American English CEF Level: B1 (PET) Young Adults and Adults Quick Catalogue Review
CAN DO STATEMENTS FOR LEVEL B1:
Can understand the main points of clear standard input on familiar
matters regularly encountered in work, school, leisure, etc.
Can deal with most situations likely to arise whilst travelling in an
area where the language is spoken.
Can produce simple connected text on topics which are familiar
or of personal interest.
Can describe experiences and events, dreams, hopes and
ambitions and briefly give reasons and explanations for opinions
4 levels (intro to 3)
Young adults and adults
70 to 120 hours (full edition)
35 to 60 hours (split edition: A / B)
4 skills instruction
COMPONENTS www.cambridge.org/interchange Test Crafter NEW Interchange Third Edition/Passages Placement and Evaluation Package Whiteboard Software Network NEW Teacher's Resource Book Full Contact B Workbook B Full Contact A Workbook A Whiteboard Software Student's Book B with Self-study Audio CD CD-ROM for Windows Student's Book A with Self-study Audio CD Lab Audio CDs Class Audio CDs Lab Guide Class Audio Cassettes Video Teacher's Guide Teacher's Edition Video Activity Book Workbook Video/NTSC Student's Book Video/DVD Student's Book with Self-study Audio CD
Clear goals and procedures
Opportunities for personalization
Real world topics
Grammar in communicative contexts
Task-based listening activities
Complete teacher support
Units integrate topics, functions, grammar and skills
Two lesson-sequences within each unit
Activities build on each other, culminating in fluency activity
Activities can serve as a springboard for supplementary practice
16 communication tasks (interchange activities)
8 Progress checks
Two topical or functional sections
16 self-study listening activities
Cycle 1 Cycle 2
Arcade: different kinds of interactive activities on the internet!
Introduces the topic
Provides real world information
Builds receptive & productive vocabulary
Is presented in graphic form (easy to read)
Includes follow-up questions (discussion)
Develops Ss´ vocabulary
Is related to the unit
Includes variety of exercises (word maps and collocations)
Is followed by oral and written practice (vocabulary in context)
Word Power 5. Haircut 4. Wash and dry clothes 3. Department store 2. Area 1. Neighbourhood Give an example Elicit an example Give a definition Elicit a definition Mime Translate Vocabulary
Introduces new function or grammar
Creates a communicative and situational context
Serves as a model for conversational expressions
Provides a listening task
Focuses on accurate repetition
Avoids “reading like” intonation
Conversation TEACHING STEPS THE TEACHING STEPS: ___ Check students’ comprehension. ___ Books open. Students read silently as they listen once more. ___ Set the scene. Set a focus question. ___ Students practice the conversation. ___ Books closed. Students listen once or twice to the audio program. ___ Explain unfamiliar vocabulary 1 2 3 6 5 4
Conversation TEACHING STRATEGIES Looking at the picture for … Predicting Telling the story Disappearing dialog Musical dialog Substitution dialog Moving dialog Stand up, sit down Say it with feeling Onion Ring Look up and say technique
Summary of grammar items
Exercises in context
Controlled to freer practice
Personal context (often)
THE TEACHING STEPS OF THE GRAMMAR FOCUS
Elicit or explain the rules. Inductive or deductive teaching.
Present examples sentences using the audio program.
Model the task.
Students complete the task.
Check answers with the class. Peer correction.
Highlights pronunciation features
Rhythm, stress, intonation, blending, reductions, etc.
Is taken from “Conversation” or “Grammar Focus” sections
Improves listening & speaking skills
Builds student’s awareness & confidence
THE TEACHING TIPS
Introduce the presentation using the audio program/ model intonation.
Highlight the pronunciation feature.
Model the pronunciation and have students practice it.
Check individual responses.
Pair or group work
Role plays and class activities
More personalized practice
Real-life content in a safe environment
Opportunities for individual participation
THE TEACHING STEPS
Set the scene and review the model.
Explain and model the task.
Divide the class into pairs or groups.
Students complete the task.
Give students feedback.
www.cambridge.org/interchangearcade www.cambridge.org/interchange Web support