Contents 1 Plan of Intro Video & Introduction Interchange Video Program Video in the classroom Program length Program components Guidelines for teaching the Interchange Video Program How to teach a typical video sequence Welcome! My passport! Newcomers High School What are you wearing? Everybody's having fun. Mylife Richdale Street The night shift Atthe diner weavaunwna 10. What's your sport? 11 Atrip to Washington, D.C. 12 Where does it hurt? 13. Across the bridge 14 How was your vacation? 15. On Broadway 16 Then he said... 1 Teaching notes lB Video transcripts vi vi vi vi vi vi vii 10 14 18 2 26 30 34 38 42 50 54 58 62 66 116Credits Illustration credits Ralph Butler: 20, 29, 41, 54, 61; Mark Collins: 17, 30, 46, 56; Paul Daviz: 34, 58; Chuck Gonzales: 4, 13, 18, 62; Dan Hubig: 8 (bottom), 14, 16, 37, 57, 65; Kia- Artists.com: 5 (top), 25, 33, 45, 49; Trevor Keen: 38; Photography credits 10 (left to right) ©Best View Stock/Age Fotostock; ©Guy Needham/National Geographic My Shot/ National Geographic Stock; Age Fotostock/ SuperStock; 12 CLeonid Plotkin/Alamy; 24 (Clockwise from top left) Mood Board/Age Fotostock; @Jin Akaishi/Aflo Foto Agency/ Photolibrary; ©Jose Luis Pelaez Inc/Age Fotostock; ©Simon Willms/Lifesize/Getty Images; 36 (left to right) ©Bonchan/Shutterstock; ©iStockphoto/ Thinkstock; ©Edie Layland/istockphoto; @iStockphoto/Thinkstock; 40 (center) ©Ryan McVay/Stockbyte/Getty Images; (clockwise from top left) © Flirt/SuperStock; @All Canada Photos/ SuperStock; ©Aispix/Shutterstock; ©Al Bello/Staff/ Getty Images Sport/Getty Images; ©Comstock/ Getty Images; ©Jim Cummins/Taxi/Getty Images; ©lmagemore Co, Ltd/Getty Images; 42 (top row, left to right) ©Corbis/Photolibrary; OAge Joanna Kerr: 8 (top), 26; Monika Melnychuk/i2iart. ‘com: 6, 9, 28; Karen Minot: 50; Ortelius Design: 10, 12; Robert Schuster: 5 (bottom), 36, 47; Russ Willms: 48, 63; James Yamasaki: 2, 22, 53 Fotostock/SuperStock; ©Glowimages/Getty Images; ©Fstockfoto/Shutterstock; (bottom row, left toright) ©James Quine/Alamy; ©Lite Productions/ Glow Images RF/Photolibrary; ©Gregory Dale/ National Geographic Stock; ©Kord/Age Fotostock; 44 (center) © Ramon Purcell/Istockphoto; (clockwise from top left) ©sim Loscalzo/EPA/Corbis; ©Alex Wong/Staff/Getty Images; ©The Washington Post/ Contributor/Getty Images; @Stock Connection/ ‘SuperStock; @Jim Young/Reuters/Corbis; ©Glowimages/Age Fotostock; 58 (left to right) @Andrew H. Walker/Getty Images; ©Walter McBride/Retna Ltd/Corbis; ©AP Photo/Jul Jacobson; ©Disney/Joan Marcus/Photofest; ©AP Photo/Stuart Ramson; ©Bruce Glikas/FilmMagic/ Getty Images; 59 ©Zoonar/Paul Hakimata/Age Fotostock1 Welcome! two students have trouble finding their class con the first day of schoo — Functional Focus Introducing oneself asking for and giving information Grammar The verb be; persona pronouns Vocabulary Letters, numbers, greetings 2 My passport! sofia and Jessica search theit apartment for Sof’ paseportso she can make her fight to Bra Functional Focus Asking for and giving locations ~ Grammar Questions wth be: prepostions of place Vocabulary Location werd: furiture tems a B Newcomers High School Atavery interesting high School in New Yor, students from around the world talk about their counties of origin ~ Functional Focus Asking for and giving information about countries languages, and cultures ‘Grammar Questions and short answers with be Vocabulary Countries languages describing places and people = 4 Whatare you wearing? People talk about the clothes they have on Functional Focus Asking about and describing clothing Grammar Present continuous with the verb wear Vocabulary Clothing = 5 Everybody's having fun. to avoid studying, Peter talks to several fiends to find out whet they are doing. Functlonat Focus Teling time; asking about and describing curtent activites Grammar Present continuous statements and questions Vocabulary Common activities 6 My life vanessa introduces her family, describes her daily routine, and shares her dream ~ stand-up comedy! —~ Functional Focus Talking about routines Grammar Siraple present statements and questions Vocabulary Dallyroutines 7 Richdale Street in their new apartment, Sofia and Jessica geta surprise vst fom Jessica's mother. — Functional Focus Asking about and describing homes Grammar Thereis/There are Vocabulary Rooms and objectsina home 8 The night shift People who work at night tak about ~~ theirjobs ane ther unusual routines —~ —_anctional Focus Talking about work: describing jobs Grammar Simple present tens: summary: adectives Vocabulary Jobs 9 Atthe diner Pcopleina popular diner talk about what they're having for brunch Functional Focus Talking about eating habits Grammar Adverbs of frequency Vocabulary Breakfast foods 10 what's your sport? people at Flushing Meadows Park in New York talk about their favorite sports to play and to watch Functional Focus Taking about abies and interests Grammar Con for ailty Vocabulary Sports 11 Atrip to Washington, D.C. People talk about ‘what they plan to do during thei visitto the United States capita Functional Focus Talking about plans Grammar Future with be going 0 Vocabulary Sightseeing activities 12 where does it hurt? Peter, who doesnt feel well, goes to see Dr. Smith and ends up saving the doctors health problem. Functional Focus Talking about health problems giving advice Grammar Imperatives Vocabulary Action verbs health problems 13 Across the bridge Ayoung couple visits the Capilano Suspension Bridge in Vancouver, British Columbie, Conada, Functional Focus Describing physical locations Grammar Prepostions of place Vocabulary Direction words 14 How was your vacation? sack at work, Hugo tells his coworker about his disastrous vacation. Functional Focus Talking about activities in the recent past Grammar Past tense of regular andiregular verbs Vocabulary Vacation activites 15 On Broadway People who work in the Broadway theater world taleabout thei jobs and their dreams Functional Focus Giving personal information Grammar Pest tense of be; Wh-questions with id, was and were Vocabulary Words related to theater and musicals 16 Then he said ....tschool, Abby describes ther ‘fiend her strange but eventful date with Greg. Functional Focus Accepting and refusing invitations; making ‘Grammar Verb +t0 + verb; subject and object pronouns Vocabulary Social activitesIntroduction @ INTERCHANGE VIDEO PROGRAM The philosophy underiying Interchange is that learning a second or foreign language is more meaningful and effective when the language is. used for real communication instead of being studied as an end in itself. The Interchange Video Program brings this philosophy to life by providing a variety of entertaining and instructive live-action video sequences (“videos”) along with a wealth of activities that reinforce and extend the content of the videos. The program serves as an exciting vehicle for introducing and practicing useful conversational language for everyday situations. The interchange Video Program is designed to complement the Student's Books. Each video provides further practice related to the topics, language, and vocabulary introduced in the corresponding unit of the Student's Book. @ VIDEO IN THE CLASSROOM ‘The use of video in the classroom can be an exciting and effective way to teach and learn. As a medium, video both motivates and entertains students. The Interchange Video Program is a unique resource that does the following: * Depicts dynamic, natural contexts for language use, * Uses engaging story lines to present authentic language as well as cultural information about speakers of English. * Enables leamers to use visual information to ‘enhance comprehension. ‘* Focuses on the important cultural dimension of learning a language by actually showing how speakers of the language live and behave. * Allows learners to observe the gestures, facial expressions, and other aspects of body language that accompany speech. Learners can expand their cultural awareness, develop skills and strategies for communicating effectively, and learn to use language creatively. ll PROGRAM LENGTH There are sixteen videos in each level of the Interchange Video Program, one video for every Student’s Book unit. For the Intro level, they vary vi slightly in length, but in general, each video is two to three minutes long, ‘The accompanying material in the Video Resource Book is designed for maximum flexibility and provides 45 to 90 minutes of classroom activity. @ PROGRAM COMPONENTS: Video The sixteen videos in each levels video program complement Units 1 through 16 of the corresponding Student's Book. For the Intro level, there are nine dramatized stories and seven documentary-style sequences. Although linked to the topic of the corresponding Student's Book unit, the videos present new situations and introduce characters who do not appear in the text. The language used in the videos reflects the structures and vocabulary presented in the Student’s Book, while also illustrating how language is used by English speakers in a variety of situations. Video Resource Book The Video Resource Book contains photocopiable worksheets for students, detailed teaching notes with worksheet answer keys, and complete video transcripts. The worksheets and teaching notes correspond to each video in the program and are ‘organized into four sections: Preview, Watch the video, Follow-up, and Language close-up. i GUIDELINES FOR TEACHING THE INTERCHANGE VIDEO PROGRAM The interchange Video Program provides a multi- skills language learning experience in which each element builds on and supports the others. The Preview activities build on each other to provide students with relevant background information and key vocabulary that will assist them in better understanding the video, The carefully sequenced Watch the video activities first help students focus on gist and then guide them in identifying important details and language. These tasks also prepare them for Follow-up speaking activities, which encourage students to extend and personalize information by voicing their opinions or carrying out communicative tasks. Then studentsfinish with the Language close-up, examining and practicing the particular language structures and functions presented in the video, l@ HOW TOTEACH ATYPICAL VIDEO SEQUENCE The unit-by-unit teaching notes in the Video Resource Book give detailed suggestions for teaching each unit. In addition to these comprehensive notes, here is a set of procedures that can be used to teach any of the units of the Interchange Video Program. First, introduce the topic of the unit by asking questions and eliciting information from the students related to the theme of the unit. Explain what they will study (e.g,, main topics, functions, and structures) and give students an indication of What they will see in the video. Present the activities and tasks using the following guidelines: Preview Vocabulary These activities introduce and practice the essential vocabulary of the videos through a variety of interesting tasks. ‘ Introduce and model the pronunciation of the words in the activity. ‘© Have students complete the task in pairs or individually. © Have students compare answers with a partner or around the class. * Check students’ answers, * Encourage students to supply additional related vocabulary items where appropriate. Guess the facts/What do you see? These activities allow students to make predictions about characters and their actions by watching part of the video, by watching all of the video with the sound off, or by looking at photos in the worksheets. These schema- ies improve students’ comprehension when they watch the full video with sound, © Ask students to guess what the video is about by thinking about the topic of the unit and looking at the photos. Accept all answers at this stage. © Explain the task and lead students through the procedure. Answer any questions that arise. ‘* Play the video as instructed for that unit. ‘* Have students complete the task individually or in pairs. © Have students check their predictions and compare answers with a partner or around the class. © Check students/answers, replaying portions of the video as appropriate. Watch the video Get the picture These initial viewing activities help students gain a global understanding of the videos by focusing on gist. Activity types vary from unit to unit, but typically involve watching for key information needed to complete a chart, answer questions, or arrange events in sequential order. «Direct students’ attention to the task, and read through it with them. Answer vocabulary of procedural questions as they arise. ‘* Have individual students predict answers to questions if they feel they have enough information to do so. ‘© Remind students that this is a gist activity. They don't need to understand every detail in the video. * Play the entire video with the sound on. Replay if necessary. * Have students complete the task individually or in pairs. When appropriate, have them check the predictions they made in previewing activities. ‘« Have students