Interchange 2 (Teacher's Book) - profjoseandre

210 Pages·2008·26.28 MB·English

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Title opics Functions Grammar .
=

‘Atime toremember Tntroducing yourself talking about Past tense used for habitual
People; childhood; feminisconces —yourel, exchanging personal actions

‘infrrmation; remembering your

‘hildhood; asking about someone's

oe
Caughtin the rash ‘hiking a camporain od aeeeeistearan | Lie
Gees crteauty — ncorbeecen gehen entantne ‘eetianeg anes eB
See Retrial ever” See ne ase man Ree:
intomaton tea nate ques fs =
iets

‘Deserbing positive and negative Evaluations and comparisons

features: making comparisons: adjetives: not. enough, 40, nat
talking about lifestyle changes; 8... ah 08. --axyevaluntions
‘expressing wishes ‘and comparisons witb nouns: not

‘rough, as may 08: wich

Tve never heard of that! “Talking about food; expressing likes Simwple past va. present porlech
Food ecipes:ietrosticns; coking and dislikes; describing a favorite saquonce adverbs firs, then ext,
methods ‘nck: giving instructions. ‘afer thet, finally

Going places Describing vacation plans; giving Fulbirewith br golag fo anil

‘Travel vacations; plone. travel advice: planning a vacation modal for necessity nd
sStggestion: dont have fo, must,
‘ed to, had bole, ought ¢o, should!

‘Sure. No problem! Making request acepting and __‘Two-part verb: il for espooding
Complains bowschold shores: refaing request: complaining: requests raquets with modals
equena excuse; apoleien apologising! giving excuses find Weald yor ind

‘What's this for? ‘Describing technology giving

Technolog instructions instroctions giving

Lats celebrate! ‘Deserbing holiday, fh Relative causes of ine; adverbial

erlbrations

‘Holidays; festivals; customs, ‘customs, and special events ‘Aauses of timo: before, when, after
Listening/Pronunciation ‘Whiting’ Reading Interchange Activity

Listoningto people tak about Welling an autobiography “Class profile” Pinding out about a
their past; listening fr peronel gan Ghent Reading aboutan classmates childhood
information Pessiiecth

Reduced form af used to

P=. eer
trumpet yams ering fr Cea ee Soreeaniias

iseret ies Sut inan pete Wat a

apes e are mee

etn intention in We Gelcnncane

potent as nage uss

4
Tinaciogoduciploceor REE Wik inking’ Finding ot

partments for rent listening to “Dreams Can Come True”: Bending about classmater' wishes
= comparisons listening to people about people who changed thelr
talk about lifestyle changes Testes

eee

Listening te descriptions of foods; Writing a recipe “Risky business ee
listening t recipes “Bang Fog ern ination fm
‘Reduced forms of did you and seat how fed acts phyncal——Slasamates

hhave you ‘and mental performar

S PASSED was

inening dit of Wiig vacation “Pan vacoton Deciding on a tip
“Gating Bore for La When You
‘Travel Reng aout howto sate
Reduced forms of ought to and money on eo arenes
ieee
‘inening vo requis toning o ‘Wang peruano eer Than ensue” Aelceng aed
complaints excuses, d palopes Sumer inthe Goong: Reading malay exces
fire wih tweprt verbo ‘ou the Beth A Pan
s
Uintenng to pope deserve ow io Weing adewahnu a well em “God advice Giving adc ta
rience “Abu eriang Soom
Syllable stress Hee 2 Reding tt in
theft
Listening wo desiptonofepcal Wing abi bigoted “Onc in ue mon’: nding out
digrand customs Spite cat ipl seen
‘Stress and rhythm: ‘holidays and unusual costars bn

il
Title/Topics

Functions

Grammar

Back to the fatare
{fe in the pas, present, and
feature; changes and contrasts;
‘consequences

“Talking about change; comparing
time periods; deseribing poms

‘Time contrasts; conditional
sentences with ifelauses

at
Abilities aa shill job proferencos;
personality teats careers

Describing abilities end skills;
talking about jb preferences;
describing personality traits

