How to teach remotely with
Here are some suggestions for how you could use the units in the Interchange coursebooks and other supplementary materials to support your online classes. The link below takes you to the teaching resources. You can download and share these links with your students. They include links to all the audio and video files in the coursebook lessons: https://www.cambridge.org/cambridgeenglish/catalog/adultcourses/interchange-5th-edition/resources click here
The suggestions are based on a mixed model of remote teaching using: > live lessons online > discussion forums moderated by the teacher > collaborative group tasks without the teacher > individual self-access study
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Useful tools in live classes: SCREEN-SHARING: you can share Presentation Plus (if you have it), images, audio files and short video files (bandwidth permitting).
G R E AT F O R :
C H AT B O X : use for short answers and brainstorming, allows for all students to participate actively at the same time.
G R E AT F O R :
BREAKOUT ROOMS: these are virtual rooms for small groups that can be set up as part of the main classroom. Teachers can enter these rooms and monitor the work going on in pairs or small groups.
G R E AT F O R :
> giving instructions
> starting the lesson
> comparing answers after tasks
> setting up tasks
> checking concepts
> role-plays
> presenting grammar or vocabulary
> checking answers
> short discussion
> closing the lesson
> collaborative tasks.
> stimulating discussions.
> getting feedback.
Two or three short breakout room tasks each lesson help to add variety. To find out more about how to set up and manage breakout rooms and other functions in your online class, please follow this link: https://www.cambridge.org/elt/blog/2020/03/16/using-video-conference-platformteaching-online/
Tools your students can use for tasks outside the classroom
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DISCUSSION FORUMS:
VIDEO OR AUDIO RECORDINGS:
you can post a short task on any discussion forum platform (you may have a digital platform at your school, you may want to use online applications like Moodle or Edmodo, or you may want to use a wiki or a blog or other shared online space).
students can make short video recordings on their phones, tablets or computers and share them with you and/or the whole class.
C O L L A B O R AT I V E WRITING TOOLS: students can work together online to write and edit a document using (for example) Google Docs.
A quick overview of the Interchange unit structure The sections you will want to prioritize for live video-conferencing classes are shown in bold. Start of unit
> Learning aims for this unit > To set the topic: A combination or two or more of Snapshot/Perspectives1, vocabulary, listening, speaking
Middle of unit
> Presentation of new language (usually 2 areas of grammar / vocabulary are focused on, sometimes including pronunciation work) > This new language is introduced through new skills activities (if it didn’t already appear in the earlier skills activities in the unit) > New language is practiced through speaking and at least one other skill
End of unit
> Speaking / writing skills work + related grammar focus > Almost every unit ends with reading skills
Every unit
> Interchange activities (pair / group speaking)
Every two units
> Review (speaking + listening activities)
Important note: This structure is a generally true representation of all Interchange levels and units. Interchange develops all four skills, plus grammar, vocabulary and pronunciation—but to keep students engaged and avoid feeling repetitive, the structure is not identical in every unit. The other sections can be set for self-study or collaborative asynchronous pair work or group work. Your schedule and the length of your online classes will determine how much you can cover in your live classes. You will probably want to plan your schedule unit by unit and use the first class of each new unit to explain the workflow to your class, setting out deadlines for independent study, and creating groups for collaborative tasks. In the last lesson you may want to ask students to prepare for the next unit. You may also want to dedicate specific lessons or parts of the course timetable to the Review sections. 1 “Snapshots” appear in levels Intro, 1 and 2. These become “Perspectives” in Level 3. Both Snapshots and Perspectives introduce the next topic, but Perspectives are more suited to higher-level students as they require more reading and processing.
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A suggested structure for a flipped approach A flipped approach is based on the principle that live lessons give students the chance to speak and clarify their doubts. Students can complete other tasks such as reading, listening and controlled practice exercises on their own and use the classroom to check or discuss answers. The notes below are based on four live lessons per unit, plus an extra live lesson for a review after every two units. But you can break these up in whatever way suits your timetable. Note: Items below marked with * are included in some units, but not every unit. BEFORE THE CLASS
DURING THE CLASS
LIVE CLASS FUNCTIONS
1 Read the learning aims for this unit.
1 In groups, students discuss the
1 Breakout Rooms
2 Check the meaning of vocabulary in
2 Teacher checks understanding
2 Chat Box / Screen-
3 Read the Snapshot / Perspective
3 In pairs or groups, students do the
3 Breakout rooms
Start of unit
the Snapshot / Perspective.*
discussion questions* and prepare to discuss them.