compare answers with a partner or around the class, «IF time permits, have students check answers while watching the video again. * Check students’ answers. Watch for details Students focus on more detailed meaning by watching and listening for specific information to complete the tasks. ‘Explain the task. Lead students through the instructions and questions. ‘© Answer any vocabulary and procedural questions that arise. * Play the entire video with the sound on. Replay as necessary. © Have students complete the task individually or in pairs, © Have students compare answers with a partner or around the class. « Iftime permits, have students check their answers while watching the video again. Check students’ answers. Introduction = viiWhat's your opinion? Students make inferences about the characters’ actions, feelings, and motivations, or state their own opinions about topics in the video. Follow-up Role play, interview, and other expansion activities This section includes communicative activities based on the videos in which students extend and personalize what they have learned. Encourage students to use new language to talk about themselves and their ideas as they complete the tasks. © Explain the task. Lead students through the procedure and answer their vocabulary and procedural questions. ‘+ Have students complete the task individually, in pairs, or in small groups, as noted in the teaching notes. ‘¢ Have students compare answers in pairs or in small groups. ‘* When appropriate, have volunteer pairs or groups act out the activity for the class. Language close-up What did they say? These cloze activities develop bottom-up listening skills by having students focus on the specific language in the videos and then fill in missing words. * Lead students through the task instructions. ‘Answer procedural questions as necessary. © Have students read the cloze passage and predict answers when possible. © Play the appropriate section of the video and do aspot-check to gauge overall comprehension, Do not supply answers at this stage. * Play the section again, Have students compare answers with a partner or around the class. Replay as necessary. * Go over answers with the class, and discuss any trouble spots. * If you wish, divide the class in half or in groups and lead a choral repetition and practice of the cloze passage. When students are comfortable with it, have them practice it in pairs or small groups, depending on the number of characters required. * Have selected pairs or groups read or act out the passage for the class. viii Grammar and functional activities In these activities, which are titled to reflect the structural and functional focus of a particular unit, students practice the grammatical structures and functions presented in the videos. These activities vary from unit to unit, but teachers can follow these procedures generally: * Present the grammatical structure and give ‘example sentences from the video script or from students’ experiences. ‘© Lead students through the task and answer vocabulary and procedural questions as needed. ‘© Have students complete the task individually or in pairs. ‘Have students compare answers with a partner or around the class. * Check students’ answers. © Review the grammatical structure as appropriate. © Refer students back to the Grammar Focus in the appropriate unit of the Intro Student’s Book as necessary, Options for the classroom The richness of video as a learning medium provides teachers with many options for the classroom. The Video Resource Book provides step-by-step instructions for all of the activities in the photocopiable worksheets; however, teachers should not feel restricted by these instructions. ‘Once teachers feel comfortable with the basic course procedures, they can try other effective - and enjoyable ~ classroom techniques for presenting and working with the videos. Teachers are also encouraged to use the videos as springboards for further classroom activities appropriate to thelr teaching and learning situations. Here are several proven techniques. Fast-forward viewing For activities in which students watch the video with the sound off, play the entire sequence on fast-forward and have students list all of the things they see. For example, for Unit 10: What's your sport?, have students watch the sequence in fast-forward and list all of the sports they see being played. Nearly al of the activities designed to be completed with the sound off can be done in this manner. Information gap Play approximately the first half of a video, and then have students work in pairs or groups to predict what will happen next. For‘example, in Unit 5: Everybody's having fun, stop the video just before Peter makes his first call to a friend, Ask students, “What will Peter do?" Have students predict the answer, and then play the rest of the sequence so that students can check their predictions. ‘Act it out All of the videos provide an excellent basis for role plays and drama activities. Select a short scene, and have students watch it several times. Then have pairs or groups act out the scene, staying as close as possible to the actions and expressions of the characters. Have pairs or groups act out their scenes in front of the class. Slow viewing Playa video in slow motion. As they view, have students call out all ofthe things people are doing, wearing, or eating ~ whatever is appropriate to a particular unit. What are they saying? Have students watch a short segment of a video in which two people are talking, but without sound. Then have pairs use the context to predict what the people might be saying to each other. Have pairs write out sample dialogs and share their work with the class. Freeze-frame Freeze a frame of a video and have students call out information about the scene: the objects they can see, what the people are doing, the time and place - whatever is appropriate to the scene or the learning situation. Introduction = ix), VOCABULARY People and names (GANS Fill in the blanks. Use the words EE nee NET the box. Then compare with a partner. 1. Hi. My fret... name is Caroline. 2. Ms. Lee is my . ..lmher 3. Hello. I'm Eduardo. My My call me Carol. My name's Alex Sims. name is Robles. _ INTRODUCTIONS Check (Y) the correct responses. Then compare with a partner. 1. Hello. 3. Hi, Pete, It’s nice to meet you. © Excuse me. © Nice to meet you, too. Mui O Yes,1am. 2. My name is Molly. What's yourname? 4. Hello. I'm Peter Krum. C tm Peter. © Hello. What's your © My friends call me Molly. name? Hi, Peter. Nice to meet you. 3 GUIRTE Practice the conversations in part A. Use your own names. WHAT DO YOu SEE? Watch the first 30 seconds of the video with the sound off. Check (/) the correct answers. 1. Peteris 2. Molly is, Qi astudent. OC astudent. © ateacher. CO ateacher. 2« Unit? Interchange ito VRB © Cambridge Univers Press 2012 Photocoplabe» GET THE PICTURE Check your answers to Exercise 3. Are they correct? » Match. Then compare with a partner. Va seGoue Molly 2. none Peter .. Mrs. Smith. 4. Miss Taylor Match the first names or titles with the last names. Then compare with a partner. A B 1. Miss. a. Krum 2, Mrs, b. Lin 3, Peter -. Smith 4, Molly d. Taylor WATCH FOR DETAILS Check (V) the correct answers. Then compare with a partner. 1, Peters nickname is © Krum, oH Pete. 2, Molly's friends call her © Molly. © Holly. 3. Peteris Molly's © friend. © dassmate. 4, Molly and Peter’ class is at © B00. © 9:00, 5, Mrs. Smith on © is Molly and Peter's teacher. © is not Molly and Peter's teacher. 6. Miss Taylor's class is in Room © 201. © 203. Interchange Intro VRB © Cambridge University Press 2012 Photocoplabie Unit 1 = 3|) DO YOU REMEMBER? ’ ; is es Write the sentences under the correct picture. Then compare with a partner. & He's Molly's classmate, _ She's Peter's teacher. His class is not in Room 201. ~ Herlast nameisTaylor. She's the teacher in Room 203. Her last name is Smith. Ww Her room is 201. His teacher is Miss Taylor. She's Peter's classmate. ti ¥ She's not a teacher. She's not Molly's teacher. Her teacher is Miss Taylor. NICETOMEETYOU: A Match, _ A B a 1, It’s nice to meet you, Sarah. a. Yes,lam, ~ 2, Hello. I'm Paul Thompson. ot | Nice to meet you, too. : ‘ ei 3, Are youa student here? c. Hi, My name is Sarah Long. © GAEAIN put the sentences in order. Then practi the conversation, A: Hello, 'm Paul Thompson. B: Hi. My.name le Sarah Lona, K Pee © GESEETIP Now introduce yourself around the class. Use your own information. 4 Unit? interchange nto VRB © Cambridge Universy Press 2012. Photocopiable= Language close-up - WHAT DID THEY SAY? Watch the video and complete the conversation, Then practice it. Molly and Peter are at school. Molly: Excuse me. Um, ..... hello. Peter: ! Molly’ ssn name is Molly. What's name? \ Peter: Peter, MY soon -» Call me Pete. Molly: My friends me... Molly. Hi, Pete. t's nice to you. Peter: It's nice to meet you, Molly: Are you a here? Peter: slam. My, isat nine o'clock with Taylor. Molly: Miss Taylor? my teacher. You're in class. Peter: 1 _ THE VERB BE Asking for and giving information Complete the conversations with the correct forms of be. Then practice with a partner. 1, A: Excuse me. .....Are...... you Sam? BENO,T scnnnnnie LUIS: SAM ennsnnnnn OVER tHETE, 2A: Celia. What your name? B: My name Dan. 3 this Mrs. Costa's classroom? : No, Her class in Room 105. 4, What your email address? Belt marymary@email.com, 5. A: What, your phone number? Bilt (646) 555-7841. 5 GATATELES Practice the conversations again. Use your own information. CREMAWALD Now ask five students from your class for their contact information. ‘A: What's your phone number, David? B: It’s (201) 555-3192. A: 555-3182? B: No, 3192. A: OK, thanks. Interchange Intro VRB © Cambridge University Press 2012 Photocopiable Unit1 «5_/Z,My passport! 4) VOCABULARY Prepositions A Look at the pictures. Where are these things? Circle the correct locations. the wallet the keys the umbrella {2) =i 3 in /@n) under / behind next to/ under the table the sofa the door the cell phone the passport the camera 4 infon in front of / behind in front of / behind theTV the bag the books the notebooks the books ‘on /under infront of /in next to /on the desk the drawer the table © GEIL Ask and answer questions about the things in part A. A: Where is the wallet? A: Where are the keys? B: It's on the table. B: They're... 6 = Unit2 Interchange intro VRB © Cambridge University Press 2012 Photocopiable_ WHAT DO YOU SEE? — Watch the video with the sound off. Check (7) True or False. Correct the false sentences. Then compare with a partner. 1. The ticket is usderthe TV. 2. The camera isin a box next to the sofa, 3. The keys are on the TV. 4, The passport is behind the desk. = Watch the video 4 GET THE PICTURE What things do Sofia and Jessica find? Number the things from 1 to 7 in the order they are found. Then compare with a partner. her bag her ticket her camera her umbrella herkeys iow her wallet her passport _ WATCH FOR DETAILS Check (V) the correct answers. Then compare with a partner. 1. At the beginning of the story, i's nine otlock. ten o'clock. 2, Sofia’ flight is at © twelve-thirty. © two-thirty, 3, Sofia's trip is to 2 Peru. ©) Brazil. 4, Sofias desk isin the © bedroom. D living room. 5, Sofia is ona plane to © Brazil, © Budapest. Interchange Intro VRB © Cambridge University Press 2012 Photocopiable Unit2 = 7| WHERE/SIT? \. Where are these things in the video? Fill in the blanks. Then compare with a partner. ae 1. The pen is .....0f.... the TV. 2, The magazines are the coffee table. 3. The lampis theTV, 4. The coffee table is som the sofa. 5 Where are Sofia's things? Complete the sentences. Then compare with a partner. 1, Sofia's wallet is in.her baa 2. Herticket is on the TV, 3. Her camera is 4, Her keys are ... 5. Her passport is 6. Her bag is 7. Her umbrella is TRUE OR FALSE? (TAMIL Your partner puts some of your things in different places. Can you guess where? A: My keys are in the desk. A: My ruler is on the desk. B: True. B: False. I's under the desk. 8» Unit2 Interchange Intro VRB © Cambridge University Press 2012 Photocopiablenguage close-up ev WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. Sofiais looking for her things. Jessica: Sofia! Where's your ..... PASS PONE... 2 Soffa: . its... maybe it’s abox! Jessica: Oh! Sofia: Maybe it's. ... It's probably the chair. Jessica: No... not here. Sofia: OK. Maybe it's... soonen tothe Jessica: Sofia! ainaee this? Sofia: My «I'm going to need that... Mi ~ ! Jessica: Isit ‘the books? No. Sofia: Oh, no! Jessica: Sofia, are those keys, in — of the TV? Sofia: Yes, those are keys, ... My passport, Jessica! Wait a minute. Wait a minute. It’s on the . oom in the bedroom! =a ) PREPOSITIONS 5 OF PLACE Describing location A. Complete the sentences about the things in the picture. Use each preposition only once. Then compare with a partner. infrontof /nextto on 1, The purse Js.next.