Gerunds; shert responses claures
with Because

It’s really worth seeing!
Landmarks and monuments;
‘sepects of countries; world
Knowledge

“Talking about landmarks and
monuments; detribing countries;
iscussing facts

‘Passive orth By (simple past,
passive without by (simple present)

Its been a long time!
Information about someone's pas;
recent past events

‘Asking about womeone’s past;
describing recent experiences

Past continuous va simple past;
‘resent perfect continuous

“Aterrifie book, but a terrible
‘moviet

Eptertainment; movies and books;
‘eactona and opinions

Deseribing movie and books;
talking about actors and actresses;
asking fr and giving reections and
Opinions

‘So that’s what it means!
Nonverbal communication;
‘estures and meanings; emotions
‘roverbs: signs and meanings:
raving conclusions

Taterpreting body lenguage;
‘explaining gestures and meanings;
Seterbing emotions explaining
proverbs; asking about signe and
meanings

‘Modals and adverb: might, may,
‘oul, ust, maybe, perhape,
‘probably, permission, obligation,
‘nd prohibition

What would you do?
‘Moe: bape: predicament;

specu
Ce

‘Speculating about past and future
events; deseribing a predicament,
Fiving advice and maggestions

areal conditional sentences with if
lnuses; past medals

‘What's your excuse?
excuse; invitatons;
white es

EVEN OFUNTS 18 CEEOL

Reporting what people say; making
requests; making invitations and

‘Reported epeec: requests; reported
speech
Ustening/Pronunclation

\Witing/ Reading Interchange Activity

Listening wo people talk about
changes listening to possible
Solutions toa peablem
Intonation

Wilting about ature hopes “Consider the consequence’
“Are Youn Lave? Randing about Agresng and disagreeing with
thesiqnscfbeinginlawe — lovsmates

Listening for job requirements;

listening to people talk abot their

Interests; Histening ta personality
traits

Final ¢in not, don, and can

‘Weitng a personality descripiion Dream jb” Hiring an employee
‘ind the Job Thats Right for
‘You: Reading bout howto find

Listening to descriptions of
‘monuments; bstening for
Information about a country
Linked sounds

“Travelers profile’ Finding out

Listening to people talk about
venta in their careers stenting
{or information about someone's
recent pot

Contrastive stress

Wetioga biography —=——“Lifeis ikea gamal™Fnding out
“Child Prodigon Reading bout
“ch eter es

about elassmater lives

Listening for opinions listening to
‘a movie review

‘Word and sentence strst

Wiese ew he evo Aig ema
ee fetes, thou soa uote Solace

Listening to people interpret
‘meanings listening to people talk
about the meanings of signe
Empheti stress

oe
“What's going on?": Interpreting.
body language

Listening to people talk about
predicamente;latening to advice
And sugsation

Reduced form of have

De the right ching: Deciding what
todoina dificult situation

:

Listening for excuses; receiving
telephone messages

Reduced forms of had, sould,
and was

‘Writing telephone messages “Excuses, excures™ Making up
“Te Truth Abat Log” Reading Cuter
abectwhiebet
Rd

a SNAPSHOT sutticuitural cities

‘This grapie presenta te ethnic makeup of various

{immigrant groupe living in fous cn, (Note: I would

bebelpfl tohaves world mp fortis activity)

‘= Books closed, Ara warm-p, have a quick brainstorming
tctivity with the cla: Choose one city fentored in the
Snapehor that the Se may know something about and
fay (name of ey) halt of immigrants and
‘tine groups: Which countries do some ofthe come
fom” Ut necescary, explain that ivmigrants are people
coming into «country fom abroad te make their hore
there) Write onthe board any sugretions $8 may have.

| Books open. $i reed the information in the Snapshot.
How many couatree matched the Se earlier
suggestions?

1 Make sure that 8s know where each citi Ioente.
(Not: If poribl, point out ora volunteers to point
jut each ty ena world map)

1 Read the questions aud. Ss work individually to
answer them. Then Ss frm pais or groups to compare
Sformation.

Alternative presentation

* Goover the Snapshot as a whole elas activity by
‘reading the information aloud, Then elit Se anewert
tothe questions.