4 Complete the vocabulary exercises
(sometimes called “Word Power”).*
5 Listen to the recording* and complete the exercises.
5
Snapshot / Perspective questions or do the Speaking activity (whichever is included in a specific unit). Followup discussion and feedback in the main classroom.
and pronunciation of the new vocabulary.
speaking task included in the Word Power section.*
sharing
BEFORE THE CLASS
DURING THE CLASS
LIVE CLASS FUNCTIONS
Middle of unit (Language presentation + practice 1)
1 Listening (sometimes called
1 Teacher introduces aims of live
2 Grammar Focus: read the
2 In groups, students recall listening
2 Breakout Rooms
3 Teacher checks concepts and
3 Chat Box / screen-
“Conversation”): listen to the clip and answer the comprehension questions.
explanation, refer to the listening script if necessary and complete the exercises.
class.
clip and compare answers to comprehension exercises. They also compare answers for Grammar Focus exercises.
answers to listening and grammar exercises.
sharing
4 Teacher models pronunciation* and students practice, drilling chorally and individually.
5 In pairs / groups, students complete the Speaking and/or Interchange* activities in groups. Feedback and delayed error correction take place in the main classroom.
6 Teacher reviews lesson aims.
6
5 Breakout rooms
BEFORE THE CLASS
DURING THE CLASS
LIVE CLASS FUNCTIONS
Middle of unit (Language presentation + practice 2)
1 Extra listening section*: listen to the
1 Teacher introduces aims of live
2 Listening to present new language
2 Students recall extra listening clip*
3 Grammar focus: read explanations
3 In groups, students recall main
3 Breakout rooms
4 Grammar focus: prepare for
4 Teacher checks answers to listening
4 Chat Box / screen-
5 Teacher checks grammar concepts
5 Chat Box / screen-
clip and answer the comprehension questions. (sometimes called “Conversation”): listen to the clip and answer the comprehension questions.
and complete individual exercises.
communicative practice exercises.*
class.
and compare answers to exercises as a whole class. Teacher confirms answers and checks understanding of any new vocab. listening clip and compare answers to exercises. They also compare answers for individual Grammar Focus exercises. comprehension exercises.
and answers to individual Grammar Focus exercises.
sharing sharing
6 Teacher models pronunciation* and students practice, drilling chorally and individually.
7 In pairs / groups, students do
communicative practice exercises from Grammar focus* and/or followup Discussion activity.* Feedback and delayed error correction take place in the main classroom.
8 Teacher reviews lesson aims.
7
7 Breakout rooms
BEFORE THE CLASS
DURING THE CLASS
LIVE CLASS FUNCTIONS
End of unit 1 Follow-up listening*: students
1 Teacher introduces aims of live
2 Writing*: read the prompt and
2 In groups, students recall the
2 Breakout rooms
3 Reading: read the text and
3 Teacher checks answers to listening
3 Chat Box / screen-
4 In groups, students recall reading
4 Breakout rooms
listen and complete the exercises, reinforcing their receptive knowledge of the last language focus in the previous section. model, then write your own text. (Ideally, this will be written collaboratively. If this is not possible, and if technology permits, they should share and comment on each other’s texts. The final product in either case should be submitted to the teacher.) complete the comprehension questions.
class.
follow-up listening clip* and compare answers to comprehension exercises.
comprehension exercises*.
text and compare answers to exercises.
sharing
5 Teacher checks answers and deals with any difficult language.
6 In pairs, students discuss pair /
6 Chat Box / screen-
7 In pairs / groups, students
7 Breakout rooms
group questions related to the reading text. Feedback and delayed error correction take place in the main classroom. complete Speaking / Discussion / Interchange* activity. Feedback and delayed error correct take place in the main classroom.
8 Teacher reviews lesson aims.
8
sharing
BEFORE THE CLASS
DURING THE CLASS
LIVE CLASS FUNCTIONS
Review units 1 Self-assessment: read the
1 Whole class recalls the listening
1 Chat Box / screen-
2 Listening: complete the
2 In pairs, students do the follow-
2 Breakout rooms
3 Speaking (several sections): prepare
3 In pairs / groups, students do
3 Breakout rooms
4 In pairs / groups, students do
4 Breakout rooms
5 In pairs / groups, students do
5 Breakout rooms
6 Teacher reviews the learning aims
6 Chat Box / screen-
statements and give yourself a score.
comprehension exercises.
your contribution for the group activities in the live class.
clip. Teacher checks answers to comprehension questions.
up speaking part of the listening section. Feedback and delayed error correction take place in the main classroom.
the first communicative activity. Feedback and delayed error correction take place in the main classroom.
the next communicative activity. Feedback and delayed error correction take place in the main classroom.
the final communicative activity. Feedback and delayed error correction take place in the main classroom.
from the whole unit and prepares students for the next unit.
sharing
sharing
Note: there is a lot of speaking practice in the Review units. Vary the interaction so students are not always working with the same people, and do some activities in pairs, some in small groups and some in larger groups.
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More detailed notes on how to structure the live classes lesson by lesson. Remember: Interchange develops all four skills, plus grammar, vocabulary and pronunciation— but to keep students engaged and avoid feeling repetitive, the structure is not identical in every unit. This sample unit plan is based on Level 1, Unit 4 and the following Review section.
