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)
Snapshot Teaching Step 1: Books closed. Introduce the new Topic Teaching Step 2: Books closed. Lead the students through the information in the Snapshot. Teaching Step 3: Do the follow-up questions in pairs, groups, or as a class. TEACHING STEPS
Should the Snapshot be brief or long?
Why does the Teaching Tip suggest that you keep the Snapshot brief?
How can you make the Snapshot a meaningful activity?
If you were to teach this Snapshot, would you prefer to have your students do the follow-up questions as a whole class, in groups, or in pairs? Why?
Snapshot PERSONALIZATON: The teacher adds more personalized questions that relate to her/his students own lives and culture. Why is this important?
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 What is the aim of Word Power? What skills can be practiced?
Word Power How would you introduce the topic neighbourhood ? Would you: 3. Tell them that the topic is talking about the neighbourhood and translate it into Spanish? . 2. Explain to students what a neighbourhood is and what they will find there? 1. Show students photographs of a typical neighbourhood, and ask them to tell you about it? Why? Yes/No Idea
Word Power TEACHING STEPS Teaching Step One: Introduce the topic and elicit associated vocabulary. Use vocabulary teaching techniques. Teaching Step Two: Model the pronunciation of new words. Teaching Step Three: Explain and model the task. Teaching Step Four: Students complete the task. Teaching Step Five: Check answers with class. Individual work, peer correction.
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
Word Power Why should we find out what students already know before pre-teaching vocabulary? Suggest a reason why this is a good idea. Why should students sit in front of each other and look at each other during a speaking activity? How can you personalize the word power section? What do you think is better, eliciting definition and examples or giving them? Why?
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 Which grammar points does the conversation present? Can you find examples of functions in the Conversation? Write examples.
MEANING, FORM, AND USE
Imagine that you are learning a new language (e.g. Swahili). Your teacher gives you a short dialog, which contains a grammar structure you have never seen before (e.g. mimi ninakwenda). What would you want your teacher to explain first? Rank these in order of importance:
What the structure means
How to form the new structure
How to use the structure
Conversation TEACHING STEPS ___ Check students’ comprehension. ___ Books open. Students read silently as they listen once more. ___ Set the scene. Set a focus question. ___ Students practice the conversation. ___ Books closed. Students listen to the audio program once or twice. ___ Explain unfamiliar vocabulary. 1 2 3 6 5 4
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)
Elicit or explain the rules. Inductive or deductive teaching.
Present example sentences using the audio program.
Model the task.
Students complete the task.
Check answers with the class. Peer correction.
Grammar Focus TEACHING STEPS
Two different point of views about teaching grammar
I avoid turning the Grammar Focus into a heavy grammar class. Instead, I lead my students into the fluency activity quickly, so they learn to use the language.
I like to spend a lot of time on grammar rules and doing controlled exercises until I am sure my students know the structures. Then we try producing the language .
Grammar Focus 4. Ask your students to go back to the Conversation and substitute their own information in the dialog. 3. After eliciting grammar rules, create real sentences about themselves, using the new structure. 2. Give a handout with grammar rules to your students for studying. 1. Use a grammar game from the Teacher´s Edition. Why? Yes/No Technique
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
Pronunciation Which of the following ideas would help your students to recognize the rising-falling intonation? Which one(s) would help them to produce a rising-falling intonation? Check the appropriate column. Then add an idea of your own. Have your students first “hum” the example sentences and then say the words with the appropriate intonation. Have your students listen to example sentences. Tell them to stand up every time the sound rises and to sit down when it falls. Have the whole class listen and repeat after the audio program. Write sentences on the board and have your students draw arrows to show where the sounds rise and fall. Production Recognition Idea
Pronunciation 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
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.
Fluency exercises TEACHING TIPS
www.cambridge.org/elt/interchange/ www.cambridge.org/us/ www.cambridge.org/elt/ic3/ Web support