2 conversarTION

‘This eereoe presents the past tense to tak about poole

Deckerounds.

ae

' Books cloned. Set tho eene"T people are
Rollerblading and have just crashed into eachother,
‘Write nome questions. onthe board fer Sst feeus their
tengo:

{the woman from South Amerca? (Yes)
Where mas the born? (hn Argentina)

id she grow up there? (Yes)

Where dd she arm to Rlerblade? nthe park)

1 Play the frst part ofthe audio program. $s listen nd
take notes. Then check Se anawers tothe questions
‘on the bord and elarfy any voabulary that Se may
find dieu

1 Books open. Prevent the “Lao Up and Say" technique,
‘a elpfl method for Sto uae whenever they practice
‘oaverstions printed in the tot: Ss briefly look at &
Sentence onthe page and then lok up at thir partner
land way the seatene by roling on thei short-term
menor.

1 Play the audio program agai, stopping for ooch
sentence, Seiten while looking atthe nentence and
‘hen lok up ad say i aloud,

' Medel how to use this technique to practice the
conversation with a partner. Alo, encourage Sto act
‘out their part by using gestures and displaying

‘motions whenever appropriate eg her, Ss could
"Show aurpriae on Ui faces and in thr voices when
jane bamping into each other; elsewhere, they could
smile and use hand gestures when saying “Herein the
park, firetincond time," and shake hands while
Introducing themselves.

1 Divide th clan int pair to practice the conversation.
Walk around and encourage pais tobe enthasastic and
tahave fon.

Optional Boks closed. Ask for volunter pair to stand
‘up and acl out the dialog. For n more challenging task,
hve Sr eubtitate thelr on personal information.

Bae

1 Goover the instructions and the quetion. Tell Senet to
worry about understanding every word they her: ty
Only need to understand the wot of what ssid. Then
lay the cond part ef the audio program once oF twice

‘Audio seript (See page 7.145)

(ote: Since New Interchange Stadent’s Book 2 eontains

longer listening matefals than Stade’ Book I, the

sips (or recorded material not printed onthe student's

pa appear a the back ofthis Techors Baton.)

Anawee

"Ted work in tenvel agency. He's a comput

ir]
Unit

fp This grammar focus practices statements and

‘questions fa the past ente.

1 Vee the aud program to present the questions and
‘statements inthe box: Se repent.

* Optional: Pay the nudio program agin, his time
‘iiding the class ito two large groups: One group
epeata the questions and the other tho answers Switch
tasks or edational protice.

A

* Goover the instructions. Ss work individually to il in
the missing words. Pars compare answers

+ Optional: Before Ss bein the task, model how to fli
‘the minsing words inthe fist conversation.

Elicit response to check answers
Answers

1A: Cou you tell me «ie about youre? Where
‘were youbarn?

‘BAT waa tom in South Koren.

Bids een hr

aid grew wp in Canad

G4 LisTeNinG

(GLY This exercise practices listening for key information.

1 Play the fire interview once or twice. Se only ister

Find oat what kinds of things the Ss heard about Yu
Hong. Write some of thee corzet suggestions onthe
tard in not form Then play the eecnd interview and
falow the same procedure.

Audio script (Se page 143)

' Books open. Present the five quetins inthe chat.
Pint out that Se ned to wit oly key words and
‘hrses not fll entancs, Then play the au

program again thi ime stat through, while Ss
listen and complete the chart

1 After Ss compare snrwers in pir, check Se answers by
‘aking volunters ta write their espanacs onthe board
fn nete orm,

‘ier
India

in o91

‘ampoter technician
CSvedeetonal
system

‘eater, emily, quality
ore

ic)

El GRAMMAR FOCUS Post tense
Sey ;
S.A: 00 oe suty gh vn oo woe 6c?
Rowell on youbepan toy
English? dine sti

cer

fired inerrant
Src Up nt Sy teen

B Pair work

* Cecwe te nari Mee the tak with on ore
Sse tten ts uetoats manor 1 pat
StaseStte ene chet yest

a earratee!