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Do you play the guitar? Discuss entertainment likes and dislikes Make, accept, and decline invitations
1
SNAPSHOT
MUSIC SALES
IN THE UNITED STATES Pop 14.9%
Country 11.2% Electronic 3.4% Latin 2.6%
R&B and Hip-Hop 17.2%
Classical 1.4% Jazz 1.4%
Other 18.4% Rock 29%
What styles of music do you like? What styles do you dislike? What styles of music are popular in your country?
2
WORD POWER
That’s entertainment!
A Complete the word map with words from the list. Some words can go in more than one category. action electronic game show horror musical rap
reality show reggae salsa science fiction soap opera talk show
TV SHOWS
ENTERTAINMENT
MOVIES
B Add two more words to each category. Then compare with a partner.
MUSIC
C GROUP WORK Number the items in each list from 1 (you like it the most) to 6 (you like it the least). Then compare your ideas. 22
Start of unit: Engaging with the topic, learning key vocab, breakout room discussion
Intro
Chat box
Remind the students that the objectives for the unit (which they should have read before the class) will be covered over the next few classes.
Lead-in Play students a few music clips. These could be your favorite pieces of music, or if you can find examples easily, clips representing the genres in the Snapshot activity. See if they can identify (or agree on!) the genres.
1 10
Divide your class into pairs or small groups and ask them to discuss the Snapshot questions in the breakout rooms. (Give these instructions before moving them to breakout rooms.) Allow at least 6 to 7 minutes for this discussion, including the time it takes to move to the breakout rooms. Visit each of the rooms in turn to monitor the task and help where necessary.
Chat Box Main classroom (Individual earphones) Breakout Rooms
2 3 4 5 6
Bring the students back into the main classroom. Ask them to write one sentence they remember from their breakout room task in the chat box. Call on individual students to expand on their answers in the chat box and report back on their group’s work. Choose a few examples of good language and a few examples of errors to praise or correct in the chat box, based on what you heard while monitoring the pair work.
Chat Box
Remind students of the vocabulary activity they did before class. Elicit examples of TV shows / movies / music and share this brainstorm by sharing your screen or creating a word cloud (if you’re familiar with a website for doing this).
Chat Box
Divide your class into pairs and ask them to do the Group Work task. (Give these instructions before moving them to breakout rooms.) Allow at least 10 minutes for this discussion, including the time it takes to move to the breakout rooms. Visit each of the rooms in turn to monitor the task and help where necessary.
Breakout Rooms
Now combine the pairs, making new small groups in the breakout rooms. They should repeat the task but try to come to an agreement about the top and bottom items on their lists. Allow at least 10 minutes for this task. Visit each of the rooms in turn to monitor the task and help where necessary.
Breakout rooms
Bring the students back into the main classroom. Invite them to share their number 1 and number 6 items from their final breakout room task in the chat box. Call on individual students to expand on their answers in the chat box and report back on their group’s work. Choose a few examples of good language and a few examples of errors to praise or correct in the chat box, based on what you heard while monitoring the pair work.
Main classroom
Main classroom
Main classroom Screen-sharing
Chat box
Close by thanking the students for their participation, reviewing the lesson aims briefly + setting homework. Look ahead to the next class. For homework before the next live class, ask the students to: > Listen to the Conversation (ex. 3) and answer the comprehension questions. > Read the Grammar Focus box (ex. 4) and complete the exercises. (They can refer to the listening script from the Conversation if necessary.) Optional: additional practice materials are available in the Digital Workbook / print Workbook.
11
Self-study
3
CONVERSATION
What kind of music do you like?
5
A Listen and practice.
Intonation in questions
Wh-questions usually have falling intonation.
SETH
Do you like pop music?
I think I know her. Does she play the violin?
SETH
Do you like TV? Do you like video games? Do you play a musical instrument?
Of course! I guess I don’t listen to pop music a lot.
LEANNE Oh, really? What kind of music do you like? SETH
I really like hip-hop. Drake is my favorite musician.
6
LEANNE Doesn’t Drake play the guitar? SETH
SPEAKING
What shows do you like? What games do you like? What instrument do you play?
Entertainment survey
A GROUP WORK Write five questions about entertainment and entertainers. Then ask and answer your questions in groups.
No, Leanne. He sings and raps.
What kinds of . . . do you like? (music, TV shows, video games) Do you like . . . ? (reggae, game shows, action movies) Who’s your favorite . . . ? (singer, actor, athlete)
LEANNE OK. Well, I think we need to teach each other about music!
B Listen to the rest of the conversation. Who is Seth’s favorite band? Does Leanne like them?
GRAMMAR FOCUS
B GROUP WORK Complete this information about your group. Ask any additional questions.
Simple present questions; short answers Do you like country music? Yes, I do. I love it. No, I don’t. I don’t like it very much.
What kind of music do you like? I really like rap.
Does she play the piano? Yes, she does. She plays very well. No, she doesn’t. She doesn’t play an instrument.
What does she play? She plays the guitar.
Do they like Imagine Dragons? Yes, they do. They like them a lot. No, they don’t. They don’t like them at all.
What kind of music do you like?
B PAIR WORK Practice these questions.
