American English
CEF Level: B1 (PET)
Young Adults and Adults
Quick Catalogue ReviewQuick Catalogue Review
CAN DO STATEMENTS FOR LEVEL B1:
-Can understand the main points of clear standard input on familiarmatters regularly encountered in work, school, leisure, etc.
-Can deal with most situations likely to arise whilst travelling in anarea where the language is spoken.
-Can produce simple connected text on topics which are familiaror of personal interest.
-Can describe experiences and events, dreams, hopes andambitions and briefly give reasons and explanations for opinionsand plans.
The courseThe 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
Student's Book with Self-study Student's Book with Self-study Audio CDAudio CD Video/DVDVideo/DVD
Student's BookStudent's Book Video/NTSCVideo/NTSC
WorkbookWorkbook Video Activity BookVideo Activity Book
Teacher's EditionTeacher's Edition Video Teacher's GuideVideo Teacher's Guide
Class Audio CassettesClass Audio Cassettes Lab GuideLab Guide
Class Audio CDsClass Audio CDs Lab Audio CDsLab Audio CDs
Student's Book A with Self-study Student's Book A with Self-study Audio CDAudio CD CD-ROM for WindowsCD-ROM for Windows
Student's Book B with Self-study Student's Book B with Self-study Audio CDAudio CD Whiteboard SoftwareWhiteboard Software
Workbook AWorkbook A Full Contact AFull Contact A
Workbook BWorkbook B Full Contact BFull Contact B
Teacher's Resource BookTeacher's Resource Book Whiteboard Software Network Whiteboard Software Network NEWNEW
Interchange Third Interchange Third Edition/PassagesEdition/Passages
Placement and Evaluation PackagePlacement and Evaluation PackageTest Crafter Test Crafter NEWNEW
COMPONENTSCOMPONENTSwww.cambridge.org/interchangewww.cambridge.org/interchange
Students’ needsStudents’ needs
Engaging activities Clear goals and procedures Opportunities for personalization Flexibility Achievable results Feedback
Key featuresKey features
Real world topics
Conversational language
Grammar in communicative contexts
Task-based listening activities
Student-centered
Complete teacher support
Unit formatUnit 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
Unit formatUnit 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
Unit contentUnit 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
SnapshotSnapshot
Introduces the topic
Provides real world information
Builds receptive & productive vocabulary
Is presented in graphic form (easy to read)
Includes follow-up questions (discussion)
SnapshotSnapshot
Word PowerWord 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)
Word PowerWord Power
Word PowerWord Power
VocabularyVocabulary TranslaTranslatete
MimeMime Elicit a Elicit a definitiondefinition
Give a Give a definitiondefinition
Elicit Elicit an an
examplexamplee
Give an Give an exampleexample
1. Neighbourhood1. Neighbourhood
2. Area2. Area
3. Department 3. Department store store
4. Wash and dry 4. Wash and dry clothesclothes
5. Haircut5. Haircut
ConversationConversation
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
ConversationConversation
ModelsModels
Practical
Meaningful
Memorable
Transferable
ConversationConversation
ConversationConversationTEACHING 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
ConversationConversationTEACHING STRATEGIES
Look up and say techniqueLook up and say technique Onion RingOnion Ring
Say it with feelingSay it with feeling Stand up, sit downStand up, sit down
Moving dialogMoving dialog Substitution dialogSubstitution dialog
Musical dialogMusical dialog Disappearing dialog Disappearing dialog
Telling the storyTelling the story Predicting Predicting
Looking at the picture for Looking at the picture for ……
Grammar FocusGrammar Focus
Summary of grammar items
Exercises in context
Controlled to freer practice
Communicative exercises
Personal context (often)
GrammarGrammarFocusFocus
THE TEACHING STEPS OF THE GRAMMAR THE TEACHING STEPS OF THE GRAMMAR FOCUSFOCUS
Elicit or explain the rules. Inductive or deductive Elicit or explain the rules. Inductive or deductive teaching.teaching.
Present examples sentences using the audio Present examples sentences using the audio program.program.
Model the task.Model the task. Students complete the task.Students complete the task. Check answers with the class. Peer correction.Check answers with the class. Peer correction.
Grammar FocusGrammar Focus
PronunciationPronunciation
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
PronunciationPronunciation
PronunciationPronunciation
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.
Fluency exercisesFluency 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
Fluency exercisesFluency exercises
Fluency exercisesFluency exercises
THE TEACHING STEPSTHE TEACHING STEPS Set the scene and review the model.Set the scene and review the model. Explain and model the task.Explain and model the task. Divide the class into pairs or groups.Divide the class into pairs or groups. Students complete the task.Students complete the task. Give students feedback.Give students feedback.
Fluency exercisesFluency exercises
www.cambridge.org/interchangearcawww.cambridge.org/interchangearcadede
www.cambridge.org/interchangewww.cambridge.org/interchange
Web supportWeb support
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