Dau povey ther?

Prt atare ating the queon sd renoning
awe

ea end as nd ro tnly dn Asn
Tyemnmm pnt pons a pale

, SEIU Sociale ater penne eee.

ey retin ooctcnae

Optional etiviy Think fot

Time: 8-10 mits. The goa ofthis activity isto have Se
practice making statements or aaking quentons with re-
elected veabulary, Te provides fun review of voenbulary
‘ted of grammar. Tis cold be dane in a grouper 083
‘hole clas actly, (Not: Thi netvity could be adapted
Toruse with any units voeabulary and grammar pints)
Preparation: Choe words from this unto other words
that would be useful for So eevew fn Unit 1, Cycle
erb tense the pat tons; verbs Holerblade, move,
study nouns ~ English, countries, immigrants).

1 Model how the activity works: Give the asa word nd
then ell on one Sto wor the word in a statement or in 8
‘question; designate the vor eave ihat i alo foes
Forexample:

“TeMake a statement inthe past tense with he verb
move hn.

‘S11 moved to the United States in 1997

(Note Then thie calls ot the ame of anther S, who

takes the net sentence.)

St: Hanako?

‘5% My parents moved to Ro lt year,

«Sec hove far Sx can kep te game going before ving
‘hem another word ene, ope of structure (eg.
‘@vetan, statement,
A.time to remember

G Germine To know you

‘Ths uency activity enables Sto practice what they have
learned far in Gye it alo giver them a chance to
‘expand thei communicative ably

A Pair work

1 Introduce this interview activity by reading the
Sstracion loud. Then model the tark: Clon one S
in the clas and practice the example dialog. Continue
the dialog hy asking low-up quetions lke the ones
ven or ther questions of our own.

' Ssform pair. Remind Soto take note; they only ned
to write down key worde and nusers tous in prt

' While pir ae interviewing euch ether, walk arvund
‘he class and give help a needed

B Class activity
* Goover the instructions and the example introduction.

* Aak as many $08 time allows to introduce their
Drtners and to give aa mech iformation as ponsbe

Gl WORD POWER hen vas. chia

‘Thin exercise present voeabolary that can be used to talk
boat childhood memories it leo practices eneporising
‘words according to ther meanings

A

* Present the instructions and the word map

' Ask Ss to ook through the vocabulary list. Prosounce

ud expan any now words including the category tle
in the charg, without ving way a entery thet word
‘may belong i; alternatively, et Ss se ther dictionaries,

"complet the word map individually. Remind them
‘add one more word af ther own to each eatery: Ther,
‘Ss form prs to caxpare answers,

' Bilcit Se answers around the class and write then on
‘he board Tell 6 to use this information to 24d any
additional words to their own maps,

Answers (extra example in boldface)

“Habbiee Poss

tele come eee

Pay chee stomaercamp

Pat treehouse,

lay computer games smuvement park

Pas Powssione

an tice
sera

Shi Socrer al
ieay bear

bout tern. When one has finished, ether Se nthe
«lass can ask additional questions iter the $ who
‘ade the introduction ar the partner whe was
Introduced can anower the questions.

"= Optional: Whenever posible, invite native and
‘not-native speakers of Reich to visit the tans. I
‘wef fr Ss to realize thet English i spoken in aany
ferent accents around the worl, Seen interview the
visitors using questions lke those given in par A.

Optional netivity: Getting to now you even better

1 See puge 7.160

RE work oor

For homework, atsign Exercises 1-4 on pages 1-9 in the
Workbook as nla work or for homework, Cheek Se”
answers nt a convenient time dving the next cae
(Answers canbe fund on page T-191 ofthe Werkcak
‘Answer Key in this Teachers Editon)

B Pair work

"Gover the tank and the example dialog. Model he tase
with ne two Se

' After chooe three word from Uh word map, they
fom pies and take turns talking about some of the
<uldhood memories, Walk around the class sod give
help ae needed.