LEANNE No. She’s a pop star.
4
PRONUNCIATION
A Listen and practice. Yes/No questions usually have rising intonation.
LEANNE I can’t wait for the Taylor Swift concert this Friday!
Our group
Object pronouns
him her it us
Who do they like? They like Maroon 5.
What’s your favorite . . . ?
FAV O R I T ES
me you
them
song movie video game
What’s your favorite kind of . . . ?
Who’s your favorite . . . ?
music
singer
movie
actor
TV show
athlete
GRAMMAR PLUS see page 135
Complete these conversations. Then practice with a partner. 1. A: B: 2. A: B: 3. A: B: 4. A: B: A:
I like Alabama Shakes a lot. you know , and I love this song. Let’s download Yes, I you like science fiction movies? . I like very much. Yes, I Vinnie and Midori like soap operas? , but Midori . She hates Vinnie Maya like? What kind of music Classical music. She loves Yo-Yo Ma. a lot. Yeah, he’s amazing. I like
? .
.
Steph Curry
Adele
Star Wars: The Force Awakens
Top Chef
C CLASS ACTIVITY Read your group’s list to the class. Find out the class favorites.
Alabama Shakes
Do you play the guitar?
23
24
Unit 4
Middle of unit: Language presentation + practice 1
Intro
Chat box
Confirm the objectives for this part of the unit: develop listening and speaking skills, practice the present simple.
Lead-in Start with a quick review of the last lesson and a short warmer to allow time for everyone to enter the class. For example, you can ask the students to type answers to simple questions that appeared in their self-study content, like What kind of music do you like? Or Do you play a musical instrument?
1 2 3 12
Chat Box Main classroom
Divide the class into pairs and ask them to compare their answers to the listening comprehension and grammar exercises which they did as selfstudy before the class. Allow at least 5 to 6 minutes for this, including the time it takes to move to the breakout rooms. Visit each of the rooms in turn to monitor the task, but don’t help the students yet.
Breakout Rooms
Bring the students back into the main classroom. Invite them to confirm their answers to the listening comprehension questions in the chat box. Then do the same for the Grammar Focus activity. Ask some questions to check the students’ understanding, for example Is this grammar about things that are always true, or just now? (Answer: always.) Respond to any queries or confusion.
Chat Box
Play the Pronunciation section audio for the students to hear, or, if you feel comfortable, demonstrate the intonation yourself. Drill the pronunciation of each sentence chorally, then invite a few students one by one to turn on their microphone and repeat.
Main classroom
Main classroom
Microphones (+ earphones)
4 5 6
Give the students 3 minutes to write their own 5 questions about entertainment and entertainers. They shouldn’t share these with the group yet, but (technology permitting) they should share them privately with you to quickly check the grammatical accuracy. Allow an extra 4-5 minutes to complete this stage.
(Private Chat Box, if available)
Divide the class into small groups and ask them to ask and answer each other’s questions. (Give these instructions before moving them to breakout rooms.) Allow at least 8-9 minutes for this discussion, including the time it takes to move to the breakout rooms. Visit each of the rooms in turn to monitor the task and help where necessary.
Breakout rooms
Bring the students back into the main classroom. Invite them to share some examples from their group’s discussion in the chat box. Call on individual students to expand on their answers in the chat box and report back on their group’s work. Choose a few examples of good language and a few examples of errors to praise or correct in the chat box, based on what you heard while monitoring the pair work.
Chat Box Main classroom
Close by thanking the students for their participation, reviewing the lesson aims briefly + setting homework. Look ahead to the next class. For homework before the next live class, ask the students to:
Self-study
> Listen to ‘The Perfect Date’ (ex. 7) and complete the chart. > Listen to the Conversation (ex. 8) once just for understanding and then again, this time shadowing2 the speakers. Answer the comprehension questions. > Read the Grammar Focus box (ex. 9) and complete exercise A. Then prepare ideas for exercises B and C to use in the next live class. Optional: additional practice materials are available in the Digital Workbook / print Workbook.
2 “Snapshots” appear in levels Intro, 1 and 2. These become “Perspectives” in Level 3. Both Snapshots and Perspectives introduce the next topic, but Perspectives are more suited to higher-level students as they require more reading and processing.
13
7
LISTENING
9
The perfect date
A Listen to a host and four people on a TV game show. Three men want to invite
GRAMMAR FOCUS Would; verb + to + verb
Alexis on a date. What kinds of things do they like? Complete the chart.
Would you like to go out on Friday?
Would you like to go to a concert?
Contractions
Yes, I would.
I’d like to, but I have to work late.
Yes, I’d love to. Thanks.
I’d like to, but I need to save money.
I’d = I would
I’d like to, but I want to visit my parents. GRAMMAR PLUS see page 135
A Respond to three invitations. Then write three invitations for the given responses.