£0.the sofa 2. The notebooks 3. The wallet 4. The lamp 5. The sunglasses 6. The clock Write similar sentences about things in your classroom. Then read your sentences to your partner. oye eno Interchange Intro VRB © Cambridge University Press 2012 Photocopiable Unit2 «93 Newcomers High School : VOCABULARY Countries and regions cerns ea oa - China a. Africa = . Costa Rica b. Asia i . the Dominican Republic —c. Europe ~ Italy 4. Central America 3. Mexico e. North America ‘A Match. Then add two more countries E Molec depouth America tothe list, . Uruguay 4. the Caribbean - B GEUBIERD Ask and answer questions about the places in part A. cs ‘A: Where's China? a B: It'sin Asia. or Ithinkit’s in...or Y'm not sure. Is itin ...? 2 10 = Unit 3 Interchange Into V88 © Cambridge University Press2012. Photocopiabe») GUESS THE FACTS Complete the chart. Use the words in the box. Then compare with a partner. Arabic 7 Casablanca Sanosé” )) (aGouintnniaaiciny Cantonese Hong Kon¢ Spanish Wace eaaainsbet call 1, Morocco Casablanca, 2. Costa Rica A: Casablanca is in Morocco, B: Yes, that’s right. or No, it’s not. It's in B: They speak Spanish in Morocco. ‘A: No, they speak... = Watch the ye GET THE PICTURE |. Check your answers to Exercise 2. Where are they from? Check (V) the correct answers. China Costa Rica Morocco 3. China _ WATCH FOR DETAILS Check (V) the correct answers. Then compare 1. Newcomers High School is in ©) Washington, D.C. A New York City, 2. The students at Newcomers High School © are from the US. © aren't from the US. 3. Morocco is on the © ocean. O river. 4, Camil © fun, © large. says the rain forest is Interchange intro VRB © Cambridge University ress 2012 with a partner, 5. Cai’s brother is © 20. O22 6. Cal's brothers O talkative, O serious. 7. Fatima speaks (2 two languages. () three languages. 8 Ma‘a salama means ©) "Thank you" & ©) "Good-bye" Phorocopiable Unit3 = 11= Follow-up - _ WHEREIS IT? ® GIEEL students from Newcomers High School come from these cities. Find the cities on the map. Casablanca Hong Kong ‘A: Where's Casablanca? B: | think its here, in... . It's number. ‘A: You're right. or No. It's number... It's here, in... (XYMMELLG Now take turns finding these cities. ‘Addis Ababa Inchon Monterrey Sapporo Winnipeg | | cali Karachi ‘San Diego St. Petersburg Vitéria | ‘A: Where's Cali? B: I think it in Colombia. It's number 4. A: Yes, that's right. or No, it's not. It's here, number... - Write five cities on five pieces of paper. Mix them up. Picka city. Where is it? here’s...? Ithinkit'sin ... at's right. oF No, it's in... 12 © Unit3 Interchange Intro VRB © Cambridge University Press 2012 Photocoplable. = Language close-up WHAT DID THEY SAY? _ Watch the video and complete the conversation. Then practice it. Rachel Park is talking to Camila, a student at Newcomers High School. Rachel: ........Hella. Where you from, Camilia? from Morocco, too? . from Costa Rica. is Costa Rica, Camilia? in Central America, — San José, the Rachel: What's San José ? Camilia: Its very «like ita lot. Rachel: What are ? Camilia: These photos of the rain forest in my The rain forest is and interesting, It's fun, Rachel: It looks fun! v» you, Camila, PRESENT TENSE OF BE Countries and regions \ Complete the conversations. Then practice them. a 1'm from Pusan, 1. A: How .......... you today? - BI pani “/ Where are you How about you? 5 A: Where ... you from, Carlos? from, Ji-son? = BI from Mexico, How about you? ce AL from Canada _ B: Oh, you from Montreal? = Yes, ee 2. A: Where Rachel from? Br SHE so ssonnnen from the US. At sccunssnne She from New York? & BNO, She nusennse NOt from New York, my She eonnnnn from Chicago originally. @ 3. A: Where Ji-son and Hyo from? a son from Pusan, and Hyo from Seoul. 7 A: Oh, 50 they son... both from South Korea, — B: Yes, they GEEMEDLD Now find out what cities (or countries) your classmates are from. Interchange into VRB © Cambridge University Press 2012 Photacopiable Unit3 = 13<) What are you wearing? s VOCABULARY Clothing Find these things in the picture. Match. d.... a dark blue suit a brown tie black shoes abriefcase awn 5. 6. 7 8. white socks 9. abackpack 13. a scarf a gray skirt 10. boots 14. a yellow dress awhiteblouse 11. jeans 15. a pink hat abluejacket 12. asweater 16. ared shirt & GEWELN cover the words in part A. Then ask about things in the picture. ‘A: What's this? B: It’sa dark blue suit. ‘A: What are these? B: They're black shoes. 14 = Unit4 Interchange Intro VAB © Cambridge University ress 2012 PhotocopiableWHAT DO YOU SEE? Watch the video with the sound off. Answer the questions. Check (Y) all correct answers, a my = =(N “ & rl 2 1. What is the man 2. Whatis the uniform 3. What are the mother 4, What is Jamal wearing and forthe girs school? and baby wearing? wearing today? carrying? white socks CO sneakers © black pants Oa blue suit ared skirt © jeans © agreen shirt & abrown tie a white blouse O at-shirt O acoat © brown shoes ~)agreen sweater L) ascarf Mi ablack briefcase © yellow pants. ©) apink hat Ea _ GET THE PICTURE Check your answers to Exercise 2, Then compare with a partner. _ WATCH FOR DETAILS Watch the video again. This time, cross out the wrong items in Exercise 2. Write the correct ones. Then compare with a partner. CO ebliesuit a gray striped sult @ abrown tie © brewnshees. black shoes ablack briefcase Interchange Intro VRB © Cambridge Univesity Press 2012 Photacoplable Unit4 © 15=) DO YOU REMEMBER? : Check (7) the correct answers. Then compere with a partner. 1, The season is, 3, Megan's backpack is yellow, and Jasmin’s backpack is. O spring. © blue. O fall. © black. 2. The weather is cool and 4, Sheila and Julie are wearing © cloudy. © casual clothes. © sunny, © format clothes. 4.Dyes Ono 5.Qyes Ono 8 GREED compare your answers to part A. A: [like his clothes. | like his gray suit. B: [like his gray suit, and | like his brown tie. 16 = Unit4 “like his gray suit, but | don't like his red tie” Interchange intro VR © Cambridge University Press 2012 Photocopiable== Language close-up WHAT DID THEY SAY? Watch the video and complete the conversations. Jamal Greene is asking people about their clothes. 1. Jamal: Excuse me, Hello! Man: Hello, there. Jamal: talking to people about What are you .. today? Man: I'm wearing a couee Striped suit, brown sand black Jamal: Is ita sew Suit? soe sit for cool : It's good for the fall and very formal. ee today, so I'm wearing formal Jamal: | 2. Jamal: $0 enn are you wearing Sheila: We're just wearing clothes, Ihave on boots and jeans, a : a light jacket, and .. Sunglasses. Jamal: Anda very pretty scarf. Sheila: Thank you. Jamal: And what is Julie 2 Sheila: She's wearing blue womans Whit a pink hat. It’s her hat. ol PRESENT CONTINUOUS Asking about and describing clothing _ ‘Complete these conversations with the present continuous of wear. TAS ANE YOU ..WeAtING... pants today? B: No! asskirt, 2A What ooo OUPEACKET ..ssnnenan today? She .. os @ black sweater, a blue blouse, and a gray skirt, :: What color shoes you ae} a «. white shoes today, YOUr Classmates... nomnem Coats today? NO, they nn sn: Coats, but they sweaters. What colors you today? BI -ows: Yellow, blue, brown, and green. © GUVAUSMD Practice the conversations again. Use your own information. Interchange into VRB © Cambridge University Press 2012 Photocopiable Unita «17S Everybody's having fun. Write the actions under the pictures. Then compare with a partner. looking upaphonenumber _ sleeping ‘making popcorn v studying ordering a pizza watching movies answering the phone babysitting having dinner together 1, SPUAVING. nme 2 3. Young-soo 9 :: What are Blake and Sam doing? ‘They're... PEer 18 » Unit 5 Interchange intro VRB © Cambridge University Press 2012 Photocopiable_ {gg WHAT DO YoUSEE?_ Gow Watch the video with the sound off. Put the pictures in order from 1 to 7. GET THE PICTURE \ Check your answers to Exercise 2. & Now write the correct description under each picture es in Exercise 2, Use the ideas in the box. Then compare with apartner. Peter / Kate / Doug /Emiis... answering the phone. _ sleeping. babysitting. ¥ studying, > calling a friend. watching movies. a jing out. Interchange nto VRB © Combriige University Press 2012 Photocopiable Unit 5 « 19|) WATCH FOR DETAILS Check (7) the correct answers. Then compare with a partner. 7. Emi, Ivan, and Carla are at video, it’s © Carla's place. © 6:00. © Emi place. & 7200. 2, Peteris studying 5. Doug is having dinner 8. Emi, Ivan, and Carla are making Oathome. © with his grandparents. O apiza. © inschool. O athis girfriend’s house. © popcorn. 3, Kate thinks babysitting 6. Emi calls Peter at O isfun. © 920. CQ isnt fun. © 820. ee WHAT AM I DOING? (GETIEN Take turns acting out an action and guessing the action. Use the verbs in the box or your own ideas. A: What am | doing? : Are you dancing? A: No, 'm not. re you swimming? A: Yes, lam. 20 = Unit 5 Interchange Intro VRB © Cambridge University Press 2012 Photocopiable= Language close-up ee WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. Emiis calling Peter Peter: Uh, ........hello. Emi: Hi, Peter. 5 Um, you OK? Peter: I'm .. A 5 si not studying. Youre Peter: OK, OK. I'm -Butim too! ate you doing, Emi? Emi: I'm hanging out ... Ivan and Carla, Peter: 7 Sounds like fun. Emi: Yeah. We're movies at my place. you busy? Peter: Well, m studying for a test that | have on : Emi: We're i popcorn. Peter: What ow iS 1? Emi: It’s after nine. Ivan is Peter: OKI Im 2 ? _ PRESENT CONTINUOUS Describing current activities Complete these conversations, Use the correct present continuous forms of the verbs in parentheses. Then practice with a partner. 1, A: What... Pablo .......dalna. (doy? B: He (study). 2. A: What . Mariko (read)? B: She (read) a really good book. 3. A: What your family (do) right now? B: My parents (work), and my brother and sister (talk) on the phone. 4. A: What our teacher (doy? B: He (have) lunch, A: Really? | (get) hungry, too. you (speak) Spanish right now? No, | (speak) English! GED Now ask and answer similar questions about your classmates, friends, and family. Use your own information. Interchange Intro VRB © Cambridge University Press 2012 Photocopiable Unit 5 = 216 My life VOCABULARY Daily routines Look at Vanessa's daily routine. Write the sentences under the pictures. Then compare with a partner. walk to work. Every night, l write jokes. } | 7 Weekdays, getup at7:30. | have breakfast with my parents, | | At5:00, [finish work. I start work at 9:00. j || At 1:30,1take alunch break. On Saturdays, tell my jokes at a comedy club. 1, Weekdays, | get. 2 up.at. 7:30, __ GUESS THE FACTS Look again at the sentences in Exercise 1. Where do you think Vanessa works? Check (v7) your answer. © She works ata school. ] She works in an office. © She works at home. 22 « Unité Interchange Intro VRB © Cambridge University Press 2012 PhotocoplableWHAT DO YOU SEE? Watch the first minute of the video with the sound off. Check your answer to Exercise 2. En Pte) GET THE PICTURE ‘\ Complete the description. ‘On weekdays, Vanessa ..deslane webpages... all day, and she .. ‘ at night. } Check (V7) True or False. Then compare with a partner. True False 1. Vanessa lives with her brother. @ 2. Vanessa's mother is a teacher. a 3. Vanessa's father walks to work. 2} 4, Inthe evening, Vanessa writes stories. 5 5. On Saturdays, Vanessa goes to a comedy club. Qo 6. Vanessa gets home early from the club. Oo 7. On Sundays, Vanessa works all day. a _ WATCH FOR DETAILS Check () the correct answers. Then compate with a partner. 1. How old is Vanessa? Qa 2 2. What is Vanessa's brother's name? © Wynton © william 3.\What time does Vanessa's mother take the bus? 2 8304m. © s:00am, 4, What time does Vanessa's father start work? © 9:00 aw. 7 930rm 5, What time does the show at the club start? © e900, © 9:00 paw. 6, When does Vanessa usually go home from the club? © Around 11:00 pa, © Around 12:00 am, Interchange intro VRB © Cambridge University Press 2012 Photocoplable Unit 6 » 23DO YOU REMEMBER? (GENIE Complete the chart. Check (7) the words that describe Vanessa's routine. Designs web pages Writes jokes Tells jokes Goes downtown A DAY IN THE LIFE (GAEEIE choose one of these people. Describe a day in the person's life. Use the ideas in the box below or your own ideas. Your partner guesses the person. A: He gets up at 1:00 in the afternoon. He starts work at 10:00 at night. B: [think he's a musician. musician omen | He/She... | gets up at 5:00 in the morning. gets up at 1:00 in the afternoon. finishes work at 3:00 in the morning, has breakfast at work. starts work at 10:00 at night. wears a white shirt and black pants at work. finishes work at 3:00 in the afternoon. works for a television station. doesn’t work on weekends, sometimes has lunch with students. writes on the board. | | | | | 1 i 3 CEA Now share your descriptions with another pair. Your partners ‘guess who you're describing, 24 © Unit 6 Interchange Intro VR © Cambridge University Press 2012 Photocoplable= Language close-up WHAT DID SHE SAY? Watch the video and complete the descriptions. Then practice it. Vanessa is talking about her life. Hi, 'm Vanessa. Welcome to MY onMOMBr rn «ive Come on in! This is my co and this is my This is my "Wynton. He doesn't with us. He has his own He's 'm 22, so that makes him big brother. + Iget up around 7:30. We breakfast at about eight... tight here. My mom is a teacher. She in the school, She takes the to work. The bus comes at and she gets home about My dad to work. He works the clinic. a doctor. He starts work at clock and gets home at _ SIMPLE PRESENT TENSE Talking about routines Complete these conversations with the correct verb forms. Then practice the conversations. Ves cee... (DO/Does) you live in the city? B: No, cow ontt/ doesn't). Hu (livefives) in the suburbs. My sister... (live/tives) in the city. She ww (have/has) a good job there. 