Optional activity: P's the teacher’ turn!

Tine 5-10 minutes, This activity practices yen and

‘Wh-question with be and do, Tala allows Se to learn

something about you, the teacher,

' Write some questions lke thee on the bord for Seto
ask you
Where are yeu fom eiginaly?
Where did you go fo school?
id you major Engh?
What languages do you speak?
What do you wont to cal you in os?

' Present the questions. Then lit aditina once and
write them onthe board,

* Ss take turns asking you the questions on the bod as
well as thei own follawp questions

Alternative prosentation

‘= Tm this activity into enter, Divide the clus nto
{e, three oF four ane groups, Explain the role:
Groups take turasaeking you questions, Bach group
[gets one point foreach gratauatiallyearrec question.
‘Ate ive minutes, the group with the moet points wa

7

____
Unit +

CONVERSATION

‘This conversation introduce the past with wed ta.

Aw
1 Books ele, Sethe rene: Two fends are talking
‘hort chided memarien Write some ores questiens
Sethe bard uke thee:
‘Where di the woman go erty sumer? Tor
nd'bench boar
How lg dd se send sere? _(vo week)
Vint i she doce dy? Sh gt wp ently and
eledalng the each)
Weta te woman and mon cot? Shells)
1 Pla the au program. Sone for aniwer tthe
{ueton on the band. Check Ss answers
1 Boks open. Tell ook a he pcre andor to reed
Ming enty they tent the ai program again.
«Proven the convertion lin by ine plain theve
onde and expresion

1 Ss practice the conversation in pair

Boh

1 Rend the question aloud. Then play the second part of
the audio program atleast once.

‘Auto seript (See page 7-145)

' Bick end check S¢ answers around the se,

Answer

“JelPa favorite childhood memory is sting bi
[Grandparents empcialy ding his grandfather's here,
Blade

EE) GRAMMAR FOCUS Usesto

to This grammar oun pretense for habitual
omnia past
ath ved to und thn pst tense can be wed to derive
‘ng it happened esl nthe ps bat bt 0
Teer pons or exists te conten mae er tat
‘stun pst cine state ringed to, he
ft ese omens nore nppropete than wed
ef, owe pes uy cid Neen tat do
‘eaten aeiy tat ake pace oer an exert
Jerod ere: thesrcture ser be ned frie
‘prc ont in tne recap sed too he
‘ovis et Sturdy.
1 Pty the auto program o present the question and
atemente inthe x Sree

A

' Before 6 bein theta, model how the sentences cuht
‘becampleted either by giving information about yourself
by using the pletures provided. Alternatively, ak
Several veneers odo thix about thernelves. For
‘rample, suitable responses fer number 2 might be:
used to bea good swinamer, but Pm nat anymore.
{aed tbe vary hia, but Tm not anymore.

1 Sado the tas individually, writing their sentences on 2
separate pce of paper. When they finish have Chem
compare anwers witha pine.

Check answers around the cles. Accept any answer
that ie loge and graramatialycoret.

B Pair work
* Goover the task, Se first work individually to write ive

15

mare used to sentences aboot themselves, Then aire
{lake turne reading thelr sentence albod to eachother.

1 Find out which pairs larmed that they bad something
Ineommon abt their pst. Ask them to share their
discoveries with the ele.

Optional activity: Sentence-mahing contest

‘Time; 10-18 minute. Tis utivity reviews describing

people their carers, and changes in thei ves

Preparation: Inthe class baie the ctvity is dane, each

S brings one color magazine picture showing sever]

people doing varios atte, Collet the picture and

‘hose the bot ones for tie task. The umber of pctores

‘Should equal the number of groups (gles sae 20 = 4

Sein each group = 5 petures needed). Then number each

pete (ea, #7. #2

1 Give each group a plture and explain the game: try
to mae a many diferent sentences asthe can in
three minute ~ bout the people in the picture. On a
separate piece of paper, the group seeretary writes down
the picture's mamber and every wetenee the groupes
think up.