Jacob
Tyler
1. A: I have tickets to the soccer game on Sunday. Would you like to go? B: 2. A: Would you like to come over for dinner tomorrow night? B: 3. A: Would you like to go to a hip-hop dance class with me this weekend? B:
Andrew
Alexis
Jacob
Tyler
Andrew
Alexis
Music
4. A: B: Yes, I’d love to. Thank you! 5. A: B: Well, I’d like to, but I have to study. 6. A: B: Yes, I would. I really like electronic music.
B PAIR WORK Ask and answer the questions in part A. Give your own responses.
Movies
C PAIR WORK Think of three things you would like to do. Then invite a partner to do them
TV shows
with you. Your partner responds and asks follow-up questions like these: When is it?
B CLASS ACTIVITY Who do you think is the best date for Alexis? Why?
8
CONVERSATION
10 WRITING
What time does it start?
Where is it?
What time does it start?
text message abbreviations
CONNOR I have tickets to my brother’s concert on Friday night. Would you like to go? CAMILA
60%
Thanks, I’d love to. What time does it start?
< Back
CONNOR At 8:00. CAMILA
Messages
r u busy Saturday? Want 2 go 2 the beach?
Do you want to have dinner before? Maybe at 6:00?
Jul 4 3:28 PM
u = you
afaik = as far as I know
r = are
lol = laugh out loud
2 = to / too
idk = I don’t know
pls = please
msg = message
thx = thanks
nm = never mind
imo = in my opinion
brb = be right back
tbh = to be honest
ttyl = talk to you later
idk. Have to ask my parents. brb.
CONNOR Well, I’d like to, but I have to work late. Let’s just meet before the concert, around 7:30. CAMILA
When does it end?
Text messages
A What do these text messages say?
A Listen and practice.
Jul 4 3:32 PM
No problem. We can have dinner another day. Let’s meet at your office and go together.
B GROUP WORK Write a “text message” to each person in your group. Then exchange messages. Write a response to each message.
CONNOR Sounds good! See you on Friday.
11 INTERCHANGE 4
B Listen to Connor and Camila talking at the concert. Does Camila like the concert? Does Connor’s brother play well?
Are you free this weekend?
Make weekend plans with your classmates. Go to Interchange 4 on page 118.
Do you play the guitar?
25
26
Unit 4
Middle of unit: Language presentation + practice 2
Intro
Chat box
Confirm the objectives for this part of the unit: develop listening and speaking skills, practice questions and responses with would.
Lead-in Start with a quick review of the last lesson and a short warmer to allow time for everyone to enter the class. For example, you can ask the students to type answers to simple questions that relate to their previous self-study content, like When did you last go to a concert? Or When did you last go out for dinner?
1 2
14
Main classroom Chat Box
Invite the class to summarize some key points from the listening clip they studied as self-study (“Conversation”) in the chat box. Invite them to compare their answers to the comprehension questions as a whole class. Confirm the correct answers and check understanding of any new vocab.
Chat Box
Remind the students of the sentences they completed for practice in the Grammar Focus section (ex. 9, Part A). Ask them to have these ready for the next activity. Divide the students into pairs and, in the breakout rooms, they should ask and answer the questions in Part A. Allow at least 6 to 7 minutes for this, including the time it takes to move to the breakout rooms. Visit each of the rooms in turn to monitor the task and help / correct where necessary.
Breakout Rooms
Main classroom
3 4 5 6
Bring the students back into the main classroom. Ask some questions to check the students’ understanding, for example One student said “I’d love to but I have to visit my grandmother.” So is he answering yes or no? (Answer: no.) Is this a polite way to say no? (Answer: yes.) Conduct brief delayed feedback on their speaking task: choose a few examples of good language and a few examples of errors to praise or correct in the chat box, based on what you heard while monitoring the pair work. Respond to any queries or confusion.
Chat Box
Ask the students to write their own ideas for social invitations in the chat box. For example: “go to the movies”, “go to a concert”, “visit a museum”, etc. Add some energy by doing this as a super-quick 2-minute brainstorm. You might want to set a timer or countdown clock so the students know when time is up! Try to generate at least 6-7 ideas, but ideally get 1-2 ideas from each student.
Chat Box
Divide the class into new pairs and ask them to invite and respond to their partners in their breakout rooms. (Give these instructions before moving them to breakout rooms.) Allow at least 4-5 minutes for this activity, including the time it takes to move to the breakout rooms. Visit each of the rooms in turn to monitor the task and help where necessary.
Breakout rooms
Bring the students back into the main classroom. Invite them to share some examples from their activity in the chat box. Ask them: did your partner accept your invitation? (If not, why not?) Praise their creative ideas first, then choose a few examples of good language and a few examples of errors to correct in the chat box, based on what you heard while monitoring the pair work.
Chat Box
Main classroom
Main classroom
Main classroom
Close by thanking the students for their participation, reviewing the lesson aims briefly + setting homework. Look ahead to the next class. For homework before the next live class, ask the students to: > Read the text message (SMS) abbreviations and start a collaborative document (for example, in Google Docs) or a real chat group (for example, on WhatsApp). They should write at least one new message to someone and respond to at least one message. (Remind them that you will monitor what they write, so they should be polite!) > Read the text (ex. 12) and complete the comprehension questions. > Prepare for the speaking activity in the live class: write down 3 things you need to do and 3 things you want to do this weekend, including the days and times. Optional: additional practice materials are available in the Digital Workbook / print Workbook.