2. A: How (do/does) you go to school? BI (take/takes) the bus because 1 (don't/doesn't) have a car. ¢ What time (do/does) you go to school? : Well, the bus (come/comes) at 7:00. : (Do/Does) you have breakfast every day? YES, (do/does). My parents (don't/doesn't) work in the morning, but they (get up/gets up) early and (have/has) breakfast with me.Then my father (drive/drives) me to the bus. 5. A: Where (do/does) you have dinner? B: My friends and | (go/goes) to a restaurant after class, sol (don't/doesn't) have dinner with my family. (GQUUMIETS Ask and answer the questions again. Use your own information. Interchange Intro VRB © Cambridge University Press 2012 Photocoplable Unit6 © 257 Richdale Street (OCABULARY Anew apartment Find these places in the picture. Match. Then compare with a partner. £... bathroom F aaa bedroom =e closet io if kitchen aon b & living room yh yard oyawne (GAIMIEEND what do you need in a new apartment? Number the things from 1 (most important) to 10 (least important). a dresser a microwave an oven atefrigerator asofa © GLAAD Now compare your answers. Use your own ideas, too. AA: | think you need a refrigerator for the kitchen. B: And you also need a sofa for the living room. C: Well | think you need... 26 © Unit7 Interchange Intro VRB © Cambridge University Press 2012 Photocopiable_- WHAT DO YOU SEE? Watch the video with the sound off, What things do the two roommates have? Check (7) them. Then compare with a partner. Oo a Gi asofa a dresser O dishes © astove () shelves O acoffeetable (2 abed (1 acofieemaker © arefrigerator [© amicrowave [) chairs (7) atelevi <» GET THE PICTURE Jessica tells her mother about her apartment. What information is true, and what information is false? Check (7) the correct answers. Then compare with a partner. True False 1, Sofia waves hello to Jessica's mom. — ( 2. There's no microwave. 3. The kitchen is very sunny. 4, There's a modern refrigerator. 5 6 7. The kitchen is clean. ‘The bedroom has a lot of windows. The bedroom has a great view. 8. There's a closet in the bedroom, 9. They don't have a yard. 10. The vase is in the living room. oO } O } oO 000 } eooo000c0n _ WATCH FOR DETAILS — Check (V) the correct answers. Then compare with a partner. 1. Who is on the phone? 3. What's the present from 5. Where is Jessica's mother ™ Jessica's mother. Jessica's mother? ling from? © Sofia's mother. © Alamp. © The suburbs. © Avase. © The city. (2. What's the view from 4, What's Jessica and Sofia’s 6. What does Jessica's mother Jessica's bedroom? address? say about the apartment? © Apark. © 238 Richdale Street. © She says it's nice. CO Awall. © 283 Richdale Street. CO She says its perfect. Interchange Intro VRB © Cambridge Univesity Press2012Photocoplable Unit 7» 27=) WHAT'S YOUR OPINION? — What important things do you think Jessica and Sofia still need? Check (/) them. Then compare with a partner. © curtains © amicrowave © adining table © pictures A Ithink they need ... B: But they don't really need... A. What questions do you think Jessica's mother asks about the new apartment? Write six more questions, 1. Royoullke your new aparzment?, 2. How.many.roome. are there?, 3 z We have an oven, but we don't have a microwave. {8 GQEMATED Now ask and answer questions. Two people play the roles of Jessica and Sofia. ‘your new apartment? : Yes, we do. ‘A: How many rooms are there? There are four rooms, 28 » Unit7 Interchange intro VRB © Cambridge University Press 2012 Photocopiableinguage close-up _ WHAT DID SHE SAY? ‘Watch the video and complete the conversation. Then practice it. Jessica is talking to her mother on the phone and answering her questions. Jessica: She's asking about our apartment... Yeah, | like it Well, let me see, There are rooms: the living FOOM, the .oonnsssnnnnnann y€Nd two bedrooms. Oh, and of course, a THE ns room? Well it’s really big. The kitchen is too. No, we don't havea We just aregular oven. Yes, the kitchen is very There isa modern .... Clean? Yeah, of course, clean. The bedroom? Actually, there are a... of big WindoWS. ANd thE soccnsmnnnnnn 1 really Gz THERE IS/THERE ARE Describing a home /\ Complete these sentences with there’s, there are, and there aren't. 1. .There.ate.... eight rooms in our house, and a gatage, too. 2h some trees in the yard, but any flowers. ‘some armchairs in the living room, a large table in the dining room. any pictures in the dining room, some in the living room. a stove and a refrigerator in the kitchen, no microwave oven, 6. three bedrooms in the house, nt ‘one bathroom. Rewrite the sentences in part A so that they are true for your house or apartment. Then compare with a partner. Interchange Intro VRB © Cambridge University Press 2012 Photocopiable Unit 7 » 29E&The night shift | \| VOCABULARY Jobs Write the jobs under the pictures. Then compare with a partner. a, tn 4 B Choose a job from part A. Say what you do. Use the sentences in the box or your own ideas. Your partner guesses the job. [take people tothe emergency room. | weara uniform, | Lworkat night, help sick people. | Isitall day /all night. I stand all day /all night. | Lworkin a hospital. workin a restaurant. aaanrasaninaia udnnnnennapnetitnnaacumai A; I stand all day. B: Are you a doctor? A: No, ma waiter. 30 = Unit8 Interchange Intro VRB © Cambridge University Press 2012 Photocopiable_ WHAT DO YOU SEE? Watch the video with the sound off. Write each person's job, Then compare with a partner. Watch Ca Er | GET THE PICTURE Check your answers to Exercise 2. Were they correct? > These people work at night, What time do they start? What time do they finish? Write the times, Then compare with a partner. a ee a Le us wee Eva Trey Starts 11:00.p1m. Finishes Interchange intro VRB © Cambridge Univesity Press 2012 Photocoplable Unit 8 = 31Trey 1. Eva North thinks her job is ...... . 3. Trey thinks his job is . - © dangerous © busy, but interesting M stressful © difficult, but exciting 20 EVA cecum HEFJOD. 4, Trey works for hours, and then O Tikes he has a breakfast break. © doesn't like © five © seven Dwayne " Gio i 5. Dwayne goes to school in the .... . 8. Taxi drivers on the night shift often work © morning hours. - © afternoon © 10t015 121014 6. Dwayne wakes up about : 9. Its when Rachel speaks to Gio. © 10:00am, © 6:00am, © 12:00 pm, © 7:00 0m. Fi, vom ia hard day for Dwayne. 10. Gio thinks he hard. _ © Tuesday © works - © Thursday C) doesn't work ROLE PLAY ; 7 (GTA Play the roles of the people in the video. Give your real of Use the words in the box. dangerous easy interesting difficult exciting pleasant ‘A: What do you do, Eva? B: I'ma doctor, A: Oh, that's an exciting job! B: Yes, but it's very stressful. 32 © Unit8 Interchange intro VRB © Cambridge University Press 2012 Photocopiable= Language close-up _ WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. Areporteris talking to people who work at night. Rachel: I'm Rachel Park, and I'm standing, in front of Memorial Hospital with Eva North, She works in the hospital. Eva, do you do? Eva: Ima .. : Rachel: do you work, exactly? Eva: Right here in the emergency Rachel: Is it at night? Eva: Yes, yes, it Rachel: Really? Eva: All. and all night. Rachel: do you like your job? Eva: It's -Iwork hours ~ from 11:00 to 7:00. But day in the hospital is different. it....Oh, actually, tm Ihave to go. _) SIMPLE PRESENT TENSE Talking about work and school ‘Complete these conversations, Use the correct forms of the verb. Then practice the conversations. Te At 2068... Dwayne .....NOFK...... (work) at night? 8: Yes, he (do). He (go) to schoo! in the morning and (do) his homework in the afternoon, A: When he (sleep)? 8: That’s a good question! 2. A: Where .. Eva and Trey (work)? 8: They (work) at a hospital. A: What they (do), exactly? 8: Eva (take) care of sick people, and Trey (drive) an ambulance, (GEEMIEND Now ask your partner these questions. - Do you have classes during the day? What time do you go to school? .. How do you go to school? How do you go home? . When do you do your homework? Where do you do it? . |. Do you have a job? Do you work at night? aYNo Interchange intro VR8 © Cambridge University Press 2012 Photocopiable Unité » 332 pt the diner 1a VOCABULARY Brunch |. Find these things in the picture. Match. Then compare with a partner. yaeryo pancakes with syrup " 12, 2B. 4. toast with butter 1B GCUEDD what do your classmates have for breakfast? Ask them. What do you usually have for breakfast? : Lusually have eggs and toast. CC: lalways have coffee and fruit. D:Inever eat breakfast. Interchange Intro VRB © Cambridge University Press 2012. Photocopiable It’s nice to meet you, too. Are you a student here? ; Yes, lam. My class is at nine o'clock with Miss Taylor. Molly: Miss Taylor? She's my teacher. You're inmy class, Peter: Great! Interchange intro Video teaching notes(Qj tHe vers Be In these activities, students practice the grammatical focus of the video by completing dialogs with the correct form of the verb be. Students then practice the dialogs and have conversations asking for phone numbers. A + Explain the task, and lead students through the incomplete dialogs. + Have students work alone to complete the task. + Check answers as a class, and review the structure asneeded. Possible answers 1. A: Excuse me. Are you Sam? No, I'm Luis. Sam’s over there. 'm Celia. What's your name? My name's Dan. Is this Mrs. Costa’s classroom? Be 28: B A B: No. Her class is/'s in Room 105. A 8: A: B: What's your email address? It’s marymary@email.com. What's your phone number? It’s (646) 555-7841. + Put students into pairs. Tell them to practice the dialogs in part A using their own information. c + Explain the task. Model the sample conversation with a volunteer. + Put students into groups or have them stand up and move around the room in order to complete the task. Interchange intro Video teaching notes Unit 1 = 69LANGUAGE SUMMARY My passport! Topics/Functions: Personal items, possessions, and locations; naming objects; asking for and giving locations Structures: Prepositions of place STORY SUMMARY Sofia is preparing to leave on a trip to Brazil. Her roommate, Jessica, is helping her get ready by asking her ifshe has everything she needs and helping her find the missing ites. CULTURAL NOTE Many young people in the United States and Canada move out of their parents’ homes when they go to college or geta full-time job. They often share a house or apartment with others in similar circumstances. VOCABULARY In these activities, students work with key vocabulary about items they will see in the video and prepositions of location. A + Explain the task. Tell students to look at the pictures and model the name of each item and the prepositions. + Have students work alone to complete the task. + Check answers around the class. Answers on under next to on behind in front of under in next to PON NVAwN> + Explain the task. Model the sample dialog with two volunteers. 70 = Unit2 + Have students work in pairs to complete the task. + Check answers by asking volunteer pairs to give their answers and responses. Answers Where is the wallet? ltson the table. : Where ate the keys? : They'te under the sofa, = Where is the umbrella? : It's next to the door. Where is the cell phone? ItsontheTV. : Where is the passport? : It's behind the bag. : Where is the camera? : It’s in front of the books. Where is the ticket? It’s under the desk. Where are the notebooks? : They're in the drawer. Where are the books? They're next to the table. (2 wuar vo you see? In thls activity, students prepare to watch the video by using visual information to establish the location of various items. Interchange intro Video teaching notes.+ Explain the task, and read the instructions and the four items aloud, + Play the video with the sound off; tell students to watch and check the answers. + Put students into pairs to compare answers. Then check answers around the class. Answers 1, False (The ticket is on the TV) 2. True 3. False (The keys are in front of the TV.) 4, False (The passport is on the desk.) SSA Gee 7c (cer THe Picture In this activity, students watch and listen to the video to decide on the correct order in which Sofia looks: for her things. + Explain the task, and read through the list. + Play the entire video with the sound on. Have students work alone to complete the task while they watch. + Put students in pairs and have them compare their answers. Play the video again if necessary. + Check answers as a class. Answers 6 her bag 3 her camera 4her keys 5 her passport 2 her ticket 7 her umbrella Ther wallet WATCH FOR DETAILS In this activity, students focus more closely on details to answer questions about the story. + Explain the task, and read through the items. Answer any vocabulary questions as they arise. Interchange Intro video teaching notes + Play the video with the sound on. + Have students work alone to check the correct answers, Have them compare their answers with a partner before going over the answers with the class. Answers 1. ten otlock. 