This document provides an overview of the American English CEF Level B1 Interchange course for young adults and adults. It includes can-do statements describing learners' language abilities at this level. The course focuses on real-world topics, conversational language, and task-based activities. It integrates grammar, vocabulary, pronunciation and skills practice within each unit.

3. American English CEF Level: B1 (PET) Young Adults and Adults Quick Catalogue Review

4. 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 and plans.

5. The course 4 levels (intro to 3) American English Young adults and adults 70 to 120 hours (full edition) 35 to 60 hours (split edition: A / B) 4 skills instruction

6. 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

7. Students’ needs Engaging activities Clear goals and procedures Opportunities for personalization Flexibility Achievable results Feedback

8. Key features Real world topics Conversational language Grammar in communicative contexts Task-based listening activities Student-centered Complete teacher support

9. Unit format 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

10. Unit format 16 units 16 communication tasks (interchange activities) 8 Progress checks Two topical or functional sections Perspectives 16 projects 16 self-study listening activities Cycle 1 Cycle 2

11. Unit content Snapshot Word power Conversation Grammar focus Pronunciation Interchange Speaking Arcade: different kinds of interactive activities on the internet! Discussion Fluency exercises Listening Writing Reading Perspectives Self-study listenings Projects

12. Snapshot Introduces the topic Provides real world information Builds receptive & productive vocabulary Is presented in graphic form (easy to read) Includes follow-up questions (discussion)

13. Snapshot

14. 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

15. Snapshot 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?

16. Snapshot PERSONALIZATON: The teacher adds more personalized questions that relate to her/his students own lives and culture. Why is this important?

17. Word Power 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)

18. Word Power

19. Word Power What is the aim of Word Power? What skills can be practiced?

20. 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

21. 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.

22. 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

23. 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?

24. Conversation 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

25. Conversation

26. Models Practical Meaningful Memorable Transferable

27. Conversation

28. Conversation Which grammar points does the conversation present? Can you find examples of functions in the Conversation? Write examples.

29. Conversation 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

30. 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

31. 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

32. Grammar Focus Summary of grammar items Exercises in context Controlled to freer practice Communicative exercises Personal context (often)

33. Grammar Focus

34. 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

35. 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

36. 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

37. Pronunciation 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

38. Pronunciation

39. 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

40. 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.

41. Fluency exercises They are: Pair or group work Role plays and class activities Interchange activities More personalized practice Real-life content in a safe environment Meaningful experience Opportunities for individual participation

42. Fluency exercises

43. Fluency exercises

44. 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

45. www.cambridge.org/elt/interchange/ www.cambridge.org/us/ www.cambridge.org/elt/ic3/ Web support

55. Questions?

56. THANKS!!!