 2. Who can tell good jokes? 3. Can Olivia drive a car? 4. Can Juan play the piano? 5. Who can snowboard? 6. What can Matt do? Unit 10 Grammar plus 141 T-141 UNIT 11 1 The future with be going to page 73 ■ Use am/is/are + going to + base form for the future: We’re going to have dinner with my parents tonight. ■ In questions with be going to, the be verb comes before the subject: Is he going to buy me a gift? A Complete Matthew’s story. Use the correct form of be going to and the verbs in parentheses. Tomorrow is going to be (be) a very exciting day. It’s my birthday, and my friends and I (celebrate). In the morning, Stephen and I (drive) to the beach. Our friend Rosa (meet) us there. We (stay) at the beach for a few hours. Then we (have) lunch at my favorite restaurant. After lunch, Stephen (go) to work, and Rosa and I (see) a movie. After the movie, we (go) to our friend Philip’s house. He (make) his special homemade pizza for Rosa and me. B Write questions. Then look at part A and answer the questions. 1. Matthew / celebrate / with his family? Q: Is Matthew going to celebrate with his family? A: No, he’s going to celebrate with his friends. 2. Stephen and Matthew / ride their bikes / to the beach? Q: A: 3. the friends / have lunch / at a restaurant? Q: A: 4. Rosa and Matthew / go to a museum? Q: A: 5. Rosa and Matthew / have pizza / at a restaurant? Q: A: 2 Wh-questions with be going to page 75 ■ Use is in questions with Who as the subject: Who’s going to be there? (NOT: Who are going to be there?) Complete the conversation with the correct form of be going to. A: What are you going to do (do) this weekend? B: I (have) a very busy weekend. My friend Amir (visit) me, and we (spend) the weekend in the city. A: That’s nice. you (stay) in a hotel? B: No, we (stay) with our friend Lara. And Lara (have) a big party on Saturday night. A: Really? And who (be) at the party? Do you know any of Lara’s friends? B: No, I don’t. But Amir and I (meet) everyone on Saturday night. 142 T-142 Unit 11 Grammar plus UNIT 12 1 Have + noun; feel + adjective page 79 ■ For most health problems, use a/an: I have a cold. I have an earache. With flu, use the: I have the flu. (NOT: I have a flu.) Complete the conversation. Use the sentences in the box. I think I have a fever. Thanks. I feel awful, actually. Yes. I’m going to call my doctor in a few minutes. Yes, I do. And I have a stomachache, too. ✓ Hi, Vanessa. How are you? A: Hi, Vanessa. How are you? B: I’m terrific, thanks. How about you? A: B: Oh, no! What’s the matter? A: B: That’s too bad. Do you have a headache? A: B: Are you going to see a doctor? A: B: Well, feel better soon. A: 2 Imperatives page 82 ■ Use the base form of the verb in affirmative imperatives: Go home and rest, Ms. Lake. ■ Use don’t + base form of the verb in negative imperatives. The form doesn’t change: Don’t go to work today, Ms. Lake. Read the situations. Give the people advice. Use the phrases in the box. ✓ drink coffee in the evening eat any cold food exercise today or tomorrow take an antacid take two aspirins work too hard 1. Dave: “I can’t sleep at night.” Don’t drink coffee in the evening. 2. Corey: “I have a headache.” 3. Lucia: “I work 12 hours a day.” 4. William: “My legs hurt.” 5. Min-ho: “I have a toothache.” 6. Fatima: “I have an awful stomachache.” Unit 12 Grammar plus 143 T-143 UNIT 13 1 Prepositions of place page 88 ■ Use on with the names of streets and avenues: The bookstore is on Center Street. The theater is on Park Avenue. ■ Across from is another way of saying opposite: The library is across from the theater. = The library is opposite the theater. Choose the correct words. A: Excuse me. Is there a post office around here? B: Yes, there is. It’s in / on Maple Street. A: Where on Maple? B: It’s in / on the corner of Maple Street and Second Avenue. A: Next from / to Charlie’s Restaurant? B: Yes, that’s right. It’s across the street from / to the Windsor Hotel. A: Thanks. Oh, and where is the bank? B: It’s on Oak Street – between / next to the hospital and police station. A: Great. Thanks very much. B: You’re welcome. 2 Directions page 90 ■ Walk up/Go up mean the same thing. Walk down/Go down also mean the same thing. Jenna doesn’t know Manhattan at all. Correct Jenna’s directions. Write the opposite of what she says. 1. Cal How do I get to Washington Square Park? Jenna Walk up Fifth Avenue. You No, don’t walk up Fifth Avenue. Walk down Fifth Avenue. 2. Cal How can I get to the Empire State Building? Jenna Turn right on 32nd Street. You 3. Cal How do I get to Bryant Park from Rockefeller Center? Jenna Go down Sixth Avenue. You Jenna It’s on the left. You 4. Cal How do I get to Central Park? Jenna Walk down Eighth Avenue. You T-144 144 Unit 13 Grammar plus UNIT 14 1 Simple past statements: regular verbs and irregular verbs page 93–94 ■ Use simple past verbs to talk about the past. Regular verbs end in –ed: I watched TV last night. For verbs ending in –e, add –d: live lived. For verbs ending in vowel + consonant, double the consonant and add –ed: shop shopped. ■ Use didn’t + base form in negative statements. The form doesn’t change: He didn’t shop for groceries yesterday. (NOT: He didn’t shopped for groceries yesterday.) Maya wrote an email to a friend. Complete the sentences with the simple past form of the verbs in parentheses. Hi! I didn’t do (not do) anything special this weekend, but I (have) a lot of fun. I  (not go) out on Friday night. I (stay) home. I (clean) my room and (do) the laundry. I (help) my sister with her homework, and then we (watch) our favorite series. On Saturday, my friend Lori (come) over. She (need) some new shoes, so we (take) the bus downtown to Todd’s Shoe Store. We (shop) for a long time, but Lori (not like) any of the shoes at Todd’s. She (buy) some purple socks, but she (not buy) any shoes. On our way back to my house, we (stop) at the gym and (exercise). We (not exercise) very hard. I (invite) Lori for dinner, and my dad (cook) hamburgers in the yard. After dinner, Lori and I (talk) and (play) video games. She (not stay) very late – my mother (drive) her home at around ten. On Sunday, my whole family (visit) my mother’s best friend and her family. They have a swimming pool, so my sister and I (go) swimming all afternoon. Tell me about your weekend! Maya 2 Simple past yes/no questions page 95 ■ Use did + base form in questions. The form doesn’t change: Did you have fun yesterday? (NOT: Did you had fun yesterday?) Complete the conversation. Use the simple past form of the verbs in parentheses. A: Did you enjoy (enjoy) your vacation? B: Yes, I . My brother and I (have) a great time. A: you (make) any videos? B: No, we . But we (take) a lot of pictures. A: That’s good. you (see) a lot of interesting things? B: Yes, we . And we (eat) a lot of new foods. How about you? you (have) a good summer? A: Well, I (not go) anywhere, but I (read) a lot of good books and (see) some great movies. Unit 14 Grammar plus 145 T-145 UNIT 15 1 Past of be page 101 ■ Present Past am/is was are were Complete the conversations with was, wasn’t, were, or weren’t. 1. A: Were you here yesterday? B: No, I .I home in bed. A: Oh, you sick? B: No. I just really tired. 2. A: Where you born? B: I born in Mexico City. A: Really? What about your parents? they born here, too? B: No, they .They born in Guadalajara. 3. A: Where Jamil last week? he on vacation? B: Yes, he . He and his best friend in Portugal. They  in Oporto. A: it a good trip? B: Yes, it was. Jamil said it a terrific trip! 2 Wh-questions with did, was, and were page 101 ■ Don’t use did with the past of be: Where were you last Tuesday? (NOT: Where did you were last Tuesday?) Use did in simple past questions with other verbs: Where did you go last Tuesday? ■ Because answers the question Why? Complete the questions. Use the words in the box. ✓ how what where why how old when who 1. A: How was your childhood? B: I had a fantastic childhood! 2. A: did you grow up? B: I grew up in Incheon, a small city in South Korea. 3. A: were you when you started school? B: I think I was five or six. 4. A: was your best friend in high school? B: My best friend was a boy named Joon-ho. 5. A: did you leave home? B: In 2012. 6. A: did you leave Incheon? B: Because I wanted to live in a big city. 7: A: was your first job in Seoul? B: I worked as a server in a restaurant. 146 T-146 Unit 15 Grammar plus UNIT 16 1 Subject and object pronouns page 107 ■ Subject pronouns usually come before verbs, and object pronouns go after verbs: I saw him, but he didn’t see me. Complete the conversations. 1. A: Hello. Is Mr. Chang there? B: No, he’s not here right now. Can take a message? A: Yes. Please tell to call Todd Harris. B: Does have your number? A: No, but please give it to . It’s 555-0987. 