2. twelve-thirty. 3. Brazil. 4, bedroom. 5, Budapest. WHEREIS IT? In these activities, students complete sentences about the video by using the prepositions they reviewed earlier. A + Explain the task, and read through the statements. + Replay the video until the TV (with ticket, notebook, and pen on top) is shown. + Have students work alone to check the correct, answers. Have them compare their answers with a partner before going over the answers with the class. Answers 1. on 2. under 3. nextto 4. in front of B + Explain the task, and read through the partial sentences. + Have students work alone to complete the sentences. Have them compare their answers with a partner before going over the answers with the class. Unit2 = 71Answers 1. inher bag 2. under her notebook 3. ina box next to the sofa 4. infront of the TV. 5, onthe/her desk 6. behind the door 7. onthe shelf =) Follow-up =) TRUE OR FALSE? locations of their own things. + Explain the task, and read the sample dialogs with students. + Put students into pairs to complete the task. Have them take turns putting things in different places, and asking and answering about the locations. (=) Language close-up (iQ waar Dip THEY sav? by having students focus on specific language used by characters in the video. + Explain the task, Have students, working individually or in pairs, read the conversation and fillin as many blanks as they can before watching the video. + Play this segment of the video with the sound ‘on while students work alone to fill in the blanks and check their predictions. Then have students ‘compare answers with a partner. + Check answers as a class. + Ask for volunteer pairs to stand up and act out the conversation. 72 = Unit2 Answers Jessica: Sofia! Where's your passport? Sofia: Maybe it's... maybe it's in a box. Jessica: Oh! Sofia: Maybe it’... I's probably behind the chair. Jessica: No, it’s not here. Sofia: OK. Maybe it’s next to the sofa, Jessica: Sofial What's this? Sofia: My camera. !m going to need that... My passpor Jessica: |s it under the books? No. Sofia: Oh, no! Jessica: Sofia, are those your keys, in front of the TV? Sofia: Yes, those are my keys... My passport, Jessica! Wait a minute. Wait a minute, It’son the desk in the bedroom! (prepositions oF PLACE In these activities, students practice using the ‘grammatical focus of the video by describing the locations of various objects. A + Explain the task, and read the words in the box. + Have students work alone to complete the sentences. Then put students into pairs to compare answers. + Check answers asa class, ‘Answers 1. isnext to the sofa 2, are under the TV 3. isin the purse 4, isonthe TV 5, are in front of the lamp 6. is behind the chair + Explain the task. Have students work alone to write their own sentences. + Ask several volunteers to share one or two sentences with the class. Interchange intvo Video teaching notesNewcomers High School LANGUAGE SUMMARY Topics/Functions: Countries, egions, and languages; asking for and giving information about countries of origin and native languages Structures: Questions and short answers with be STORY SUMMARY A reporter interviews three students from around the world (Morocco, Costa Rica, and China) who live in the United States. Each student tells the reporter his or her name, country of origin, and native language. CULTURAL NOTE ‘Many schoo! districts in the United States have programs such as the Newcomers program to help immigrant and refugee students learn English and adjust to their new home. Newcomers programs have existed since the early 1980s. Stow (i vocasuany ‘These activities introduce the names of the countries students will hear in the video. A + Explain the task. Then read the countries and regions in the lists. + Have students work alone to complete the task. Then put students into pairs to compare their answers and to tell each other the names of the countries they added to the + Check answers around the class, Then aska few students to share their additional countries. Answers 1b Se 2d 6a 3.9 7h ac + Explain the task. Model the sample dialog with volunteers. + Put students into pairs to complete the task. Interchange intro Veo teaching notes + Check answers by asking volunteer pairs to give their answers and responses. Answers. 1, A:Where's China? sin Asia, ‘Where's Costa Rica? Its in Central America. here's the Dominican Republic? B: It's in the Caribbean. 4, A: Where's Italy? It’sin Europe. here's Mexico? B:It’sin North America. 6, A: Where's Morocco? Iesin Africa, 7. A: Where's Uruguay? B:It'sin South America, GUESS THE FACTS In this activity, students are introduced to the names of the languages and cities they will hearin the video. + Explain the task. Then model the vocabulary in the box. Unit 3 = 73+ Have students work alone to complete the task. Then put students in pairs to compare their answers. GET THE PICTURE In these activities, students watch the entire video to check their predictions from Exercise 2 and to find ‘out what countries the students are from. A + Explain the task. Make sure students understand they should look at the chart in Exercise 2. + Play the video with the sound on. Have students complete the task while they watch, + Have students compare their answers with a partner. Play the video again if necessary. + Check answers as a class. Answers 1. Morocco: Casablanca, Arabic 2. Costa Rica: San José, Spanish 3. China: Hong Kong, Cantonese + Explain the task, and read the students’ names aloud. + Play the video with the sound on, Have students complete the task while they watch. + Have students compare their answers with a partner. Play the video again if necessary. + Check answers as.a class. Answers. 1. Fatima: Morocco. 2, Camilia: Costa Rica 3. Cai:China WATCH FOR DETAILS In this activity, students focus on details in the video to answer more detailed questions about facts, mentioned in the video. 74 = Unit3 + Explain the task, and read through the items. + Play the video with the sound on. + Have students work alone to check the correct answers. Have them compare their answers with a partner before going over the answers with the class. Answers 1, New York City, 5. 22, 2. aren't from the US. 6. serious. 3, ocean. 7. three languages. 4, fun. "Good-bye" Ser dil} WHERE IS IT? In these activities, students use the language presented in the unit to talk about the locations of various cities around the world. A + Explain the task, and read through the names of the countries labeled on the map and the cities in the box. + Put students into pairs to find the cities on the map. Answers Casablanca, Morocco ~ number 8 Hong Kong, China - number 12 San José, Costa Rica - number 13 B + Explain the task. Then read through the list of cities and model the sample dialog with a volunteer. + Put students into pairs to complete the task. Then have pairs join together to form small groups and compare their answers. + Check answers asa class. Answers ‘Addis Ababa, Ethiopia ~ number 10 Cali, Colombia - number 4 Inchon, South Korea ~ number 9 Interchange intro Video teaching notesKarachi, Pakistan - number 1 Monterrey, Mexico - number 5 San Diego, California (United States) ~ number 6 Sapporo, Japan — number 3 St. Petersburg, Russia - number 7 Winnipeg, Canada - number 11 Vitoria, Brazil - number 2 c Explain the task: Students work in small groups to write the names of ive cities on slips of paper. Tell students to put their papers on a desk and mix them up. Then each student picks a city and, following the sample dialog, leads a discussion of the location. + Ask volunteers from each group to tell the class where their most distant city is located, Language close-up WHAT DID THEY SAY? This cloze activity develops bottom-up listening st by having students focus on specific language used by the interviewer and the second student. Explain the task. Have students, working individually or in pairs, read the conversation and fillin as many blanks as they can before watching the video. Play this segment of the video with the sound ‘on while students work alone to fill in the blanks and check their predictions. Then have students ‘compare answers with a partner. + Check answers as a class. + Ask for volunteer pairs to stand up and act out the conversation. Answers Rachel: Hello. Where are you from, Camilia? Are you from Morocco, too? No, rm not. I'm from Costa Rica. Where is Costa Rica, Camilia? It’s in Central America. !m from San José, the capital. Rachel: What's San José like? Interchange Into Video teaching notes Camilia: I's very nice. like ita lot. Rachel: What are these? Camilia: These are photos of the rain forest in my country. The rain forest is beautiful and interesting. It's fun, too, Rachel: It looks fun! Thank you, Camilia. PRESENT TENSE OF BE In these activities, students practice the grammatical focus of the video by completing dialogs with the correct form of the verb be. Students then practice the dialogs and have conversations asking where thelr classmates are from. A + Explain the task, and go over the example. + Have students work alone to complete the conversations. Then put students into pairs to practice the conversations. + Check answersas a class. Answers 1. A: How are you today? B: V'm fine, thank you. : Where are you from, Carlos? I'm from Mexico, How about you? Vm from Canada. Oh, are you from Montreal? Yes, | am. : Where’s Rachel from? She's from the US. : Is she from New York? No, she’s not from New York. She's from Chicago originally. Where are Ji-son and Hyo from? : Ji-son is from Pusan, and Hyo is from Seoul. h, so they're both from South Korea. : Yes, they are. PPerreror P>e> B + Explain the task. Then have students move around the room, asking and answering questions about. where they are from. + Ask volunteers to tell the class what they found out about their classmates. Unit 3 = 75What are you wearing? LANGUAGE SUMMARY Topics/Functions: Clothing; asking about and describing clothing ‘Structures: Present continuous with the verb wear STORY SUMMARY Areporter interviews several people about what they're wearing. CULTURAL NOTE Atmany schools in the United States and Canada, students can wear what they want, but at some schools, they must weara school uniform. in this video, the reporter talks with some students who wear a school uniform. et Answers : What are these? (Gj vocasutary They're jeans. In this activity, students work with key vocabulary : What's this? : It’sa pink hat. about clothing they will see in the video. A ;: What’ this? : It’sa briefcase. + Explain the task. Then read through the list of clothing items, and have students repeat after you. : What's this? It's a dark blue suit. + Have students work alone to complete the task. + Check answers around the class. What's this? It's a gray skirt. What are these? : They're black shoes. What's this? : It's a red shirt. : What are these? : They're white socks. : What's this? It’s a brown tie. What's this? : It's a scarf. ; What's this? It’s a white blouse. : What's this? It's blue jacket. What's this? It’s a backpack. ; What's this? : Isa yellow dress. Answers: 13.) 14.0 15. b 16.9 ee 10. Quswn- a osa7 12. + Explain the task, and model the example dialog witha student. + Have students cover the words in part A. Then put students into pairs to complete the task. + Check answers around the class. 76 = Unit4 Imerchange hiro Video tecching notes° : What are these? B: They're boots. p. A: What's this? WHAT DO YOU SEE? In this activity, students prepare to watch the video by making predictions based on visual information about the clothing various people are wearing in the video. + Explain the task, and read through the items of clothing and accessories. + Play the entire video with the sound off. Have students work alone to choose the correct answers. i Watch the video GET THE PICTURE In this activity, students watch and listen to the video to check their predictions from Exercise 2. + Explain the task, and make sure students understand that they should look at and correct their answers in Exercise 2. + Play the video with the sound on, Have students complete the task while they watch. + Have students compare their answers with a partner, Replay the video, pausing after each interview, to give students a chance to check their answers. + Check answers as a class. Answers. 