15
Self-study
9
INTERCHANGE 4
12 READING
GRAMMAR FOCUS
Are you free this weekend?
A Scan the article and look at the pictures. In what year did each event take place?
Would; verb + to + verb Would you like to go out on Friday? Yes, I would.
Would you like to go to a concert?
Yes, I’d love to. Thanks.
The World’s Most Powerful
FEMALE MUSICIAN
Contractions
I’d like to, but I have to work late.
I’d = I would
I’d like to, but I need to save money. I’d like to, but I want to visit my parents. GRAMMAR PLUS see page 135
A Respond to three invitations. Then write three invitations for the given responses. 1. A: I have tickets to the soccer game on Sunday. Would you like to go? B: 2. A: Would you like to come over for dinner tomorrow night? B: 3. A: Would you like to go to a hip-hop dance class with me this weekend? B:
4. A: B: Yes, I’d love to. Thank you! 5. A: B: Well, I’d like to, but I have to study. 6. A: B: Yes, I would. I really like electronic music.
B PAIR WORK Ask and answer the questions in part A. Give your own responses. C PAIR WORK Think of three things you would like to do. Then invite a partner to do them with you. Your partner responds and asks follow-up questions like these: When is it?
10 WRITING
Where is it?
What time does it start?
2001
text message abbreviations 60%
Messages
r u busy Saturday? Want 2 go 2 the beach? Jul 4 3:28 PM
u = you
afaik = as far as I know
r = are
lol = laugh out loud
2 = to / too
idk = I don’t know
pls = please
msg = message
thx = thanks
nm = never mind
imo = in my opinion
brb = be right back
tbh = to be honest
ttyl = talk to you later
idk. Have to ask my parents. brb. Jul 4 3:32 PM
B GROUP WORK Write a “text message” to each person in your group. Then exchange messages. Write a response to each message.
11 INTERCHANGE 4
Are you free this weekend?
Make weekend plans with your classmates. Go to Interchange 4 on page 118. 26
Unit 4
nonstop since I was 15. I don’t even know how to chill out.” Many people talk about Beyoncé’s energy on stage. She’s an amazing entertainer. Millions of fans love her singing and dancing. Beyoncé uses many different styles of music, including funk, soul, and pop. In her career so far, Beyoncé has sold over 100 million records as a solo artist and another 60 million records with her group Destiny’s Child.
BEYONCÉ FAST FACTS 1981 1996
When does it end?
Text messages
A What do these text messages say?
< Back
Beyoncé Knowles-Carter is a singer, songwriter, performer, actress, clothing designer, and Grammy Award–winning superstar. Many people call her one of the most powerful female musicians in history. Beyoncé works really hard for her success. As she says, “I wanted to sell a million records, and I sold a million records. I wanted to go platinum; I went platinum. I’ve been working
2003 2004 2005 2008 2010 2012 2013 2013 2016
Beyoncé is born in Houston, Texas. Her girl group, Destiny’s Child, gets its first recording contract. Beyoncé experiences her first time acting. She stars in Carmen: A Hip Hopera on MTV. She releases her first solo album, Dangerously in Love. She wins five Grammys at the Grammy Awards. Beyoncé starts an organization to help hurricane victims. She marries rapper Jay-Z. She wins six Grammys at the Grammy Awards for her album I Am . . . Sasha Fierce. Beyoncé has a daughter and names her Blue Ivy. Beyoncé performs at the U.S. president’s inauguration. She releases a secret album online named Beyoncé. Beyoncé performs her song “Formation” at a huge sporting event.
go bike riding
Beyoncé marries Jay-Z.
go dancing
clean the house
do the laundry
A Write three things you need to do and three things you want to do this weekend. Include the days of the week and the times. I need to . . .
I want to . . .
B PAIR WORK Invite your partner to do things on the weekend. Accept or decline invitations. If you decline an invitation, explain why. Agree on two activities to do together. A: Would you like to see a movie on Saturday at 8:00 p.m.? B: I’d like to, but I need to study for a test. Would you like to go to the park on Sunday at 10:00 a.m.? A: Yes, I would. And would you like to . . . ?
Beyoncé performs at the U.S. president’s inauguration.
C GROUP WORK Get together with another pair. Can you agree on two things to do
B Read the article. Then number these sentences from 1 (first event) to 8 (last event). a. She performs at a president’s inauguration. b. She is born in Texas. c. She acts in a movie. d. She wins five Grammys.
go to a street fair
together?
e. She releases her first solo album. f. She has a baby. g. Her group gets its first recording contract. h. She helps hurricane victims.