2. A: Oh, hello, Kimberly! A: Hello, Mrs. Sanchez. Is Veronica home? B: No, at the mall with her brother. Their dad drove there this morning. Would like to come in? A: Thank you, Mrs. Sanchez, but I need to go home. Anyway, my sister and are going to an amusement park tomorrow and maybe Veronica can go with . Is that all right? B: Sure. I can give your message, or can text her. A: Oh, don’t worry, Mrs. Sanchez. I’ll text . Thanks a lot. Bye! 2 Invitations; verb + to page 109 ■ You can use both Do you want to . . . ? and Would you like to . . . ? to invite a person to do something. ■ Don’t confuse would like to with like to. Would like to means the same as want to. ■ I’d (really) like to and I’d love to both mean the same as I want to. Rewrite the conversations. Write the sentences in a different way. 1. A: Do you want to see a movie tonight? A: Would you like to see a movie tonight? B: Oh, I can’t. I need to work. B: 2. A: Do you want to play tennis on Saturday? A: B: I’d love to, but I have to help my parents. B: 3. A: I want a job at Carol’s café. A: B: You need to speak to her. B: 4. A: Would you like to go to a party with me? A: B: I want to, but I can’t. I have to study. B: Unit 16 Grammar plus 147 T-147 Grammar plus answer key Unit 1 2 Wh-questions with be 2. What is her name? c 1 My, your, his, her 3. What is she like? f 1. A: Hello. My name is Carlos. 4. How old is she? b B: Hi, Carlos. What’s your last name? 5. Where is your family from? a A: It’s Gonzales. 6. What is Kyoto like? e B: How do you spell your last name? Is it G-O-N-Z-A-L-E-Z? A: No, it’s G-O-N-Z-A-L-E-S. And what’s your name? B: My name is Bill Powers. Nice to meet you. Unit 4 2. A: What’s Ms. Robinson’s first name? 1 Possessives B: Her first name is Elizabeth. Her nickname is Liz. 1. A: Whose jacket is this? Is it yours, Ethan? A: I’m sorry. What’s her first name again? B: No, it’s not mine. Ask Matt. I think it’s his. B: It’s Elizabeth. And what’s Mr. Weber’s first name? 2. A: These aren’t my gloves. Are they yours? A: His first name is Peter. B: No, they’re not mine. Maybe they are Young-min’s. B: That’s right. And his nickname is Pete. 3. A: Whose sweaters are these? Are they Rachel’s? A: That’s right, too! B: No, they’re not her sweaters. But these shorts are hers. 2 The verb be 2 Present continuous statements; conjunctions 1. A: Excuse me. Are you Layla Moore? 2. It’s snowing. 3. I’m not wearing a winter coat. B: No, I’m not. She’s over there. 4. You’re not/You aren’t wearing David’s sunglasses. A: OK. Thanks. 5. Ayumi is wearing a scarf. 2. A: Hi. Are you Layla Moore? B: Yes, I am. 3 Present continuous yes/no questions A: Nice to meet you. I’m Sergio Oliveira. You’re in my 1. B: No, he’s not/he isn’t. English class. 2. A: Are you wearing high heels? B: Yes, I am. It’s nice to meet you too, Sergio. B: No, we’re not/we aren’t. 3. A: Are you wearing a sweater? Unit 2 B: Yes, I am. 4. A: Is it raining? 1 This/These; it/they; plurals B: Yes, it is. 1. A: What are these? B: They’re my flash drives. 2. A: What’s this? Unit 5 B: It’s a cell phone. 1 What time is it? / Is it A.M. or P.M.? 3. A: What’s this? 3. It’s a quarter after six. B: It’s an English book. 4. It’s 10:00 P.M. 5. It’s five (minutes) after three. 2 Yes/No and where questions with be 6. It’s ten thirty-five. A 7. It’s one A.M. 1. c 2. e 3. a 4. b 5. d 8. It’s 12:00 A.M./It’s twelve (o’clock) at night. B 2 Present continuous Wh-questions A: Where’s my dictionary? 2. A: What are Jon and Megan doing? B: I don’t know. Is it in your backpack? B: They’re shopping. A: No, it’s not. 3. A: What are you doing? B: Is this your dictionary? B: I’m writing a message. A: Yes, it is. Thanks! Now, where are my glasses? 4. A: What’s Chris doing? B: Are they on your desk? B: He’s cooking dinner. A: Yes, they are. Thank you! 5. A: What are you and Tyler doing? B: We’re watching a movie. Unit 3 6. A: What’s Sara doing? 1 Negative statements and yes/no questions with be B: She’s having pizza. A 7. A: What are you and Joseph doing? 2. We’re not from Buenos Aires. B: We’re studying for a test. 3. You and Ashley are not in my class. 8. A: What are Laura and Paulo doing? 4. My first language is not Korean. / Korean is not my first B: They’re chatting online. language. 5. My mother is not from Italy. Unit 6 6. They are not my parents. 1 Simple present statements and Simple present statements B with irregular verbs 1. B: No, are not. We’re/We are from the Dominican Republic. My family and I live in the city. We have an apartment on First 2. A: Is your first language Spanish? Avenue. My sister goes to school near our apartment, so she B: Yes, it is. My parents are from Ecuador. walks to school. My father works in the suburbs, so he drives 3. A: Are Nadia and Rayan Lebanese? to his job. My mother uses public transportation – she takes the B: Yes, they are. But they’re/they are in France now. bus to her office downtown. She has a new job, but she doesn’t 4. A: Are my friends and I late? like it very much. And me? Well, I don’t work far from our B: No, you’re/you are not. You’re/You are early! apartment, so I don’t need a car or public transportation. I ride my bike to work! T-148 148 Grammar plus answer key 2 Simple present questions 2. A: Let’s make a big breakfast tomorrow morning. A B: Good idea! What do we need? Are there any eggs? 2. A: Does your family eat dinner at 5:00? A: There are some but I think we need to buy some more. 3. A: Does your brother take the bus to work? B: OK. And let’s get some cereal, too. We don’t have any, 4. A: Do you get up late on weekends? and I love cereal for breakfast. A: Me, too. Do we have any blueberry yogurt? B B: Yes, there’s some in the refrigerator. B: Well, we eat together on weekends, but on weekdays we’re A: Great! So we don’t need to buy any at the store. all busy. My parents go to work early – at 6:30. But we eat B: That’s right. Just eggs and cereal! dinner together in the evening, and we have a big lunch together on Sundays. We eat at noon. Then in the afternoon, 2 Adverbs of frequency (page 61) we take a walk or go to the movies. B: I often go to a restaurant near work. A: Do you ever eat at your desk? Unit 7 B: No, I hardly ever stay in for lunch. A: A: And what do you usually have? 1 Simple present short answers B: I always have soup or a salad. A: Does your family live in an apartment? A: Me, too. I never have a big lunch. B: No, we don’t. We have a house. A: That’s nice. Does your house have two floors? B: Yes, it does. It has four rooms on the first floor. And we have Unit 10 three bedrooms and a bathroom on the second floor. 1 Simple present Wh-questions A: And do you and your family have a yard? 2. Who do you go to games with? a B: Yes, we do. And how about you, Tim? Do you live in a house, 3. How often does your team play? d too? 4. When do they play? e or Where do they play? f A: No, I don’t. My wife and I have a small apartment in the city. 5. Where do they play? f or When do they play? e B: Oh. Do you like the city? 6. What time do the games start? b A: Yes, I do. But my wife doesn’t. 2 Can for ability 2 There is, there are A 2. There’s no / There isn’t a dining room. 2. Juan can play the piano, and he can play the violin. 3. There’s no / There isn’t a microwave in the kitchen. 3. Matt and Drew can act, but they can’t sing. 4. There’s a table in the kitchen. 4. Alicia can snowboard, but she can’t ice-skate. 5. There are some curtains on the windows. 5. Ben can take good photos, and he can edit videos. 6. There are no / There aren’t any rugs on the floors. 6. Corinne can’t write poems but she can tell good jokes. 7. There are closets in the bedrooms. B 8. There are no / There aren’t any bookcases in the bedroom. 2. Corinne can. 4. Yes, he can. Unit 8 6. He can act. 1 Simple present Wh-questions 3. No, she can’t. 1. A: Really? Where does he work? 5. Alicia can. 2. A: Where do you work? B: I work in a restaurant. Unit 11 A: Nice! What do you do? 1 The future with be going to B: I’m a chef. A Tomorrow is going to be a very exciting day. It’s my birthday, 3. A: How do you like your job? and my friends and I are going to celebrate. In the morning, B: My job? I don’t really like it very much. Stephen and I are going to drive to the beach. Our friend A: That’s too bad. What do you do? Rosa is going to meet us there. We’re going to stay at the B: I’m a cashier. I work at a clothing store. beach for a few hours. Then we’re going to have lunch at 4. A: What do your brother and sister do? my favorite restaurant. After lunch, Stephen is going to go B: My brother is a doctor, and my sister is a lawyer. to work, and Rosa and I are going to see a movie. After the A: How do they like their jobs? movie, we’re going to go to our friend Philip’s house. He is B: They work very hard, but they love their jobs. going to cook dinner for Rosa and me. 2 Placement of adjectives B Q: Are Stephen and Matthew going to ride their bikes to the 2. A salesperson’s job is stressful. beach? A salesperson has a stressful job. A: No, they’re going to drive to the beach. 3. A security guard’s job is dangerous. 4. Q: Are the friends going to have lunch at a restaurant? A security guard has a dangerous job. A: Yes, they are. 4. An actor’s job is exciting. 5. Q: Are Rosa and Matthew going to go to a museum? An actor has an exciting job. A: No, they’re not. (They’re going to see a movie.) 5. A host’s job is interesting. 6. Q: Are Rosa and Matthew going to have dinner at a A host has an interesting job. restaurant? 6. A nurse’s job is difficult. A: No, they’re not. (They’re going to have dinner at Philip’s A nurse has a difficult job. house.) 