1, abrown tie 3. jeans ablack briefcase ascarf 2. white socks a pink hat a white blouse 4, black pants Interchange intro Video teaching notes WATCH FOR DETAILS In this activity, students focus on details in the interviews to correct mistakes in clothing descriptions from Exercise 2. + Explain the task, and read through the example, + Have students work alone to correct any mistakes they see before watching the video again. + Play the video with the sound on, Have students check the corrections they made and then correct any remaining mistakes. + Have students compare their answers with a partner before going over the answers with the class, ‘Answers 1, agray striped suit black shoes 2. agray skirt a blue sweater 3. boots a blouse and a light jacket blue pants and a white sweater 4, alight blue shirt ajacket (v0 vou rEmemBER? In this activity, students recall specific details about the video. + Explain the task, and read the items aloud. + Tell students to check the correct answers as they watch the video. + Replay the video with the sound on. + Have students compare their answers with a partner before checking answers as a class. Answers. 1. fall. 3, blue. 2. sunny. 4, casual clothes. Unit 4 = 77(=) Follow-up (G wnar's vour opinion? In these activities, students say whether they like the clothes worn by some of the people in the video. A + Explain the task. Then have students work alone to complete the task. B + Explain the task. Then model the sample dialog and read through the language box. + Put students into pairs to compare their opinions ‘about the clothing in the photos in part A. SEE eacet sed (Q waar pw THey say? This cloze activity develops bottom-up listening skills by having students focus on specific language used by Jamal and two people interviewed in the video. + Explain the task. Have students, working individually or in pairs, read the conversations and fillin as many blanks as they can before watching the video. + Play each segment of the video while students work alone to ill in the blanks and check their predictions. Then have students compare answers with a partner. + Check answers as.a class. + Ask for volunteer pairs to stand up and act out the conversations. ‘Answers 1. Jamal: Excuse me. Hello! Man: Hello there. We're talking to people about clothes. ‘What are you wearing today? Im wearing a gray striped suit, brown tie, and black shoes. : Isita summer suit? No, it's for cool weather. It’s good for the fall and spring. 78 = Unit4 Jamal: Very nice, very formal. Man: Yes, 'm working today, so Im wearing formal clothes. Jamal: Ise. 2. Jamal: So what are you wearing today? Sheila: We're just wearing casual clothes. | have on boots and jeans, a blouse, a light jacket, and some sunglasses. Jamal: Anda very pretty purple scarf. Sheila: Thank you. Jamal: And what is Julte wearing? Sheila: She's wearing blue pants, a white sweater, a pink hat. I's her favorite hat. (5) presen continuous In these activities, students practice the grammatical focus of the unit, the present continuous of the verb wear. A + Explain the task, and call attention to the examples. + Have students work alone to complete the task. Put students into pairs to compare answers. + Check answers as a class, and review the structure as needed. Answers 1, A: Are you wearing pants today? B: No, I'm wearing a skirt. 2. A: What's our teacher wearing today? B: She's wearing a black sweater, a blue blouse, and a gray skirt. 3. A: What color shoes are you wearing? 'm wearing white shoes today. : Are your classmates wearing coats today? B: No, they aren't wearing coats, but they're wearing sweeters. 5. A: What colors are you wearing today? B: 'm wearing yellow, blue, brown, and green. + Have students practice the conversations again, substituting information of their own. Interchange intro Video teaching notesLANGUAGE SUMMARY Everybody's having fun. Topics/Functions: Common activities; telling time, asking about and describing current activities Structures: Present continuous: statements and questions STORY SUMMARY Peter's at home on a Saturday night. He’s supposed to be studying, but instead talks to several friends to find out what they're doing. CULTURAL NOTE ‘Many young people in the United States and Canada babysit for children as a way to earn ‘money. The majority of babysitters are girl, but boys do this as well. SS VOCABULARY In this activity, students work with key vocabulary about actions they will see in the video. A + Explain the task. Then model the vocabulary in the box, and have students repeat as they look at the pictures. + Have students work alone to complete the task. ‘Then put students into pairs to compare their answers. + Check answers asa class. Answers studying watching movies looking up a phone number sleeping babysitting making popcorn answering the phone ordering pizza . having dinner together PENAvawNS + Explain the task. Then model the sample dialog with a student. Interchange into Video teaching notes + Have students work in pairs to take turns asking and answering questions about the people in part A. + Check answers as a class. They're making popcorn. : What's Ken doing? He's answering the phone. :: What is Amy doing? She's ordering a pizza. : What are the Sotos doing? B: Theyre having dinner together. Answers, 1. A: What's B; She's studying. 2, A; Whatare Blake and Sam doing? B: They‘re watching movies. 3. A; What's Dave doing? B: He's looking up a phone number. 4. A: What's Young-soo doing? B: He's sleeping. 5. A: What's Jenny doing? B: She's babysitting. 6. A: What are Jess and Kim doing? B: A B A Bs A (3 wnarpo you see? In this activity, students prepare to watch the video bby using visual information to put the events in order. Unit 5 = 79+ Explain the task, and read the instructions aloud. + Play the entire video with the sound off. Tell students to watch for the answers. Have students work individually to number the pictures. (=) Watch the video (cer tHe Picture In these activities, students watch and listen to the entire video to answer questions about the story. A + Explain the task, and have students look at th answers in Exercise 2. + Play the entire video with the sound on. Have students check and correct their answers while they watch. + Have students compare their answers with a partner. Play the video again if necessary. + Check answers as a class. B + Explain the task, and go over the example Exercise 2. Then lead students through the list of actions in the box. + Play the entire video with the sound on, and tell students to write the correct sentence under each photo. + Have students compare their answers with a partner. Play the video again if necessary. + Check answers as a class, ‘Answers 1 Peters studying, 2 Peter is callinga friend. 3 Kate is babysitting. 4 Doug is answering the phone. 5 Peter is sleeping. 6 Emiis watching movies. 7 Peter is going out. 80 = Unit WATCH FOR DETAILS In this activity, students focus on details in the video to answer more specific questions about the story. + Explain the task, and read through the items. ‘Answier any vocabulary questions as they arise. + Play the video with the sound on. Have students complete the task as they watch. Then have students compare answers in pairs. + Check answers as a class. ‘Answers 1. 7:00. 2. athome. 3. isfun. 4, 8:25. 5. at his gilfriend’s house. 6. 9:20. 7. Emi’ place. 8 popcorn. {=) Follow-up (waar ami poe? In this activity, students act out various actions to practice using the present continuous. + Explain the task. Read the instructions and the verbs in the box. + Have students work in pairs to complete the task. Remind students they can use their own ideas as well, (= Language close-up (GQ waar pw They say? This cloze activity develops bottom-up listening skills by having students complete part of the phone conversation between Emi and Peter. + Explain the task. Have students, working individually or in pairs, read the conversation and fill in as many blanks as they can before watching the video. Interchange Into Video teaching notes+ Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. + Check answers as a class. + Have students work in pairs to practice the conversation, Answers. Uh, hello? Hi Peter. It’s Emi, Um, are you OK? 'm studying. i: You're not studying. You're sleeping! : OK, OK. 'm sleeping. But I'm studying, ‘too! What are you doing, Emi? Emi: {'m hanging out with Ivan and Carla. Peter: Really? Sounds like fun. Emi: Yeah. We're watching movies at my place. Are you busy? Peter: Well, 'm studying for a test that | have on Monday. i: We're making popcorn. What time is it? i It’s twenty after nine. van is ordering a pizza. Peter: OK! 'm coming. PRESENT CONTINUOUS In these activities, students practice the grammatical focus of the unit - the present continuous ~ by ‘completing five short conversations and then practicing them. A + Explain the task, and go over the example. + Have students work alone to complete the task. ‘Then put students into pairs to compare answers and practice the conversations. + Check answers as a class, and review the present. continuous as needed. Interchange intro Video teaching notes Answers 11. A: What's Pablo doing? He's studying, : What's Mariko reading? : She's reading a really good book. What's your family doing right now? My patents are working, and my brother and sister are talking on the phone. What's our teacher doing? : He’s having lunch. \: Really? I'm getting hungry, too. :. Are you speaking Spanish right now? No, I'm speaking Englis eEe B + Explain the task. Then put students into pairs to take turns asking and answering questions about themselves and their classmates, friends, and families. Unit 5 = 81LANGUAGE SUMMARY Topics/Functions: Daily routines; talking about routines Structures: Simple present: statements and questions STORY SUMMARY Vanessa takes us through her home, introduces us to her parents, and tells us about her daily routine. She's a website designer during the day, and she does stand-up comedy on the weekend. CULTURAL NOTE In the United States and Canada, it’ often possible to work from home. Website design is an example of a job people can do from home because it involves working on a computer and doesn't require them to be in an office every day. ig WAC VOCABULARY This activity introduces the language for some daily habits and routines, including those presented in the video. + Explain the task. Then read aloud the sentences in the box, and have students repeat as they look at the pictures. + Go over the example, and have students work alone to complete the task. Then put students together in pairs to compare their answers. + Check answers as a class. Answers 1. Weekdays, | get up at 7:30. 2. Ihave breakfast with my parents. 3, I walk to work. 4, | start work at 9:00. 5, At 1:30, | take a lunch break, 6. At 5:00, finish work 7. Every night, | write jokes. 8, On Saturdays, | tell my jokes at a comedy club. 82 = Unité V4) GUESS THE FACTS In this activity, students prepare to watch the video by using pictures to make a prediction about Vanessa's job. + Explain the task. Read the sentences under the pictures aloud. + Have students work alone to complete the task. + Ask several students to share their prediction with the class. WHAT DO YOU SEE? This activity continues to prepare students to watch the video by using visual information in the video to check their prediction in Exercise 2. + Explain the task, and tell students to look back at Exercise 2. + Play the first minute of the video with the sound off (until Vanessa goes upstairs and sits at her desk); tell students to watch for the answer. Answer ‘She works at home. Interchange intro Video teaching notes(9 GET THE PICTURE In these activities, students watch and listen to the entire video to answer questions about the story. A + Explain the task, and read the sentence. Call attention to the example. + Play the entire video with the sound on. Have students complete the task while they watch. + Have students compare their answers with a partner. Play the video again if necessary. + Check answers as a class. Answers designs web pages, writes jokes + Explain the task, and read through the items. Tell students to complete any items for which they feel they already know the answers. + Play the entire video with the sound on. Have students complete the task while they watch. + Have students compare their answers with a partner. Replay the video again if necessary. + Check answers as a class. ‘Answers False (Vanessa lives with her parents.) True False (Vanessa’s father drives to work) False (In the evening, Vanessa writes jokes) True . False (Vanessa gets home late from the club) . False (On Sundays, Vanessa sleeps all day) NOURWN= WA In this activity, students focus on details in the video to answer more detailed questions about the story. + Explain the task, and read through the items. ‘Answer any vocabulary questions as they arise. TCH FOR DETAILS Interchange Intro Video teaching notes + Have students work alone or in pairs to answer the questions. + Play the video with the sound on, Have students complete the taskas they watch, Then have students compare answers in pairs. + Check answers as a class. Answers 1,22 2. Wynton. 