D CLASS WORK Explain your group’s choices to the class. “Eu-jin wanted to go to the park on Sunday at 10 a.m., but Serhat needs to visit his aunt on Sunday morning, so we’re going out for lunch on Sunday at . . .”
C PAIR WORK Who is your favorite musician? What do you know about his or her life? Do you play the guitar?
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118
Interchange 4
End of unit: Receptive and productive skills development
Intro
Chat box
Confirm the objectives for this part of the unit: develop reading and writing skills, learn common SMS abbreviations.
Lead-in Start with a quick review of the last lesson and a short warmer to allow time for everyone to enter the class. For example, you could begin a conversation in the chat box using the SMS abbreviations they learned during their last self-study session. (And if you haven’t already responded to their writing homework, now is the time to tell them that you will give feedback on their writing homework by commenting directly on the collaborative document or in the group chat.)
1 2
16
Main classroom Chat Box
Invite the class to summarize some key points from the listening clip they studied as self-study (“Conversation”) in the chat box. Invite them to compare their answers to the comprehension questions as a whole class. Confirm the correct answers and check understanding of any new vocab.
Chat Box
Divide the students into pairs and, in the breakout rooms, they should compare their answers to the comprehension questions for the reading text. When they’ve finished, they should discuss their answers to Part C (pair work, discussing their favorite musicians). Allow at least 6 to 7 minutes for this, including the time it takes to move to the breakout rooms. Visit each of the rooms in turn to monitor the task, but don’t offer any corrections yet.
Breakout Rooms
Main classroom
3 4 5 6
Bring the students back into the main classroom. Elicit and confirm the correct answers to the reading comprehension questions and check understanding of any new vocab. If there were any points that a lot of students struggled with, invite a student who had the correct answer to justify why this is correct and help the others understand. Finally, invite a few students to share something interesting from their follow-up discussion, and conduct brief delayed feedback on their speaking: choose a few examples of good language and a few examples of errors to correct, based on what you heard while monitoring the pair work.
Chat Box
Remind the students of the ideas they wrote during self-study as preparation for the speaking activity (3 things they need to do and 3 things they want to do this weekend). Divide the class into pairs and ask them to do the first Pair Work task (Part B, p. 118). (Give these instructions before moving them to breakout rooms.) Allow at least 5 to 6 minutes for this discussion, including the time it takes to move to the breakout rooms. Visit each of the rooms in turn to monitor the task and help where necessary.
Breakout rooms
Now combine the pairs, making new small groups in the breakout rooms. They should repeat the task but try to come to an agreement about only 2 things to do together. Allow at least 7 to 8 minutes for this task. Visit each of the rooms in turn to monitor the task and help where necessary.
Breakout rooms
Bring the students back into the main classroom. Invite them to share their group’s choices and explain their decisions to the other students. Finally, choose a few examples of good language and a few examples of errors to correct in the chat box, based on what you heard while monitoring the speaking tasks.
Chat Box
Main classroom
Main classroom
Close by thanking the students for their participation, reviewing the lesson aims briefly + setting homework. Look ahead to the next (Review) class. For homework before the next live class, ask the students to: > Self-assessment: read the statements at the top of p. 28 and give yourself a score for each one. > Listen to the commercial (ex. 1) and answer the comprehension questions. Prepare your ideas for Part B, which you will discuss in the next live class. Optional: additional practice materials are available in the Digital Workbook / print Workbook.
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Self-study
Units 3– 4 Progress check
3
SPEAKING
Survey: Likes and dislikes
A Add one more question to the chart. Write your answers to these questions. Me
My classmate
When do you usually watch TV?
SELF-ASSESSMENT
What kinds of TV shows do you like?
How well can you do these things? Check (✓) the boxes.
Do you like game shows?
I can . . .
Very well
OK
Do you read the news online?
A little
Who is your favorite singer?
Give and understand information about prices (Ex. 1)
What do you think of hip-hop?
Say what I like and dislike (Ex. 1, 2, 3)
What is your favorite movie? Do you like musicals?
Explain why I like or dislike something (Ex. 2)
What kinds of movies do you dislike?
Describe and compare objects and possessions (Ex. 2) Make and respond to invitations (Ex. 4)
B CLASS ACTIVITY Go around the class. Find someone who has
1
the same answers as you. Write a classmate’s name only once!
LISTENING
Price Cut City
4
A Listen to a commercial for Price Cut City. Choose the correct prices.
SPEAKING
What an excuse!
A Make up three invitations to interesting activities. Write them on cards.
PRICE CUT CITY
Tops
Bottoms
Shoes
Accessories
SALE
My friends and I are going to the amusement park on Sunday at 2 p.m. Would you like to come?
B Write three response cards. One is an LEATHER JACKET
$17
$70
WOOL JACKET
$50
$15
SILK SHIRT
$14
$40
COTTON SHIRT
$80
$18
LAPTOP
$390
$319
DESKTOP COMPUTER
B PAIR WORK What do you think of the items in part A? At what stores or websites can you find items like these at low prices? Give your own ideas and opinions.