2 Wh-questions with be going to Unit 9 A: What are you going to do this weekend? 1 Count and noncount nouns; some and any B: I’m going to have a very busy weekend. My friend Amir is 1. A: What do you want for lunch? going to visit me, and we’re going to spend the weekend in B: Let’s make some sandwiches. the city. A: Good idea! We have some bread. Do we have any A: That’s nice. Are you going to stay in a hotel? cheese? B: No, we’re going to stay with our friend Lara. And Lara is B: Yes, I think there’s some in the refrigerator. Let me see. . . going to have a big party on Saturday night. . No, I don’t see any. A: Really? And who’s going to be at the party? Do you know A: Well, let’s go to the store. We need some milk, too. And any of Lara’s friends? do we have any cheese? B: No, I don’t. But Amir and I are going to meet everyone on B: Yes, we do. There’s some lettuce here, and there are Saturday night. some tomatoes, too. A: Do we have any mayonnaise? I love some mayonnaise on my sandwiches. B: Me, too. But there isn’t any here. Let’s buy some. Grammar plus answer key 149 T-149 Unit 12 Unit 15 1 Have + noun; feel + adjective 1 Past of be A: Hi, Vanessa. How are you? 1. A: Were you here yesterday? B: I’m terrific, thanks. How about you? B: No, I wasn’t. I was home in bed. A: I feel awful, actually. A: Oh, were you sick? B: Oh, no! What’s the matter? B: No. I was just really tired. A: I think I have a fever. 2. A: Where were you born? B: That’s too bad. Do you have a headache? B: I was born in Mexico City. A: Yes, I do. And I have a stomachache, too. A: Really? What about your parents? Were they born here, B: Are you going to see a doctor? too? A: Yes. I’m going to call my doctor in a few minutes. B: No, they weren’t. They were born in Guadalajara. B: Well, feel better soon. 3. A: Where was Jamil last week? Was he on vacation? A: Thanks. B: Yes, he was. He and his best friend were in Portugal. 2 Imperatives They were in Oporto. 2. Take two aspirins. A: Was it a good trip? 3. Don’t work too hard. B: Yes, it was. Jamil said it was a terrific trip! 4. Don’t exercise today or tomorrow. 2 Wh-questions with did, was, and were 5. Don’t eat any cold food. 1. A: How was your childhood? 6. Take an antacid. B: I had a fantastic childhood! 2. A: Where did you grow up? Unit 13 B: I grew up in Incheon, a small city in South Korea. 3. A: How old were you when you started school? 1 Prepositions of place B: I think I was five or six. A: Excuse me. Is there a post office around here? 4. A: Who was your best friend in high school? B: Yes, there is. It’s on Maple Street. B: My best friend was a boy named Joon-ho. A: Where on Maple? 5. A: When did you leave home? B: It’s on the corner of Maple Street and Second Avenue. B: In 2012. A: Next to Charlie’s Restaurant? 6. A: Why did you leave Incheon? B: Yes, that’s right. It’s across the street from the Windsor Hotel. B: Because I wanted to live in a big city. A: Thanks. Oh, and where is the bank? 7: A: What was your first job in Seoul? B: It’s on Oak Street – between the hospital and police station. B: I worked as a server in a restaurant. A: Great. Thanks very much. B: You’re welcome. Unit 16 2 Directions 2. You: No, don’t turn right on 32nd Street. Turn left on 32nd 1 Subject and object pronouns Street. 1. A: Hello. Is Mr. Chang there? 3. You: No, don’t go down Sixth Avenue. Go up First B: No, he’s not here right now. Can take a message? Avenue. A: Yes. Please tell him to call Todd Harris. You: No, it’s not on the left. It’s on the right. B: Does he have your number? 4. You: No, don’t walk down Eight Avenue. A: No, but please give it to him. It’s 555-0987. Walk up Eighth Avenue. 2. A: Oh, hello, Kimberly! A: Hello, Mrs. Sanchez. Is Veronica home? B: No, she’s at the mall with her brother. Their dad drove Unit 14 them there this morning. 1 Simple past statements: regular verbs and irregular verbs Would you like to come in? Hi! A: Thank you, Mrs. Sanchez, but I need to go home. I didn’t do anything special this weekend, but I had a lot of fun. Anyway, my sister and I are going to an amusement park I didn’t go out on Friday night. I stayed home. I cleaned my tomorrow and maybe Veronica can go with us. Is that all room and did laundry. I helped my sister with her homework, right? and then we watched our favorite series. On Saturday, my B: Sure. I can give her your message, or you can text her. friend Lori came over. She needed some new shoes, so we A: Oh, don’t worry, Mrs. Sanchez. I’ll text her. Thanks a lot. took the bus downtown to Todd’s Shoe Store. We shopped Bye! for a long time, but Lori didn’t like any of the shoes at Todd’s. 2 Invitations; verb + to She bought some purple socks, but she didn’t buy any shoes. 1. B: Oh, I can’t. I have to work. On our way back to my house, we stopped at the gym and 2. A: Would you like to play tennis on Saturday? exercised. We didn’t exercise very hard. I invited Lori for B: I’d like to, but I need to help my parents. dinner, and my dad cooked hamburgers in the yard. After 3. A: I’d like a job at Carol’s café. dinner, Lori and I talked and played video games. She didn’t B: You have to speak to her. stay too late – Mom drove her home at around ten. On Sunday, 4. A: Do you want to go to a party with me? my whole family visited my mother’s best friend and her family. B: I’d like to, but I can’t. I need to study. They have a swimming pool, so my sister and I went swimming all afternoon. 2 Simple past yes/no questions A: Did you enjoy your vacation? B: Yes, I did. My brother and I had a great time. A: Did you make a lot any videos? B: No, we didn’t. But we took a lot of pictures. A: That’s good. Did you see a lot of interesting things? B: Yes, we did. And we ate a lot of new foods. How about you? Did you have a good summer? A: Well, I didn’t go anywhere, but I read a lot of good books and saw some great movies. T-150 150 Grammar plus answer key Appendix Countries, nationalities, and languages This is a partial list of countries, nationalities, and languages, many of which are presented in this book. Countries Nationalities Countries Nationalities Countries Nationalities Argentina Argentine Haiti Haitian the Philippines Filipino Australia Australian Honduras Honduran Poland Polish Austria Austrian India Indian Portugal Portuguese Bolivia Bolivian Indonesia Indonesian Puerto Rico Puerto Rican Brazil Brazilian Ireland Irish Russia Russian Cambodia Cambodian Israel Israeli Saudi Arabia Saudi Arabian Canada Canadian Italy Italian Singapore Singaporean Chile Chilean Japan Japanese Somalia Somalian China Chinese Jordan Jordanian South Africa South African Colombia Colombian Laos Laotian South Korea Korean Costa Rica Costa Rican Lebanon Lebanese Spain Spanish Cuba Cuban Malaysia Malaysian Sudan Sudanese the Dominican Republic Dominican Mexico Mexican Sweden Swedish Ecuador Ecuadorian Morocco Moroccan Switzerland Swiss Egypt Egyptian Nepal Nepalese Tanzania Tanzanian El Salvador El Salvadoran the Netherlands Dutch Thailand Thai England English New Zealand New Zealander Turkey Turkish France French Nicaragua Nicaraguan the United Kingdom (the U.K.) British Germany German Nigeria Nigerian the United States (the U.S.) American Ghana Ghanian Panama Panamanian Uruguay Uruguayan Greece Greek Paraguay Paraguayan Venezuela Venezuelan Guatemala Guatemalan Peru Peruvian Vietnam Vietnamese Languages Afrikaans English Hebrew Japanese Portuguese Swedish Arabic French Hindi Korean Russian Thai Chinese German Indonesian Malay Spanish Turkish Dutch Greek Italian Polish Swahili Vietnamese Irregular verbs Present Past Present Past Present Past (be) am/is, are was, were have had sell sold become became know knew sing sang buy bought leave left sit sat come came make made sleep slept do did meet met speak spoke drink drank pay paid swim swam drive drove read read /rɛd/ take took eat ate ride rode teach taught feel felt run ran think thought get got say said /sɛd/ wear wore give gave see saw write wrote go went Appendix T-151 1 Language summary VOCABULARY Nouns female Adjectives Verbs The alphabet history Possessives am See Exercise 4 on page 3. home phone (number) my are male your is Numbers name his (0–10) nickname her Adverbs See Exercise 11 on page 6. phone number Responses our teacher no Titles work phone (number) Other yes Miss celebrity Mr. Pronouns Other first Mrs. not Subjects last Ms. (over) there I married you popular too (= also) Other book he single Preposition celebrity she in (my class) cell phone (number) it Article the Conjunctions class Other and classmate this email address or what EXPRESSIONS Saying hello Introducing yourself and others Expressing surprise Hello. Hi. My name is . . . Oh! Hi. I’m . . . Apologizing Good morning. It’s nice to meet you. I’m sorry. Good afternoon. Nice to meet you, too. Good evening. This is . . . Giving an opinion How are you? I think . . . Checking and confirming information How’s it going? What’s your (last) name (again)? How are you doing? It’s . . . Great. How about you? Is that . . . ? I’m (just) fine. Yes, that’s right. I’m OK. No, it’s . . . Pretty good. Are you . . . ? Saying good-bye Yes, I am. Bye. No, I’m not. Bye-bye. How do you spell . . . ? Good-bye. Can