3, 830 Am, 4, 9:00 aM. 5. 8:00 Pa, 6. Around 12:00 am. (G00 You REMEMBER? In this activity, students use information from the video to identify details about Vanessa's routine. + Explain the task. Then read the information in the chart aloud. + Have students work in pairs to complete the chart. + Check answers with the class. Answers: Designs web pages On weekdays Writes jokes At night Tells jokes At night / On weekends Goes downtown On weekends Follow-up (GA DAY IN THE LIFE In these activities, students use the language in the Unit to describe the daily routines of people with different jobs. A + Explain the task, and lead students through the phrases in the box. + Have students work in pairs to complete the task. + Check answers with the class. Unit 6 = 83Possible answers Amusician He gets up at 1:00 in the afternoon. He starts ‘work at 10:00 at night and finishes work at 3:00 inthe morning. Areporter She gets up at 5:00 in the morning. She works for a television station. Ateacher She sometimes has lunch with students and. writes on the board. She finishes work at 3:00 in the afternoon. She doesn't work on weekends. Awaiter He gets up at 5:00 in the morning. He wears a white shirt and black pants at work. He finishes work at 3:00 in the afternoon. + Put two pairs together to form groups. Have them share their descriptions while partners try to guess who they're describing, Ask volunteers to share ‘one or more of their descriptions with the class. =) Language close-up WHAT DID SHE SAY? This cloze activity develops bottom-up listening skills by having students complete part of Vanessa's description of her daily routine. + Explain the task. Have students, working individually or in pairs, read the monologue and fill as many blanks as they can before watching the video. Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students ‘compare answers with a partner. + Check answers as a class. + Ask for volunteers to stand up and act out the monologue. Answers Hi, Im Vanessa. Welcome to my home. | live here. Come on in! This is my mom, and this is my dad. This is my brother, Wynton. He doesn't live with 84 = Unité us. He has his own apartment. He's 25. I'm 22, so that makes him my big brother. Weekdays, | get up around 7:30. We have breakfast at about eight o'clock, right here. My mom is a teacher. She works in the school. She takes the bus to work. The bus comes at. 8:30, and she gets home about five. My dad drives to work. He works in the clinic. He's a doctor. He starts work at nine o'clock and gets home at six. () simp ce PRESENT TENSE In these activities, students practice the grammatical focus of the video by completing dialogs with the correct form of the verbs in the present tense, ‘Students then practice the dialogs using their own information. A + Explain the task, and go over the example. + Have students work alone to complete the conversations. Then put students into pairs to check their answers before they practice the conversations. + Check answers as a class. Answers 1, A: Do you livein the city? B: No, | don’t I live in the suburbs. My sister fives in the city. She has a good job there. 2. A: How do you go to school? B: I take the bus because | don't have a car. 3. A: What time do you goto school? B: Well, the bus comes at 7:00. 4, A; Do you have breakfast every day? B: Yes, Ido. My parents don’t workin the morning, but they get up early and have breakfast with me. Then my father drives me to the bus. 5. A: Where do you have dinner? B: My friends and | go toa restaurant after class, so | don't have dinner with my fa + Explain the task, and put students into pairs. Tell them to practice the dialogs in part A using their ‘own information. Interchange intro Video teaching notesLANGUAGE SUMMARY Richdale Street Topics/Functions: Rooms and objects in a home; describing a home Structures: There is/There are STORY SUMMARY Sofia and Jessica are roommates who have moved into a new apartment. Jessica's mother calls, and Jessica describes the apartment to her. Then they get a surprise visit from Jessica's mother. {uj vocaBuLary In these activities, students work with key vocabulary associated with rooms and objects in a home, including many of the words presented in the video. A + Explain the task, and read through the list of words. + Have students work alone to complete the task. Then put students into pairs to compare their answers, + Check answers asa class. + Explain the task, and present the vocabulary. + Put students into pairs to number the items in order of importance. c + Explain the task, and read through the sample conversation with students. + Have students form small groups. Then tell them to compare their answers in part B by having conversations similar to the model. Interchange intro Video teaching notes () wnar Do you see? In this activity, students prepare to watch the video by becoming familiar with the things Jessica and Sofia have in their apartment. + Explain the task. Then lead students through the list of items. + Play the entire video with the sound off. Have students work alone to check the correct answers. + Have students compare their answers in Then check answers as a class. Answers asofa abed shelves chairs arefrigerator astove acoffee table am aisiod dishes ‘The roommates do not have a dresser, a microwave, or a coffeemaker. (Ger THE PicTuRE In this activity, students watch the entire video to determine which statements about the apartment aretrue or false, + Explain the task, and read through the statements. + Have students work alone to predict as many answers as they can. Then put students into pairs ‘to compare their predictions. Unit 7 = 85«+ Play the entire video with the sound on. Have students correct their predictions. + Check answers as a class. Answers 1, True 2. True 3. False 4, False 5. False 6. False 7. False 8 True 9, True 10. True (GQ warcx For vetais In this activity, student focus more closely on detals to answer questions about the story. + Explain the task, and read through the items. Answer any vocabulary questions as they arise. + Play the video with the sound on. + Have students work alone to check the correct, answers. Then have them compare their answers with a partner before going over the answers with the class. ‘Answers 1. Jessica's mother. 2. Awall. 3. Avase. 4, 283 Richdale Street, 5. The city. 6. She saysit'snice. WHAT’S YOUR OPINION? In this activity, students decide which household items Jessica and Sofia still need. + Explain the task. Make sure students understand they should answer according to their own opinion. + Call attention to the model dialog. Then put students into pairs to compare answers. 86 » Unit 7 (= Follow-up (Qj rotertay In the first activity, students think about and write the questions they think Jessica's mother asks about the apartment. Then they ask and answer the questions in pairs. A + Explain the task, and lead students through the examples. + Have students work alone to write the questions. Then have them compare their questions with a partner before going over the questions with the class. Possible answers ‘What's the living room like? Do you have a microwave? Is the kitchen sunny? Isthe kitchen clean? ‘Are there any windows in the bedroom? Are there any closets? Do you havea yard? What's your address? + Explain the task, and model the sample dialog with astudent. + Put students into groups of three to do the role play. + Ask volunteer pairs to act out their role play for the class. anguage close-u WHAT DID SHE SAY? This cloze activity develops bottom-up listening skills by having students complete Jessica’s phone conversation. + Explain the task. Point out that students only have to complete Jessica’ side of the conversation. Have students, working individually or in pairs, read the Interchange Into Video teaching notestext and fil in as many blanks as they can before watching the video. + Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. + Check answers asa class. Answers Jessica: She's asking about our apartment. Yeah, Ilike it. Well, let me see. There are four rooms: the living room, the kitchen, and two bedrooms. Oh, and of course a bathroom, The living room? Well, it’ really big. The kitchen is nice, too. No, we don't have a microwave. We just have a regular oven. Yes, the kitchen is very sunny. There isa modern refrigerator. Clean? Yeah, of course, it’s clean. The bedroom? Actually, there area lot of big windows. And the view is really great. (@ THERE Is/THERE ARE In these activities, students practice the grammatical structure of the unit by completing sentences with there's, there are, or there aren’t, and then g the sentences with their own information. Interchange Intro Video teaching notes A + Explain the task, and lead students through the sentences, + Have students work alone to complete the task, ‘Then put students into pairs to compare answers. + Check answers as a class. Answers. 1, There are eight rooms in our house, and there's a garage, too. 2. There are some trees in the yard, but ther aren't any flowers. 3. There are some armchairs in the living room, and there's a large table in the dining room. 4, There aren't any pictures in the dining room, but there are some in the living room. 5, There area stove and a refrigerator in the, kitchen, but there’s no microwave oven. 6. There are three bedrooms in the house, and there’s one bathroom. + Explain the task, and tell students to rewrite the sentences in part A with information about their home. + Have students work alone to write sentences. Put students into pairs to compare answers. + Check answers as a class. Unit 7 = 87LANGUAGE SUMMARY Topics/Functions: Jobs; talking about work and school Structures: Simple present tense: summary STORY SUMMARY The night shift People who work at night talk about their jobs and their rather unusual routines. CULTURAL NOTE One person interviewed is a university student. It's common in the United States and Canada for students to have jobs to pay for tuition and living expenses, Students usually work part-time and study full-time, or vice versa. VOCABULARY In these activities, students are introduced to the names of the occupations presented in the video. A + Explain the task. Then model the vocabulary in the box, and have students repeat as they look at the pictures. + Have students work individually to complete the task. Then have them compare answers in pairs before checking answers around the class. Answers 1. doctor 2. ambulance driver 3. waiter 4, taxi driver + Explain the activity, and lead students through ‘the sentences in the box. Then model the sample conversa + Put students into pairs to take turns choosing and describing a job, and guessing what it 88 = Unit8 Possible answers sitall night. \re you a taxi driver? fes, lam. wear a uniform. re you an ambulance driver? A: Yes,lam. ‘A: Lworkin a restaurant. Are you a waiter? es, lam. help sick people. B: Are youa doctor? ‘A: No, I'm an ambulance driver. WHAT DO YOU SEE? In this activity, students prepare to watch the video by using visual information to determine the job of each person interviewed. + Explain the task. Tell students to look closely at the four photos and try to guess what each person does. + Play the entire video with the sound off; tell students to watch and check thelr predictions. + Tell students they will find out in the next activity whether their predictions are correct Interchange intro Video teaching notes=) Watch the video (cer rue picture In the first activity, students watch and listen to the video to check their predictions from Exercise 2. In the second activity, they watch and listen for information about each person's job. A + Explain the task, and make sure students understand they should look at their answers in Exercise 2 to check their predictions as they watch. + Play the entire video with the sound on as students complete the task. Have selected students share thelr answers, and replay the video as necessary. Answers 1. doctor 2. ambulance driver 3. waiter 4, taxi driver B + Explain the task, and lead students through the chart + Play the entire video with the sound on. Tell students to watch and listen for the times each person starts and finishes work. Have students Work individually to complete the chart as they watch. Then have them compare answers in pairs. + Replay the video as necessary before checking answers as a class. Answers Eva: 11:00 p.m, 7:00 am. Trey: midnight/12:00 a.m, 10:00 a. Dwayne: 11:00 pat, 7:00 Aa. Gio: midnight/12:00 a.m., noon/12:00 p.m, WATCH FOR DETAILS In this activity, students focus on details in the video by watching and listening for information about the people's jobs. Interchange intro Video teaching notes + Explain the task, and read through the items. ‘Answer any vocabulary questions as they arise. + Play the video with the sound on. Have students workalone to check the correct answers. + Have students compare their answers with a partner before going over them with the class. ‘Answers 1. stressful 2. likes 3, difficult, but exciting 4, five 5, morning 6. 