2
ROLE PLAY
acceptance card, and two are refusals. Think of silly or unusual excuses.
$416 $460
Shopping trip
Student A: Choose things from Exercise 1 for your family. Ask for Student B’s opinion. Student B: Help Student A choose presents for his or her family. A: I want to buy a laptop for my parents. Which one do you like better? B: Well, I like . . . better. It’s nicer, and . . . Change roles and try the role play again.
That sounds great! What
I’d like to, but I have to wash
I’d love to, but I want to take
time do you want to meet?
my cat tomorrow.
my bird to a singing contest.
C GROUP WORK Shuffle the invitation cards together and the response cards together. Take three cards from each pile. Then invite people to do the things on your invitation cards. Use the response cards to accept or refuse.
WHAT’S NEXT? Look at your Self-assessment again. Do you need to review anything?
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Units 3 – 4 Progress check
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Review: Speaking and listening skills development, review of new language from previous 2 units
Intro
Chat box
Confirm the objectives for this part of the unit: develop listening and speaking skills, review new language.
Lead-in Start with a quick review of the last lesson and a short warmer to allow time for everyone to enter the class. For example, you could begin with a whole-class brainstorm of all new vocabulary the students have learned in this unit.
1 2
18
Main classroom Chat Box
Divide the students into pairs and, in the breakout rooms, they should compare their answers to the comprehension questions for the listening clip. When they’ve finished, they should discuss their answers to Part B (pair work, discussing their ideas and opinions about what they listened to). Allow at least 6 to 7 minutes for this, including the time it takes to move to the breakout rooms. Visit each of the rooms in turn to monitor the task, but don’t offer any corrections yet.
Breakout Rooms
Bring the students back into the main classroom. Elicit and confirm the correct answers to the listening comprehension questions and check understanding of any new vocab. Invite a few students to share something interesting from their follow-up discussion, and conduct brief delayed feedback on their speaking: choose a few examples of good language and a few examples of errors to correct, based on what you heard while monitoring the pair work.
Chat Box Main classroom
3 4 5 6 7
Divide the students into new pairs and, in the breakout rooms, they should do the role-play activity (a shopping trip). (Do a demonstration of this activity with two confident students modelling for the rest of the class before putting pairs into the breakout rooms.) Once students are paired in the breakout rooms, allow at least 6 to 7 minutes for this role-play. Visit each of the rooms in turn to monitor the task and help where necessary.
Breakout Rooms
Bring the students back into the main classroom. Conduct brief delayed feedback: choose a few examples of good language and a few examples of errors to correct, based on what you heard while monitoring the pair work.
Chat Box
Remind the students of the answers they prepared for homework to use for the class survey. Divide the students into new pairs and, in the breakout rooms, they should interview each other to discover the answers to these questions. For very strong students, fast finishers, or students who already know the answers to these questions, tell them to imagine they are a famous celebrity and give his/her answers to the questions instead!
Breakout rooms
Bring the students back into the main classroom. Invite a few students to share something interesting from their partner’s interview responses, then conduct brief delayed feedback: choose a few examples of good language and a few examples of errors to correct, based on what you heard while monitoring the pair work.
Chat Box
– if time – Adapt the final speaking task to a writing task, using the chat box. Half of the class should brainstorm some interesting activities to invite people to. The other half of the class should prepare 3 possible responses: 1 normal acceptance and 2 silly reasons to say “no”. They should all do these tasks individually and keep their ideas secret for now. After 3-4 minutes, when everyone is ready, pick a student at random to invite the rest of the class to do something. The other students should accept or refuse, typing this into the chat box. They must rush to send their answers – tell them that the 7th person whose answer appears in the chat box is the response the inviting student must accept! (Then this student goes next, using their invitation on their classmates.)
Chat Box
Main classroom
Main classroom
Main classroom
Close by thanking the students for their participation, reviewing the lesson aims briefly + setting homework. Optional: additional practice materials are available in the Digital Workbook / print Workbook Alternative: Look ahead to the next unit
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We hope you find these guidelines helpful. There are further resources available for you and your learners in the following locations: 1. Learners who purchased Interchange Student’s Books have access codes on the inside front cover for material on Cambridge One. As a teacher on Cambridge One you’ll be able to assign work and track their progress, and download PDFs of worksheets you can share with your students. 2. If you’ve been using Presentation Plus classroom software you can continue to use this to show pages from the Student’s Books on platforms such as Zoom and Skype when teaching remotely. 3. If your students are continuing to use the printed Student’s Books at home, they can access the audio in their eBook on Cambridge One by using the access code printed on the inside front cover. Looking for more digital resources to help with home learning? You might also like to consider: > Free resource for students and teachers: Make your words meaningful with Cambridge Dictionary. Sign up for ‘Cambridge Dictionary Plus’ for free to access quizzes and to create, share and download your own word lists. > World of Better Learning blog for teachers: To help support all teachers who now have to teach from home due to the COVID-19 coronavirus outbreak, we have created a series of blog posts with expert advice on how to move your classes online.
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