you repeat that? See you later. Getting someone’s attention See you tomorrow. Excuse me. Have a great weekend. Hey, . . . Have a good evening. Thank you. You, too. Thanking someone Good night. Thank you./Thanks. T-318 T-152 Language summary Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable 2 Language summary VOCABULARY Nouns Personal items Other Adjectives Classroom objects bag box cool backpack bicycle car different board cell phone class(es) great (English) book credit card pocket interesting chair energy bar restaurant clock flash drive quiz Articles glasses sentence a desk hairbrush an dictionary door headphones Pronouns it Adverbs eraser (student) ID maybe (car) keys this notebook now laptop that outlet where newspaper these paper clip phone case they Prepositions pen pencil purse behind poster sunglasses in table tablet in front of wall tablet case next to wastebasket television on window ticket under umbrella wallet EXPRESSIONS Identifying things Expressing pleasure What’s this (called in English)? Wow! I don’t know. Oh, cool! It’s a . . . It’s great! What are these (called in English)? Expressing disbelief They’re . . . Really? I think they’re (called) . . . Expressing disappointment Identifying the owner of something Oh, no! Is this your . . . ? Yes, it is. Thinking before responding No, it’s not. Let me see. Are these your . . . ? Huh . . . Yes, they are. Hmm . . . No, they’re not. Agreeing Thanking someone You’re right. Thank you! You’re welcome. Realizing something Wait (a minute)! Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable Language summary T-319 T-153 3 Language summary VOCABULARY Nouns Pronouns Personality Adverbs Countries, friendly originally Subjects nationalities, and funny really (+ adjective) they languages kind this week we See the appendix on page nice very (+ adjective) T-151. Other quiet that serious Prepositions People who shy from (Brazil) brother smart in (Florida) daughter Determiner talkative family a little Conjunctions Numbers and ages but father Adjectives (11–30; 40, 50, etc.) so (best) friend Appearance See Exercise 7 on page 19. mother beautiful parent(s) Other cute partner early good-looking sister false handsome student first (language) heavy Places pretty large (largest) capital short late city (plural: cities) tall new country (plural: countries) thin old world true EXPRESSIONS Asking about countries, Asking about people Getting someone’s attention nationalities, and languages Who’s that? Look! Where are you from? She’s . . . Introducing a different topic I’m from (Canada). What’s her name? By the way, . . . What’s (San Francisco) like? Her name is . . . It’s . . . How old is she? Introducing an explanation or idea Are you from (Florida)? She’s (28) years old. Well, . . . Yes, I am. What’s she like? No, I’m not. She’s . . . Expressing surprise Is she (talkative)? Really? Are you (Japanese)? Yes, she is. Wow! Yes, I am. No, I’m not. No, she’s not. Is your first language (Portuguese)? Yes, it is. No, it’s not. T-320 T-154 Language summary Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable 4 Language summary VOCABULARY Nouns Seasons Weather hers Clothes spring cloudy ours belt summer cold theirs blouse fall cool whose boot(s) winter hot humid Verbs cap Other ask coat sunny disaster rain dress warm free time snow glove(s) windy home wear hat problem Possessives (high) heels taxi my Adverb jacket today work your jeans his Prepositions pajamas Adjectives her pants Colors around (the world) our at (home) raincoat beige their scarf black Conjunction shirt (dark/light) blue Other and shoe(s) (dark/light) brown all but shorts (dark/light) gray dry so skirt (dark/light) green favorite sneakers orange new socks pink suit purple Pronouns sweater Possessives red swimsuit mine white tie yours yellow T-shirt his EXPRESSIONS Talking about preferences Getting someone’s attention What are your favorite colors? Hey! My favorite colors are . . . Look. Asking about and describing clothing Asking about a problem What color is/are . . . ? What’s the matter? It’s/They’re . . . Expressing distress Are you wearing . . . ? Oh, no! Yes, I am. No, I’m not. I’m wearing . . . Making a suggestion Let’s . . . Talking about the weather It’s snowing/raining/. . . Agreeing with a suggestion It’s cloudy/cold/hot/sunny/. . . Good idea! Making a contrast Expressing pleasure . . . , but . . . Great! Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable Language summary T-321 T-155 5 Language summary VOCABULARY Nouns tomato sauce listen to music Adverbs Meals vacation make (coffee) Times breakfast message at night Adjectives play (soccer/basketball) lunch in the afternoon hungry read dinner in the evening same remember in the morning Other ride (a bike) basketball Verbs Clock times call ring bike run 6:00 A.M./6:00 P.M. check (messages) boss shop midnight cook cheese sleep noon dance coffee study a quarter after (six) do job swim a quarter to (six) drive messages take (a walk) eat Other movie visit get (hungry/married) (right) now report watch (a movie) get up there soccer work go (to work) why social media write (a report) have (breakfast/lunch) spaghetti help Conjunction time zone so EXPRESSIONS Talking about the time Talking on the phone What time is it? Hello? It’s . . . A.M./P.M. Hi, . . . . This is . . . It’s . . . o’clock (in the morning/. . . ). Checking information It’s . . . after . . . Right? It’s a quarter after . . . That’s right. It’s . . . -thirty. Oh, really? It’s a quarter to . . . It’s . . . to . . . Apologizing I’m really sorry. Talking about current activities That’s OK. What are you doing? I’m . . . Giving a reason Are you . . . -ing? . . . , so . . . Sure. Yes, I am. Expressing a positive opinion No, I’m not. I’m . . . -ing. I love . . . Oh, that’s good. Pausing while messaging Lucky you. Oh, wait. Be right back. Wishing someone well Congratulations Good luck T-322 T-156 Language summary Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable 6 Language summary VOCABULARY Nouns Days of the week Determiner Places Transportation Monday a lot of downtown bike Tuesday far (from here) bus Wednesday Adjectives here Thursday alone near (our house) car Friday busy motorcycle professional Other subway Saturday public also train Sunday retired sometimes taxi/cab weekday strange then weekend Family together brother Other Verbs when child (plural: children) bed exercise daughter blog live Prepositions businesspeople meet at (9:00/noon/midnight/ father/dad drums need night) husband homework pay by (bus/car) kid(s) job see (family/friends) in (the morning/the mother/mom lights serve afternoon/the parents noise start evening) sister pet stop on (Sundays/weekdays/ son routine take (a taxi/cab; the weekends) wife schedule train/subway) with (our parents) Places survey use apartment tourist hotel Adverbs travel agency house Times park Pronouns all day restaurant Object pronouns at night room me early school us every day suburbs late weekly EXPRESSIONS Talking about routines Idioms What time do you . . . ? early bird At . . . night owl When do they . . . ? Responses On . . . Sure. Does he . . . ? Yeah. Yes, he . . . every morning. What do you do on . . . ? Asking for more information On . . . , I . . . What else . . . ? Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable Language summary T-323 T-157 7 Language summary VOCABULARY Nouns Kinds of homes Appliances Determiners Parts of houses and cabin air conditioner any apartment buildings beach house coffee maker lots of bathroom loft heater no bathtub villa microwave some bedroom refrigerator Furniture Adjectives closet stove armchair(s) another dining room bed Other big elevator bookcase bubble clear (first/second) floor chair(s) difference dream (home) garage coffee table fan (person) expensive hall cupboard(s) fiction giant kitchen curtain(s) forest lucky laundry room dresser moon outside living room lamp mountains small lobby mirror outside unusual room picture(s) rabbit shower rug science Verb stairs sofa squirrel love window stars yard Adverbs story just (like) TV next (weekend) view EXPRESSIONS Asking about and describing a home Expressing agreement What’s the house/apartment like? That’s true. It’s (really) nice. Expressing approval It has . . . Awesome! Does it have . . . ? That’s great. Yes, it does. This . . . is great. No, it doesn’t. That sounds nice. There’s a/an . . . There’s no . . . Expressing luck There isn’t a/an . . . I’m lucky. There are some . . . There aren’t any . . . Giving an example There are no . . . For example . . . T-324 T-158 Language summary Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable 8 Language summary VOCABULARY Nouns receptionist money Verbs Jobs researcher people (singular: person) agree accountant salesperson photo guess bellhop security guard uniform hate cashier server perform software engineer Adjectives sit chef taxi driver boring doctor stand vendor dangerous firefighter talk difficult front desk clerk taste Workplaces easy graphic designer teach (high) school exciting host travel hospital fun ice cream flavor expert hotel lawyer important Adverbs office interesting after (work) manager store perfect exactly nurse professional hard office manager Other relaxing outdoors photographer camera stressful pretty (+ adjective) pilot computer sweet police officer crocodile terrific ice cream EXPRESSIONS Exchanging information about work Exchanging personal information Where do you work? How are things (with you)? I work in a/an . . . Not bad. What do you do? I hear . . . I’m a/an . . . Giving surprising information What time/When do you start/finish work? Actually, . . . I start/finish work at . . . Guess what! What do you do after work? I . . . Expressing interest Where does your brother work? That’s funny. He works . . . That’s interesting. What does he do? He . . . Expressing uncertainty I guess . . . Talking about likes and dislikes She loves it. Expressing concern How do you like it? Please be careful! I really like it. It’s OK. They hate it. I like it a lot. Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable Language summary T-325 T-159 9 Language summary VOCABULARY Nouns Grains Vegetables Adjectives Meals bread broccoli good breakfast cereal carrot(s) mealtime lunch cracker(s) celery messy dinner noodles garlic other snack pasta lettuce squash(ed) rice onion(s) sweet Dairy (food) (red) peppers typical cheese Fruit potato(es) milk apple(s) tomato(es) Verbs yogurt banana(s) buy blueberries (singular: Other food come Desserts blueberry) corn chips put cake grape(s) dip throw candy kiwi(s) pickle(s) try chocolate(s) lemon(s) popcorn want cookies mango(es) potato chips ice cream orange(s) (potato) salad Adverbs Drinks pineapple pizza Adverbs of coffee watermelon sandwich(es) frequency milk soup always Meat and other hardly ever (orange) juice proteins Other (green) tea never almond(s) animal(s) often Fats and oils bean(s) bone(s) sometimes butter beef celebration usually cream chicken festival mayonnaise egg(s) fight Other oil fish flower (Japanese-) style hamburger(s) habit hot dog(s) health Prepositions at (my desk) nuts human(s) for (breakfast) peanuts monkey(s) ton(s) EXPRESSIONS Talking about likes and dislikes Talking about things you need Agreeing to do something I like . . . Do we have any . . . ? All right. I don’t like . . . No. We need some. OK. I don’t want . . . Yes, we do. Sure. I hate . . . Do we need any . . . ? Accepting an invitation I love . . . Yes, we need some . . . That’s very nice of you. Thanks! No, we don’t need any . . . Expressing surprise Making a suggestion Are you serious? How about . . . ? Really? T-326 T-160 Language summary Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable 10 Language summary VOCABULARY Nouns chess video edit Sports (sports) club video games enter base jumping contest violin fix baseball eyebrow website juggle basketball free time make (clothes) gym Determiner paint bike riding handstand all play (chess/the piano/ football golf head Adjectives the violin) hiking horse artistic practice hockey joke athletic raise ice-skating marathon electronic ride parachuting muscles hidden sing skateboarding music musical squash skydiving record technical swim snowboarding robot take (photos) soccer piano Verbs tell surfing poem act whistle swimming song bake talent build Adverbs tennis talent show cook about volleyball team dance backward Other theater design well ability tower do (yoga/math) athlete Time expressions TV draw once/twice a week audition unicycle drive tomorrow beach EXPRESSIONS Talking about sports Expressing an opinion Giving a compliment What sports do you like/play/watch? I think . . . You can . . . very well. I love/play/watch (soccer). Thanks. Talking about abilities and talents I don’t like/play (golf). What can I do? Asking for clarification I (really) love (tennis). Can you sing? What do you mean? Who do you play/watch soccer with? Yes, I can. With some friends from work. Expressing interest No, I can’t. How often do you practice? Really? Can they sing? We practice twice a week. Oh, yeah? Yes, they can sing very well. When do you practice? No, they can’t sing at all. Agreeing to do something We practice on Tuesdays and Thursdays. What time do you start? Of course we can. We start at six in the evening. Where do you play? We play on the beach/at a gym/ at a sports club. Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable Language summary T-327 T-161 11 Language summary VOCABULARY Nouns Halloween Queen celebrate Months Independence Day restaurant cook January New Year’s Day/Eve sugar decorate February Thanksgiving surprise give March Valentine’s Day go on a picnic wedding Pronoun invite April anything order May Other June Adjectives take (someone) out birthday cake July Dates boyfriend Adverbs August dance (1st–31st) Time expressions September fireworks See Exercise 1 on page 72. next month October flour Other next summer November gift fancy next week December girlfriend special next year Holidays, festivals, letter traditional this weekend and special occasions parade tomorrow birthday party Verbs tomorrow afternoon Christmas picnic ask tomorrow night present bake tonight EXPRESSIONS Talking about future plans Talking about dates Are you going to do anything exciting this weekend? When is your birthday? Yes, I am. I’m going to . . . It’s August 9th. No, I’m not. I’m going to . . . Wishing someone a good birthday What are your plans? Happy birthday! What are you going to do? I’m going to . . . Expressing anticipation Where are you going to go? I hope so! I’m going to go to . . . How are you going to get there? Exchanging information We’re going to . . . How about you? Who’s going to be there? Expressing approval . . . is/are going to be there. (That) sounds like fun. When are you going to . . . ? Nice! We’re going to . . . at . . . That’s nice. How fancy! Wow! T-328 T-162 Language summary Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable 12 Language summary VOCABULARY Nouns throat Other Other Parts of the body thumb bacteria noisy ankle toe(s) cells wrong arm tooth (plural: teeth) dentist back wrist electricity Verbs hour beat brain Health problems part feel chest backache patient have chin cold rest hurt ear cough signals lose elbow dry eyes soda relax eye earache stay up eyebrow finger(s) fever Adjectives take a look the flu Positive feelings foot (plural: feet) headache better Adverbs hair sore throat much fantastic hand stomachache so (= very) fine head toothache well great heart Medications/ terrific hip knee remedies Negative feelings leg antacid awful mouth aspirin exhausted neck chamomile tea horrible nose chicken soup miserable shoulder cold medicine sick skin cough syrup sore stomach eye drops terrible ice pack tired nasal spray EXPRESSIONS Talking about health problems Refusing something politely How are you? Do you want . . . ? How do you feel (today)? No, but thanks anyway. I feel better. Asking for permission Not so good/well. Is that OK? What’s the matter? What’s wrong? Giving a suggestion I feel sick/terrible. I have an idea. I don’t feel well. Take/Don’t take . . . Eat/Don’t eat . . . Expressing sympathy That’s too bad. Asking for more information I’m sorry to hear that. Anything else? That’s good. I’m glad to hear that. Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable Language summary T-329 T-163 13 Language summary VOCABULARY Nouns Form of address Verbs Places sir go down/up avenue turn around Other bank turn left/right attraction bookstore walk down/up competition center coffee shop debit card Adverb espresso right department store garden drugstore Prepositions gasoline flower shop across from magazine garage behind map gas station between monument library next to package movie theater on painting museum on the corner of plant(s) parking lot on the left/right polo planetarium sculpture post office stamps restaurant statue restroom telescope shoe store tourist square street supermarket EXPRESSIONS Asking for and giving locations Getting someone’s attention Is there a . . . around here? Excuse me. Yes, there is. It’s next to/across from/. . . Asking for help (No.) I don’t think so. Can you help me? Where is the . . . ? Is it far from here? It’s right behind you. Expressing urgency It’s an emergency! Asking for and giving directions How do/can I get to . . . ? Pausing before responding Walk/Go up . . . Hmm. Walk/Go down . . . Turn left/right on . . . It’s on the left/right. You can’t miss it. T-330 T-164 Language summary Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable 14 Language summary VOCABULARY Nouns Adjective paint Other bang different play anywhere barbecue see (a movie) beach volleyball Verbs speak braces argue stay chores break down take (classes/lessons) exhibit clean travel instructor climb visit lesson come home watch library decide mall do laundry Adverbs get married Time expressions music go camping last month parasailing go out last night relatives hang out last summer shopping have fun last week tablet invite (someone) over last weekend test listen last year vacation make (your) bed yesterday white-water rafting EXPRESSIONS Talking about past activities Did you . . . last summer? Yes, I did. I . . . No, I didn’t. I . . . What did you do? I . . . I didn’t . . . Did you do anything else? Giving opinions about past experiences Did you like . . . ? Yes, I did. I liked it a lot. We loved it! Did you have a good summer? Yes, I did. I had a great summer. No, I didn’t. Greeting someone who’s been away Welcome back. Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable Language summary T-331 T-165 15 Language summary VOCABULARY Nouns Jobs Adjectives Adverb Classes at school actress angry on time chemistry comedian bilingual geography engineer on time Preposition game designer sunny for (. . . years) history photography hairstylist young Conjunction physical education musician because science photographer Verbs singer be born Places at school teacher begin auditorium believe cafeteria Other graduate classroom charity grow up computer lab communicate need library culture open a bank account raise spend (time) Types of Schools major start (school) elementary school way of life turn (an age) middle school work high school college EXPRESSIONS Exchanging personal information Asking about someone When were you born? Who was . . . ? I was born in 1990. He was . . . Where were you born? What was he like? I was born in Brazil. He was . . . Were you born in the United States? He wasn’t . . . Yes, I was. Asking for an opinion No, I wasn’t. I was born in . . . What do you think? Where did you grow up? I grew up in New York. How old were you in . . . ? I was . . . What was your favorite . . . ? It was . . . T-332 T-166 Language summary Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable 16 Language summary VOCABULARY Nouns invitation Verbs Adverbs amusement park message babysit already art market musical call (you) back around (seven o’clock) autograph musician go out with (my barbecue play girlfriend/boyfriend) Prepositions camping show have to at (home/school/work) comedy shower help at the (beach/library/ concert stage need to mall) excuse trip want to in (bed/class/Mexico) (street) fair would like/love to in a (meeting) (art) festival in the (hospital/shower) food court Adjective on (her break/a trip/ amazing vacation) EXPRESSIONS Making a phone call Declining an invitation and making an excuse Hello. Is . . . there/in? I’m sorry, but I can’t. I have to . . ./I need to . . . Hi. Can I speak to/with . . . ? I’d like to, but . . . I’m sorry, but she’s in a meeting right now. Suggesting a different activity Sorry I called you at work. I don’t really like . . . Taking a phone message Do you want to do something else? Do you want to leave a message? Asking what is happening Can I take a message? What’s up? Sure. Please give her my number. Yes. Please ask/tell her to call me. Asking for a favor I’ll give her your message. Can you . . . ? Please . . . Making and accepting an invitation Offering to help Do you want to . . . (with me)? Can I help you? Would you like to . . . (with me)? Sure. I’d really like to . . . (with you). Expressing happy surprise Yes, I’d love to. Terrific! Interchange Teacher’s Edition Intro © Cambridge University Press 2017 Photocopiable Language summary T-333 T-167 Workbook answer key 1 What’s your name? Exercise 1 Exercise 7 Hi, Nancy. 1. A: What’s your name? Hello, Mr. Garcia. B: I’m Momoko Sato. It’s nice to meet you, Ms. Baker. A: It’s nice to meet you, Momoko. Nice to meet you, too, John. 2. A: Hello. I’m Josh Brown. I’m in your English class. B: Yes, and you’re in my math class, too. Exercise 2 3. A: What’s his name? 1. A: Hi. What’s your name? B: It’s Chris Allen. B: My name is Lisa. And what’s your name? A: He’s in our English class. A: My name is James. B: You’re right! 2. A: What’s his name? B: His name is Michael. Exercise 8 A: And what’s her name? 1. Amy: Excuse me. Are you Alex Walker? B: Her name is Susan. Carlos: No, I’m not. He’s over there. Amy: Oh, I’m sorry. Exercise 3 2. Amy: Excuse me. Are you Alex Walker? 1. A: Hello, Mr. Wilson. Alex: Yes, I am. B: Good morning, David. How are you? Amy: Hi, Alex. My name is Amy Clark. A: I’m OK, thank you. Alex: Oh, you’re in my English class. 2. A: Hi. How are you, Mrs. Turner? Amy: That’s right. It’s nice to meet you. B: I’m just fine, thank you. How about you, Mr. Smith? Alex: Nice to meet you, too. A: Pretty good, thanks. 3. A: How’s it going, Ken? Exercise 9 B: Great. How are you doing? A: Hi. Are you Andrea Nelson? A: Pretty good. B: No, I’m not. A: Oh, I’m sorry. What’s your name? Exercise 4 B: Kerry Moore. 2. A: My name is Ellen Miller. A: How do you spell your first name? B: I’m Rob Williams. B: K-E-R-R-Y. 3. A: Hello, Carol. How’s it going? A: And how do you spell your last name? B: Fine, thanks. B: M-O-O-R-E. 4. A: How do you spell your last name? A: What’s your phone number? B: R-O-G-E-R-S B: It’s 618-555-7120. 5. A: I’m Rich Martinez. A: And what’s your email address? B: It’s nice to meet you B: It’s kmoore19@cup.org. Exercise 5 Exercise 10 3: three 8: eight A 1: one 2. A: Good-bye. 7: seven B: See you tomorrow. 10: ten 3. A: Excuse me. Are you Min-ji Park? 5: five B: Yes, I am. It’s nice to meet you. 6: six 4. A: Good evening. 0: zero B: Hello. 9: nine B 4: four b. 3 Exercise 6 c. 4 3. 604-555-4731 d. 2 4. 949-555-3802 5. brian.johnson039@cup.org 6. 773-555-1779 7. mariabrady_7@cup.org 8. tina-fox_952@cup.org T-168 Workbook answer key 2 Where are my keys? Exercise 1 7. A: Are these your keys? B: Yes, they are. Thank you. A 8. A: Excuse me. Are you Min-soo Cho? 2. a laptop B: No, I’m not. My name is Jin-ho Han. Min-soo isn’t in 3. an umbrella this class. 4. a wallet 5. a wastebasket Exercise 6 6. a tablet 1. A: Oh, no! Where is my tablet? 7. a notebook B: Is it in your backpack? 8. a hairbrush A: No, it’s not. B: Hmm. Is it under your math book? B A: Yes, it is! Thank you! 2. This is a laptop. 2. A: Is this my cell phone? 3. This is an umbrella. B: No, it’s not. It’s my cell phone. 4. This is a wallet. A: Sorry. Where is my cell phone? 5. This is a wastebasket. B: Is it in your purse? 6. This is a tablet. A: Oh, yes, it is. Thanks. 7. This is a notebook. 3. A: Where are my keys? 8. This is a hairbrush. B: Are they in your pocket? Exercise 2 A: No, they’re not. /z/ = doors, umbrellas, keys, energy bars B: Are they on the table? /s/ = books, laptops, desks, tablets A: Hmm. Yes, they are. Thanks. /ɪz/ = quizzes, boxes, purses, hairbrushes 4. A: Is my notebook in your backpack? B: No, it’s not. Sorry. Exercise 3 A: Hmm. Where is my notebook? 2. A: What’s this? B: Is it behind your laptop? B: It’s a flash drive. A: Let me see. Yes, it is. Thank you! 3. A: What are these? Exercise 7 B: They’re pencils. 4. A: What are these? Answers will vary. B: They’re paper clips. 2. No, it’s not. It’s . . . 5. A: What are these? 3. No, it’s not. It’s . . . / Yes, it is. B: They’re sunglasses. 4. No, it’s not. It’s . . . 6. A: What’s this? 5. No, I’m not. I’m in an English class. B: It’s a purse. Exercise 8 Exercise 4 2. The umbrella is under the table. Clara: Wow! What’s this? 3. The keys are next to the wallet. Kevin: It’s a purse. 4. The pen is in front of the purse. Clara: Oh, cool. Thank you, Kevin. 5. The laptop is on the desk. Kevin: You’re welcome. 6. The wastebasket is behind the chair. Eva: Now open this box. Exercise 9 Clara: OK. What’s this? Eva: It’s a tablet case. A Clara: Oh, thank you, Eva. And what are these? 2. A: Where are the books? Eva: They’re sunglasses. B: They’re under the table. Clara: Thanks! They’re great! 3. A: Where is the cell phone? Laura: Open this, too! B: It’s in the purse. Clara: Oh, it’s an umbrella. Thanks, Laura! 4. A: Where are the pens? B: They’re on the table. Exercise 5 5. A: Where is the purse? 2. A: Excuse me. Is this the math class? B: It’s in front of the TV. B: Yes, it is. And I’m your teacher. 6. A: Where are the sunglasses? 3. A: Is my purse on the chair? B: They’re behind the chair. B: No, it’s not. It’s under the table. 4. A: Where’s my laptop? B B: It’s in your backpack. Answers will vary. 5. A: Where are your glasses? B: They’re in my purse. 6. A: Hi. Are you in my math class? B: Yes, I am. And I’m in your English class, too! Workbook answer key T-169 3 Where are you from? Exercise 1 6. one hundred (and) two 7. eleven A 8. thirty Countries Nationalities Languages 9. eighteen Brazil Brazilian Portuguese 10. eighty Colombia Colombian Spanish South Korea South Korean Korean Exercise 5 Canada Canadian English and French 2. A: Is your first language English? Turkey Turkish Turkish B: No, it’s Japanese. Argentina Argentine Spanish 3. A: What are they like? Japan Japanese Japanese B: They’re very serious. Egypt Egyptian Arabic 4. A: Who’s that? B: He’s the new math teacher. B 5. A: Where are Rahul and his family? 2. Bogotá is in Colombia. B: They’re in the U.S. now. 3. Tokyo is in Japan. 6. A: How old is he now? 4. São Paulo and Rio de Janeiro are in Brazil. B: He’s twenty-eight. 5. Seoul and Daejeon are in South Korea. 7. A: What’s Marrakech like? 6. Buenos Aires is in Argentina. B: It’s very interesting. 7. Vancouver and Ottawa are in Canada. 8. Cairo is in Egypt. Exercise 6 Exercise 2 A 1. A: Are you and your family from New Zealand? 2. Mark and Carlos are talkative B: No, we’re not. We’re from Australia. 3. Brian is thin and Owen is heavy. A: Oh, so you’re Australian. 4. Daniel is serious. B: Yes, I am. I’m from Melbourne. 