‘= When the fire theeesminut time iit ie up r00ps
‘xchange pictures (lacks andthe cats) and do
the tak again with the net piture.On the same piace
ff paper, the group secretary again writes dwn the
petur's number and ll the vencences that the group

1 forma, Continae the activity until every group has
trritten sentences for eoehpeture pased around.

«= Now find out which group has written the most
tentence for ench phere. Ten the group bel wp
the peta while the group secretary read their
Sentences aloud ta the lass.

eee se
time to remember

ED PRONUNCIATION Usesto
‘in exercve ass n the pronation owed,

Ass

1 Pay the avi program ace while Sony Hinen Point
ut the reduction af wed to fyuwstal The din aed ia
Set and o sundae tah

1 hay he aio program apnin. Thi tine, Seiten and
Fepeat cach enone bing the reduced pronunciation of
nary

B Pair work

* Goover the task: Ss look again at their sentences frm
[Brercne San page S and read them toa partner, paying
‘owe attention tothe pronunciation of used fo. (Note: IF
penile, have Ss work with difrent partners from the
‘hes they had in Faorcise 8)

1 Pairs take turns reading aloud thelr sentences with
ud to fom parts A and B of Bxercise 8 on page 5.
‘Walkaround the else and discreetly listen Into Se
pronunciation of use to; model the correct reduced
founds again Sear having ony ica.

{ memories

“This iva fuency activity in which Se have the chance to
find out mare abot thee classmates’

A Pair work

1 Gover the instructions. Madel wach question; Se repeat.

1 Se form pare, Have them think of and write down thrce
‘more questions to aekooch other. Tell Sst do this
{nil task indivdally or tether with their partners

* Optional: If any 8 are having trouble making wp
fdditonalquetions, ask volunteers to ruggest some.
‘Wirit any suitable question an the board

1 Pies take turns asking and answering the questions,
(Go around and give help ax needed Note If Se doa.
‘want to answer question beeause they cose it on
Tertonal tll hemo either make vp an amare o to
{ay "Sorry, but 1 rather not ensweer that")

15 Tell Sto save their questions and any notes fr ute in
the siting activity in xercive 1

B Coss activity
1S take tras telling the clas two interesting things
they learned shou thei partner

@@ wanine

“Thin writing exerci allows Seto pull together al that
‘they have learned in Bxerines 6-10. Nate: The exercise
‘ral be done either in elas or as homework.)

A

"Gover the task. oad aloud the example paragraph,
Elicit some topic from the model that St may Wish 0
{neude in thle ows compositions Write the toiey on
‘the board ike this

My Childhood
ny family cout house summer
ings moving ‘euldoor games

1 Aak the class to use their questions, notes, and ideas
‘rom Exercise 10 sugnctwdditional topes Write
thereon the board as well

(ote: For suggestions on how to tench writing, tee the

Tntreduction to his Teachers Edin called Cnerl

Gaideine for Teaching New Interchange: Teaching

Writing Sis poge x)

1 Ask Seto plana composition of tro thee paragrephe
‘bout “cildheed” Encourage thom frst beaintorm
formas notes oa tpi for each ofthe paragraphs.
"They should then ot that information to help them
sorte sist draft

1 Whea Shave almotfniahed writing thle Fiat det,
‘move aro the cass and give individual fedback on
the content and orgeniaton ofeach deat
‘lernaively, sk Seto exchange their Gratin pie
‘and Lo give some hepful oomarents to each ether an
‘vt in god end What might be isprved.

1 Ss revise their compenttions in dass or for homework.

B Group work

* Goover the instrctons. Ask fortwo volunteers to
‘model the tac in font of the caes. When they nish,
‘lit ditional questions from the est ofthe eles.

* Se form small groupe and take turns reading thelr
‘compositions aloe Tell hem als to anaver thelr
froup members questions

* Optional: Colet the compositions and give comments
and advice. You may want to have Spt their
‘compositions on he bulletin board for thers read

and ex.

‘Seepage T-106 inthis Teachers Bdition for nots.

iz)