Interchange Third edition is a four-level series for adult and young-adult learners of English from the beginning to the high-intermediate level. The Interchange. The Interchange Third Edition Teacher's Resource Book provides teachers with fun and engaging classroom activities that supplement the material in the. Interchange Level 2 | Interchange Third edition is a four-level series for adult and Interchange Video Resource Book, Level 2 contains photocopiable student for adult English language learners in the history of English language teaching.

Interchange Teachers Resource Book 2 (interchange Third Edition)

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Interchange Third edition is a four-level series for adult and young-adult learners of The Interchange Third Edition Teacher's Resource Book provides teachers with fun and Interchange Teacher's Resource, Book 2. Jack C. Richards with Jonathan Hull and Susan Proctor. Teacher's Edition. 2. FIFTH EDITION ISBN Student's Book 2 with Online Self-Study Additional resources for this publication at of URLs for external or third-party internet websites referred to in this publication. Available in: Paperback. Interchange Third edition is a four-level series for adult and young-adult learners of English from the beginning to the.

Interchange 2 Teacher's Resource Book

I was born. Ss they will practice this. Ss listen and read Answers silently. Ted works in a travel agency. Could you tell me a little about yourself? I was born in Korea. Past tense questions A: Did you grow up there? Write these questions on the board. Ask B: I grew up in Canada. Ss to complete them: Where did you go to high school? I went to high school in Ecuador.

And when did you graduate? I graduated last year. Now I work as a salesperson. Then 3. Did you have a favorite teacher when you were ask them to check their answers.

Yes, I did. Column 1 contains questions A: What did he teach?

He taught English. To be: For another way to practice this Conversation, try Other verbs: Look Up and Speak! Play the audio program to present the questions and statements. Model the task with one or two Ss by asking them these questions in part A: Divide the were you born?

One group repeats the questions and the other repeats the responses.

Note A any common grammatical problems. Ss complete the exercise individually and then go over answers in pairs. Ss listen develop skills in listening for detail and complete the chart.

Where are they from? What do you think Yu Hong Ajay they miss?

Ss are going to hear interviews with two 2. Play the audio program. Have Ss form groups. Then let them choose six questions to answering any questions.

Nice to meet you. For more practice asking and answering past T: Nice to meet you, too. So, where did you go to tense questions, try Ask the Right Questions on elementary school? In Peru. In Lima, actually. Remind Ss to ask follow-up questions and give additional information.

Point out the useful Do your students need more practice? Then ask Ss to look at the vocabulary list Note: Additional examples are italicized. Ask the class: Let Ss use Model the task with one or two Ss.

Write additional words form pairs and take turns talking about some of their on the board and encourage Ss to add them to their childhood memories. Go around the class and give own maps. Explain the meaning and pronunciation of help as needed.

If possible, have Ss bring photos or mementos from their childhood to share with the class. Answers For more practice with childhood vocabulary and Hobbies Places past tense verbs, play the Chain Game on collect comic books beach paint summer camp page T Start like this: Many years ago, I played chess. Many years ago, S1 played chess and I had a cat. Go around the class and give habitual actions with used to in context help as needed.

Interchange Teacher's Resource Book 1

Explain any new vocabulary. Write this sentence on the board: Explain the task. Ss silently read the Then have Ss work in pairs to discuss the changes. Possible responses: Perspectives section. Check that Ss understand the In elementary school, I used to like homework. If section of positive statements with used to Answers: Then elicit the rules for forming positive and negative structures with used to: Accept any answer Positive: I used to be messy.

B Pair work Negative: Read some sentences written by Ss. Ask the the Grammar Focus box. Then point out how class to guess who wrote the sentences. Ss act out statements from the Perspectives section or make up their own.

Point out the reduction of attention to the pronunciation of used to. The d in used is silent, so the have Ss work with a different partner from the one pronunciation of used to and use to is the same. For more practice, have Ss pronounce the statements from Exercise 7. Ss write three more questions to B Class activity ask each other. For more speaking practice, play Just One Minute Go around the class and give help as needed. Then Elicit the answer.

Play the audio program. Ask a male and a female S to stand next to you. Group work S1: My name is Keiko. T: to class Her name is Keiko.

Each group stands in S2: My name is Juan. T: to class His name is Juan. Then play the audio program again. Then Ss go around the class with their notebooks and complete the task.

For a new way to practice the alphabet, try For more practice with the alphabet, play Line Up!

Alphabet Bingo on page T Could you repeat that? Thank you, answers on the board. Audio script 5.

Invest in your ambition.

Thank you. Answers 2. Jon 2. Sara 3. Stephen 4. Kathryn 5. SARA: No. My name is spelled S-A-R-A. Read each B title aloud and ask Ss to repeat. Ss complete the task individually. Remind Ss of the meanings of male and female.

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Then they change roles. The pairs check answers by comparing lists. Go around the room and check their use of titles and last names. Write informal read silently. For example: them on the board. Point classmates. Go around the room and check their use to picture 2 and invent full names for the man e.

Paulo Garcia and the boy e. Write the names on the board. How are you? End of Cycle 1 Ss: No! Ss: No! Write formal greetings on the board. Then greet several Ss using titles. For example: T: Good evening, Mr. S1: Good evening, your title and last name. T: Hello, Ms. S2: Hello, your title and last name. Point Disappearing Dialog on page T Explain the task.

S1: Hi, S2. S2: Hi, S1. For excuse S1: S2 , this is S3. Nice to meet you. Remind Ss to look at each other as they speak. Play the audio program again. Ss listen and look at the pictures.

Point out the choices in parentheses. They practice the them on the board. As each other as they speak. Go over answers with the class. David, this is Sarah Conner. Contrast the in our math class. Yes, I am. Then they compare answers in pairs. Ss listen, look up, and repeat. Then elicit the correct answers for each other when speaking.

Ss complete the task for the second conversation individually.Ss listen and read silently. We use cookies to give you the best possible experience. Unit 4 Supplementary Resources Overview. Have Ss include statement.

One group repeats the questions and the other repeats the responses. Alina Ovova This answer contains spoilers… view spoiler [how i can download to read it? Model with your own names.

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