5. Mariko is short and Ben is tall. 2. A: Is Brazil in Central America? 6. Ginny is funny. B: No, it’s not. It’s in South America. 7. Dr. Lopez is kind. A: Oh. Are we from Brazil, Dad? B B: Yes, we are. We’re from Brazil originally, but we’re here 2. No, she’s not. in the U.S. now. 3. No, he’s not. 3. A: Is this your wallet? 4. Yes, she is. B: Yes, it is. Thanks. 5. Yes, they are. A: And are these your sunglasses? 6. No, she’s not. B: Yes, they are. 7. Yes, I am. / No, I’m not. A: Well, they’re very nice sunglasses. 8. Yes, I am. / No, I’m not. B: Thank you! 4. A: Is your English teacher from the U.S.? Exercise 7 B: No, she’s not. She’s from Canada. Montreal, Canada. 1. A: Annette, what’s your best friend like? A: Is English her first language? B: She’s very nice. Her name is Valentina. I call her Tina. B: No, it’s not. Her first language is French. A: Where is she from? Is she from Spain? B: No, she’s not. She’s from Italy. Exercise 3 2. A: Toshi, are you and Naomi from Japan? 2. A: Is she from India? B: Yes, we are. We’re from Osaka. B: Yes, she is. A: What’s your first language? 3. A: Is she from Canada? B: My first language is Japanese, but Naomi’s first B: No, she’s not. She’s from the U.S. language is English. Her parents are from New York 4. A: Are they in Mexico? originally. B: No, they’re not. They’re in Japan. 5. A: Is he in Bangkok? Exercise 8 B: No, he’s not. He’s in New York. Answers will vary. 6. A: Are they in Egypt? 1. I’m from . . . B: Yes, they are. 2. It’s . . . 3. I’m . . . Exercise 4 4. She’s from . . . / He’s from . . . 1. fourteen 5. She’s . . . / He’s . . . 2. forty 6. I’m . . . 3. sixty 4. thirteen 5. twenty-seven T-170 Workbook answer key 4 Is this coat yours? Exercise 1 Exercise 6 1. jacket A 2. blouse 3. Sung-min is wearing a T-shirt. 3. belt 4. Liz is wearing a skirt. 4. skirt 5. Allison is wearing a dress. 5. high heels 6. Liz and Sung-min are wearing sneakers. 6. cap 7. Steven is wearing a scarf. 7. T-shirt 8. Steven and Pablo are wearing hats. 8. shorts 9. socks B 10. sneakers 2. No, they aren’t. / No, they’re not. They’re wearing jackets. Exercise 2 3. No, she isn’t. / No, she’s not. She’s wearing jeans. 4. No, she isn’t. / No, she’s not. She’s wearing a dress. Check these items: 5. No, they aren’t. / No, they’re not. They’re wearing For work For home For cold For warm blouses. weather weather 6. No, they aren’t. / No, they’re not. They’re wearing pants. shorts suit shorts boots swimsuit coat T-shirt sweater Exercise 7 Exercise 3 1. My name’s Jamie. I’m wearing a T-shirt and shorts. I’m wearing sneakers, too. It’s raining, but I’m not wearing a Answers will vary. raincoat. Exercise 4 2. It’s winter, so Maria’s not wearing / isn’t wearing high heels – she’s wearing boots. She’s wearing a scarf, but A she’s not wearing / isn’t wearing a hat. 2. A: Whose tie is this? 3. It’s very hot. Richard and Meg aren’t wearing sweaters B: It’s Max’s. today. They’re wearing T-shirts. It’s warm, so Meg’s 3. A: Whose boots are these? wearing light pants, and Richard’s wearing shorts. B: They’re Maya’s. 4. Ed’s wearing a suit. He’s not wearing / isn’t wearing a 4. A: Whose shoes are these? scarf, but he’s wearing a tie. He’s wearing shoes and B: They’re Max’s. socks. It’s very windy. 5. A: Whose cap is this? B: It’s Lisa’s. Exercise 8 6. A: Whose pants are these? 2. It’s very cold outside, but I’m not wearing a coat. B: They’re Max’s. 3. Her skirt is blue, and her blouse is blue, too. 4. It’s raining, so I need an umbrella. B 5. He’s wearing an expensive suit, but he’s wearing sneakers. 1. A: Whose T-shirt is this? Is it Ayumi’s? 6. It’s summer and it’s very sunny, so it’s hot. B: No, it’s not hers. It’s mine. 2. A: Are these your jeans? B: No, they aren’t my jeans. Let’s ask Mohammed. I think they’re his. 3. A: Are these Stephanie’s and Jennifer’s socks? B: No, they aren’t theirs. They’re yours. A: I don’t think so. These socks are white, and mine are blue. Exercise 5 Answers will vary. Possible answers: 2. It’s spring. It’s raining. 3. It’s winter. It’s snowing. It’s very cold. 4. It’s summer. It’s very hot. It’s humid. It’s sunny. 5. It’s fall. It’s sunny. It’s cool. 6. It’s winter. It’s sunny. It’s very cold. Workbook answer key T-171 5 What time is it? Exercise 1 Exercise 6 2. It’s seven o’clock in the morning. 3. No, he’s not. He’s swimming. 3. It’s a quarter to three in the afternoon. / It’s two forty-five 4. No, he’s not. He’s cooking. in the afternoon. 5. No, they’re not. They’re running. 4. It’s nine-twenty in the morning. / It’s twenty after nine in 6. No, she’s not. She’s sleeping. the morning. 7. No, he’s not. He’s reading. 5. It’s a quarter after six in the evening. / It’s six-fifteen in 8. No, they’re not. They’re playing basketball. the evening. Exercise 7 6. It’s eleven o’clock at night. 2. A: Is Bob drinking soda? 7. It’s three-thirty in the morning. B: Yes, he is. 8. It’s twelve o’clock in the afternoon. / It’s noon. 3. A: Are Jason and Beth watching a movie? Exercise 2 B: No, they’re not. They’re dancing. 2. It’s 11:00 A.M. in Phoenix. It’s eleven o’clock in the 4. A: Is Adriana wearing jeans? morning. B: No, she’s not. She’s wearing a skirt. 3. It’s 12:00 P.M. in Mexico City. It’s noon. / It’s twelve o’clock 5. A: Are Amy and Gabriela chatting online? in the afternoon. B: No, they’re not. They’re eating pizza. 4. It’s 1:00 P.M. in Lima. It’s one o’clock in the afternoon. 6. A: Is Daniel talking to Adriana? 5. It’s 2:00 P.M. in La Paz. It’s two o’clock in the afternoon. B: Yes, he is. 6. It’s 3:00 P.M. in Montevideo. It’s three o’clock in the 7. A: Is Bob wearing shorts? afternoon. B: No, he’s not. He’s wearing pants. 8. A: Is Min talking on the phone? Exercise 3 B: Yes, she is. 2. It’s twelve o’clock. 3. It’s nine-oh-three. Exercise 8 4. It’s a quarter to two. 3. A: What are Tom and Donna doing? 5. It’s four-thirty. B: They’re visiting friends. 6. It’s ten after eight. 4. A: What is Sandra doing? B: She’s getting up. Exercise 4 5. A: What are you and Isabella doing? 2. It’s 10:00 P.M. It’s ten at night. B: We’re riding bikes. 3. It’s 5:15. It’s five-fifteen. 6. A: What are Diego and Patricia doing? 4. It’s 7:00 P.M. It’s seven in the evening. B: They’re working. 5. It’s 4:30. It’s four-thirty. 7. A: What is Tim doing? 6. It’s 8:00 A.M. It’s eight in the morning. B: He’s listening to music. 7. It’s twelve P.M. It’s noon. 8. A: What are you doing? 8. It’s 2:00 P.M. It’s two in the afternoon. B: I’m studying English. / We’re studying English. 9. It’s twelve A.M. It’s midnight. 9. A: What are Sonya and Annie doing? 10. It’s 6:45. It’s a quarter to seven. B: They’re having dinner. 11. It’s 11:15. It’s a quarter after eleven. 10. A: What am I doing? Exercise 5 B: You’re finishing this exercise. 2. He’s working. Exercise 9 3. She’s riding a bike. Answers will vary. 4. They’re watching a movie. 5. He’s driving. 6. He’s shopping. 7. They’re having breakfast. 8. They’re taking a walk. 9. She’s calling a friend. T-172 Workbook answer key 6 I ride my bike to school. Exercise 1 Exercise 6 Answers will vary. A 2. I . . . on Tuesdays. I don’t . . . on Tuesdays. 1. Alice and Larry are my parents. Alice is my mother, and 3. I . . . on Wednesdays. I don’t . . . on Wednesdays. Larry is my father. 4. I . . . on Thursdays. I don’t . . . on Thursdays. 2. Nick is my husband. I’m his wife. 5. I . . . on Fridays. I don’t . . . on Fridays. 3. Ethan, Avery, and Bella are our children. Avery and Bella 6. I . . . on Saturdays. I don’t . . . on Saturdays. are our daughters, and Ethan is our son. Avery is Bella’s 7. I . . . on Sundays. I don’t . . . on Sundays. sister, and Ethan is her brother. Exercise 7 B 1. A: Do you go to bed Ø late on weekends? Answers will vary. B: Yes, I do. I go to bed at midnight. But I go to bed Ø Exercise 2 early on weekdays. Christine: So, do you live downtown, Sarah? 2. A: Do you study in the afternoon? Sarah: Yes, I live with my brother. He has an apartment B: No, I study in the morning on weekends, and I study in near here. the evening on Mondays and Wednesdays. Christine: Oh, so you walk to work. 3. A: What time do you get up in the morning on Sarah: Actually, I don’t walk to work in the morning. I take the weekdays? bus to work, and then I walk home at night. What about you? B: I get up at 6:00 Ø every day. Christine: Well, my husband and I have a house in the 4. A: Do you have English class in the morning? suburbs now, so I drive to work. My husband doesn’t work B: No, I have English at 3:30 in the afternoon on Tuesdays downtown. He works in the suburbs near our house, so he and Thursdays. On Mondays, Wednesdays, and goes to work by bus. Fridays, our class is at 5:00. Exercise 3 Exercise 8 2. A: Do you and your family watch television in the A afternoon? 3. goes B: Yes, my family and I watch television in the afternoon. 4. has 3. A: Do you get up early on Fridays? 5. lives B: Yes, I get up early on Fridays. 6. rides A: What time do you get up? 7. sleeps B: I get up at 5:30. 8. studies 4. A: Does your sister drive to work? 9. takes B: No, my sister doesn’t drive to work. 10. uses A: Does she take the bus? 11. walks B: No, she doesn’t take the bus. She takes the train. 12. watches 5. A: Does your dad work on weekends? B B: No, my dad doesn’t work on weekends. s = /s/ s = /z/ (e)s = /ɪz/ irregular A: When does he work? sleeps studies dances does B: He works on weekdays. takes lives uses goes 6. A: Does your mom work in the city? walks rides watches has B: Yes, my mom works in the city. She’s a restaurant manager. Exercise 4 A: Does she use public transportation? A B: No, she doesn’t use public transportation. She drives Answers will vary. to work. 7. A: Do you have a big lunch on Sundays? B B: Yes, we have a big lunch on Sundays. Answers will vary. A: What time do you have lunch? Exercise 5 B: We have lunch at 1:00. 2. She goes to work at 8:00 every day. Exercise 9 3. She has lunch at 11:00 every day. 2. We don’t live in the suburbs. 4. She takes a walk at 2:00 every day. 3. We take the bus, the train, or the subway. 5. She finishes work at 5:00 every day. 4. He goes to work before noon. 6. She plays basketball at 6:00 on Mondays. 5. I don’t work far from here. 7. She goes to class at 6:00 on Tuesdays and Thursdays. 6. She doesn’t get up early on Sundays. 8. She watches a movie at 6:00 on Fridays. Exercise 10 Answers will vary. 1. I . . . on weekdays. 2. I . . . on weekends. 3. I . . . on Friday nights. 4. I . . . on Sunday mornings. Workbook answer key T-173 7 Does it have a view? Exercise 1 B 2. bathroom 6. garage Answers will vary. 3. kitchen 7. yard 1–4. I have . . . / I need . . . 4. dining room 8. closet Exercise 6 5. living room In Martin’s apartment, there’s a big living room. There are Exercise 2 two bedrooms and two bathrooms. There’s no elevator, Ji-hye: Do you live in a house, Fernanda? but there are stairs. He has a lot of books, so there are Fernanda: No, I live in an apartment. bookcases in the living room and bedrooms. There aren’t Ji-hye: Well, is it very big? any chairs in the kitchen, but there’s a big table with chairs Fernanda: Yes, it has three bedrooms. in the dining room. There’s no coffee maker in the kitchen, Ji-hye: Does it have a view? but there’s a microwave oven. There are two televisions in Fernanda: Yes, it has a great view of the city. Martin’s apartment – there’s one television in the living room, Ji-hye: Oh, that’s great! And do you live alone? and there’s one television in the bedroom. Fernanda: No, I don’t. I live with my sisters. Exercise 7 Exercise 3 Answers will vary. Possible answers: Al: Do you live near here, Brandon? 2. Yes, there’s a stove in my kitchen. / No, there isn’t a stove. / Brandon: Yes, I do. My wife and I live on Main Street. No, there’s no stove. Al: Oh, do you live in an apartment? 3. Yes, there’s a sofa in my living room. / No, there isn’t a Brandon: No, we don’t. We have a house. sofa. / No, there’s no sofa. Al: Oh, great! Do you have children? 4. Yes, there are some bookcases in my living room. / Yes, Brandon: No, we don’t. But my mother lives with us. there’s one bookcase in my living room. / No, there aren’t Al: Really? Does she do a lot of work at home? any bookcases in my living room. / No, there are no Brandon: Yes, she does. In fact, she cooks dinner bookcases in my living room. every night! 5. Yes, there’s a clock in my bathroom. / No, there isn’t Al: You’re lucky! I live alone, and I cook my own dinner. a clock in my bathroom. / No, there’s no clock in my bathroom. Exercise 4 6. Yes, there are some pictures in my bedroom. / Yes, Answers will vary. there’s one picture in my bedroom. / No, there aren’t any 2. Yes, I do. / No, I don’t. pictures in my bedroom. / No, there are no pictures in my 3. Yes, I do. / No, I don’t. bedroom. 4. Yes, it does. / No, it doesn’t. 7. Yes, there’s a closet in my bedroom. / No, there isn’t 5. Yes, s/he does. / No, s/he doesn’t. a closet in my bedroom. / No, there’s no closet in my 6. Yes, we do. / No, we don’t. bedroom. 7. Yes, we do. / No, we don’t. 8. Yes, it does. / No, it doesn’t. Exercise 8 9. Yes, it does. / No, it doesn’t. A 10. Yes, it does. / No, it doesn’t. 2. There aren’t any chairs in the dining room. / There are no Exercise 5 chairs in the dining room. 3. There’s a stove in the living room. A 4. There’s a refrigerator in the bedroom. 2. A: Do they need a table? 5. There’s no bed in the bedroom. / There isn’t a bed in the B: Yes, they do. bedroom. 3. A: Do they have chairs? 6. There are armchairs in the bathroom. B: No, they don’t. 7. There’s a bed in the kitchen. 4. A: Do they need a dresser? 8. There aren’t any bookcases in the living room. / There are B: No, they don’t. no bookcases in the living room. 5. A: Do they have a mirror? B: No, they don’t. B 6. A: Do they have curtains? Answers will vary. B: Yes, they do. Exercise 9 7. A: Does he have a bookcase? 2. A: Do you need living room furniture? B: Yes, he does. B: Yes, I do. I need a sofa and a coffee table. 8. A: Does he need curtains? 3. A: I really need a new desk. B: Yes, he does. B: So let’s go shopping this weekend. 9. A: Does he need a sofa? 4. A: Do you have chairs in your kitchen? B: No, he doesn’t. B: Yes, I do. I have six chairs. 10. A: Does he have a chair? B: No, he doesn’t. Exercise 10 11. A: Does he have a lamp? Answers will vary. B: Yes, he does. 12. A: Does he need pictures? B: No, he doesn’t. T-174 Workbook answer key 8 Where do you work? Exercise 1 Exercise 5 2. f A 3. b 2. b 4. a 3. a 5. i 4. c 6. h 7. j B 8. e Answers will vary. Possible answers: 9. d 2. A security guard’s job is boring. A security guard doesn’t 10. g have an exciting job. A security guard’s job isn’t exciting. Exercise 2 3. Paul has a dangerous job. Paul doesn’t have a safe job. Paul’s job isn’t safe. Answers will vary. Possible answers: 4. A front desk clerk has a stressful job. A front desk clerk 2. He’s a vendor. He handles money. He handles food. He doesn’t have a relaxing job. A front desk clerk’s job stands all day. He works outside. isn’t relaxing. 3. She’s/He’s a firefighter. She/He helps people. She/He 5. Amanda’s apartment is small. Amanda doesn’t have a big works hard. apartment. Amanda’s apartment isn’t big. 4. She’s a chef. She works in a restaurant. She handles food. 6. Cristina has a big house. Cristina doesn’t have a small She stands all day. house. Cristina’s house isn’t small. 5. He’s a taxi driver. He handles money. He sits all day. He 7. Brenda’s brother is talkative. Brenda doesn’t have a quiet helps people. brother. Brenda’s brother isn’t quiet. 6. She’s a teacher. She works in a school. She helps 8. I have an easy job. I don’t have a hard job. My job students. She works hard. isn’t hard. Exercise 3 Exercise 6 2. A: What do Victoria and Jon do? Answers will vary. B: Victoria and Jon are nurses. And they work 2. A mechanic has . . . / A mechanic’s job . . . together, too. 3. An artist has . . . / An artist’s job . . . A: Where do they work? 4. A scientist has . . . / A scientist’s job . . . B: At Springfield Hospital. 5. A plumber has . . . / A plumber’s job . . . 3. A: Where does your daughter work? 6. A reporter has . . . / A reporter’s job . . . B: My daughter works in an office. A: What does she do? Exercise 7 B: She’s an accountant. Answers will vary. 4. A: What do you and Don do? B: Don and I? We’re software engineers. A: How do you like it? B: We like it a lot! Exercise 4 1. A: Do you have a job? B: Yes, I do. A: Oh, what do you do? B: I’m / am a graphic designer. A: Where do you work? B: I work at home. A: Oh, wow! How do you like your job? B: I really like it. It’s a great job! A: What time do you start work? B: I start work at 8:00 A.M., and I finish at 3:00 P.M. 2. A: My brother has a new job. B: Really? Where does he work? A: He works at the Town Center Mall. B: What does he do there? A: He’s / is a security guard. B: How does he like his job? A: Oh, I guess he likes it. B: What time does he start work? A: He starts work at 10:00 A.M., and he finishes at 6:00 P.M. Workbook answer key T-175 9 I always eat breakfast. Exercise 1 Exercise 5 Fruit Dairy Answers will vary. Possible answers: 2. oranges 13. milk 2. You need some lettuce, tomatoes, onions, and carrots. 3. apples 14. cheese You don’t need any . . . 4. bananas Fats and oils 3. You need some pasta, tomatoes, onions, and cheese. You Vegetables 15. butter don’t need any . . . 5. lettuce 16. oil 4. You need some fish, bread, lettuce, and a tomato. You 6. broccoli Meat and other proteins don’t need any . . . 7. potatoes 17. chicken 5. You need some apples, oranges, bananas, and 8. carrots 18. beans blueberries. You don’t need any . . . Grains 19. nuts 6. You need some . . . You don’t need any . . . 9. rice 20. fish Exercise 6 10. cereal 11. bread A 12. crackers 2. In Canada, people hardly ever have salad for breakfast. Exercise 2 3. Some people in South Korea always eat pickled vegetables for breakfast. 2. This is Ø yogurt. 4. Americans often put cream in their coffee. 3. This is a potato. 5. Brazilians often make drinks with fruit. 4. This is an egg. 6. In England, people usually put milk in their tea. 5. This is an onion. 7. Some people in Mexico never eat pasta. 6. This is Ø rice. 8. In China, people hardly ever put sugar in their tea. Exercise 3 B Answers will vary. Answers will vary. Exercise 4 Exercise 7 1. A: What do you eat for lunch? Answers will vary. Possible answers: B: Well, I usually have some noodles in broth. 2. I never/hardly eve