10:00 paw. 7. Thursday 8, 12t014 9, 6:00 Aan. 0. doesn't work Follow-up (roe Lay In this activity, students build on what they've learned about occupations by taking turns playing the role of the reporter and the people talking about thelr jobs. + Explain the task, and read through the adjectives in the box. Then model the sample conversation, having students repeat after you. + Put students into pairs to role-play interviews between the reporter and each of the people in the video. Language close-up {Qj war pio THEY say? This cloze activity develops bottom-up listening skills by having students complete the interview between the reporter and Dr. North. + Explain the task. Have students, working individually or in pairs, read the conversation and fillin as many blanks as they can before watching the video. Unit 8 = 89+ Play this segment of the video with the sound ‘on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. + Check answers as a class. + Ask for volunteer pairs to stand up and act out the conversation. Answers Rachel: I'm Rachel Park, and 'm standing in front ‘of Memorial Hospital with Eva North, She ‘works here in the hospital. Eva, what do you do? Eva: I'ma doctor. Rachel: Where do you work, exactly? Eva: Right here in the emergency room. Rachel: Is it busy at night? Eva: Yes, yes, itis. Rachel: Really? Eva: All day and all night. Rachel: How do you like your job? Eva: It’s stressful. | work long hours ~ from 11:00 to 7:00. But every day in the hospital is different. | like it.... Oh, actually, 'm sorry. Ihave to go. SIMPLE PRESENT TENSE In these activities, students practice the grammatical focus of the unit by completing dialogs with the correct form of the present tense in statements and ‘questions. Students then ask and answer questions about themselves. 90 = Unit& A + Explain the task, and go over the example. Have students work alone to complete the conversations. + Put students into pairs to compare answers, Check answers as a class, and review the structure as needed. + After students practice the conversation in pairs, ask volunteer pairs to act them out for the class. Answers 1, A: Does Dwayne work at night? B: Yes, he does. He goes to school in the morning and does his homework in the afternoon. A: When does he sleep? B: That's a good question! 2. A: Where do Eva and Trey work? B: They work at a hospital. A: What do they do, exactly? B: Eva takes care of sick people, and Trey drives an ambulance. B + Explain the task, and lead students through the questions. Answer any vocabulary questions as they arise. + Put students into pairs, Tell them to take turns asking and answering the questions, (Iftime allows, ask volunteers to share any interesting information they learned about their partner) Interchange Intro Video teaching notesAt the diner LANGUAGE SUMMARY Topics/Functions: Breakfast foods; talking about eating habits Structures: Adverbs of frequency STORY SUMMARY Areporter interviews people in adiner. He asks about the foods they eat and their general eating habits. CULTURAL NOTE On weekends, many people sleep late. Because of this, they often combine breakfast and lunch into one meal: brunch (“br from breakfast and “unch’ from lunch). Many restaurants have a special brunch menu on weekends, It usually has a few breakfast items, a few lunch items, and a few items that are a combination. Some typical brunch foods are quiche (savory cheesy egg pie), steak and eggs, and frittatas (baked egg casserole). 7 B SOO « Explain the task, and go over the model conversation. Then quickly check that students a VOCABULARY understand the meanings of usually, always, and : ae never In these activities, students are introduced to + Put students into groups of four to take turns vocabulary about foods and beverages they will see asking and answering questions about their in the video. favorite breakfast foods. A + Call on volunteer groups to share their information with the class. + Have students look at the items in the picture. Use the example to explain the task. Then read through the list of foods and drinks. Have students repeat @ WHAT DO YOU SEE? after you. + Have students work individually to complete the In this activity, students prepare to watch the video task. Then put students into pairs to compare their by using visual information to identify some of the Were foods that people eat in the video. ‘Check answers around the class. + Explain the task, and lead students through the list of foods. Tell students they might see foods in the video that are not included in the list. ‘Answers 1G A + Play the entire video with the sound off; tell 25 ee students to watch for the answers. Tell them to a4 ak check the items they see in the list. ah ik + Check answers around the class. 5.b ac 61 13a TA ae Interchange into Video teaching notes Unit 9 = 91Answers coffee fruit salad muffins tea yogurt and granola SSN ET (6) cer THe picture In this activity, students watch and listen to the video to find out the main foods that customers eat at the restaurant. + Have students look at the pictures in Exercise 1 as you read through the list of foods. Explain ‘that some people may have more than one food checked. + Play the entire video with the sound on. Have students complete the task as they watch. Play the video again as needed. + Put students into pairs to compare their answers before going over answers as a class. Answers. 1. coffee, eggs, toast, orange juice 2. afruit salad, granola, tea, yogurt 3. agreen salad, water 4, pancakes, orange juice (G3 warcu For vetans Inthis activity, students watch and listen more closely to identify details about the restaurant customers’ meals and eating habits. + Explain the task, and go over the example. Have students, working individually, read through the lists and check any answers they can before watching the video. + Play the video, Have students check thelr answers and complete the task as they watch. Play the video again as needed. + Put students into pairs to compare their answers before going over answers as a class. 92 = Unit9 Answers 1, doesn't want 2. always 3. doesn't like 4, Canada 5, steak and egas 6. doesn’t want 7. Richie 8. com © Follow-up (@Q wnar’s your opinion? In this activity, students tell whether they like some of the foods shown in the video. + Explain the task, and ask volunteers to describe the meals shown in the photos. Then go over the sample dialog, having students repeat after you. + Put students into pairs to talk about the meals. + Have selected pairs share their opinions with the rest of the class. (Gj ptana menu In this activity, students use the language presented in the video to plan their own brunch menus. + Explain the task, and go over the sample dialog. Put students into pairs to talk about the brunch dishes, as well as the drinks. + If time allows, put pairs together to compare menus in small groups. Then have selected pairs share their menus with the class. inguage close-up (GQ waar pi THEY say? This cloze activity develops bottom-up listening skills by having students complete the interview between the reporter and one restaurant customer. + Explain the task. Have students, working individually or in pairs, read the conversation and Interchange Into Video teaching notesfillin as many blanks as they can before watching the video. + Play this segment of the video with the sound ‘on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. + Check answers as a class. + Ask for volunteer pairs to stand up and act out the conversation. Answers Student: And Ill have two eggs, some toast with butter, and some orange juice, please. Server: Do you want any jam with your toast? Student: No, thanks. Jamal: Hi.| see you're having some coffee, too. Student: Yes, | am. Jamal: Do you always have coffee with your meal? Student: Yes, | do. | study late at night, and I'm sleepy in the morning. Jamal: Now, today is Sunday, and there's a special brunch menu. Do you ever have breakfast here on weekdays? Student: No. On weekdays, | eat breakfast at home. Jamal: What about lunch? Student: | usually have lunch at schoo! with my friends. Jamal: OK. Well, enjoy your meal. Student: Thanks. ADVERBS OF FREQUENCY In these activities, students get practice with adverbs of frequency, the grammatical focus of the video, by completing sentences with adverbs and then talking about their own habits. Interchange intro Video teaching notes A + Explain the task, and go over the adverbs of frequency in the box. Tell students to complete the sentences with adverbs that are true for them. + Have students work alone to complete the task. Put students into pairs to compare answers. + Check answers around the class, and review the structure as needed. + Explain the task. Have students write a sentence based on their discussion with their partner in part A.Then have students share answers with the class, Unit 9 = 93O what's your sport? LANGUAGE SUMMARY Topics/Functions: Sports; talking about abilities and interests Structures: Can for ability STORY SUMMARY A reporter interviews people exercising and playing different sports at Flushing Meadows Parkin Queens, New York CULTURAL NOTE When most people think of New York City, they think of Manhattan, But New York is made up of five boroughs: Manhattan, Queens, the Bronx, Brooklyn, and Staten Island. There are many parks throughout the five boroughs. Central Park is the largest park in Manhattan (843 acres). Flushing ‘Meadows isthe largest park in Queens (1,255 acres). The largest park ofallis Pelham Bay Park in the Bronx (2,765 acres). [1 acre = 4,047 m'] {= Preview (GQ vocasutary In these activities, students work with vocabulary for various sports they will see in the video. They then talk about the sports they can play. A + Explain the task. Then model the vocabulary in the box, and have students repeat after you. + Have students work individually to complete the task. + Put students into pairs to compare their answers. Check answers around the class. Answers 1. golf 5. soccer 2. tennis 6. basketball 3, handball 7. cricket 4, baseball B + Explain the task. Then model the sample conversation, and have students repeat after you. 94 = Unit 10 + Put students into pairs to take turns asking and answering questions about each other's sporting abilities and interests. (2) wuar vo you see? In this activity, students prepare to watch the video by identifying some of the sports they will see in the video. + Explain the task, and lead students through the list of sports, + Before playing the video, explain that students may see sports that aren’t listed and that shots of the sports change quickly. Play the first minute of the. video with the sound off. Then have students check off the sports they saw. + Replay the segment again for students to check their answers. + Put students into pairs to compare answers. Then go over answers with the class. soccer cricket Interchange intro Video teaching notes©) Watch the video GET THE PICTURE In these activities, students watch and Isten to the entire video to find out what sports people talk about. A + Explain the task, and have students look at the photos of the people from the video. + Play the entire video with the sound on. Tell students to check the sports as they watch. + Put students into pairs and have them compare answers. Go over answers as a class. Answers 1. soccer 3. tennis 2. cricket 4. golf B + Explain the task, and have students look at the photos of the people from the video in part A. + Play the sequence of lan and Diane. Tell students to listen for the answers as they watch. Have students complete the sentences with the correct word. + Go over answers asa class. Answers tennis; watch (GQ warcu ror verans In this activity, students focus more closely on language by watching and listening to the people interviewed. + Explain the task, and lead students through the items below each picture. Then have students work individually to predict the answers before viewing, + Play the video and have students check and revise their predictions as they watch. + Put students into pairs to compare answers before you go over the answers as a class. Interchange intro Video teaching notes Answers 1. country 5. loves 2. weekend 6. doesn't play 3. isn't 7. husband ail 8. relaxing ROLE PLAY In this activity, students have the chance to be creative by taking turns playing the roles of a reporter and someone taking part in a sport. + Explain the task, and lead students through the phrases in the box. Then model a sample conversation with a volunteer. + Put students into pairs to role-play interviews between the reporter and a visitor to the park. + ftime permits, have several pairs act out their role plays for the class. FIND SOMEONE WHO This activity further develops students understanding as they find out about their classmates’ sports abilities and interests. + Explain the task, and lead students through the phrases in the chart. + Have students move around the room, asking their classmates questions to come up with one name for each of the categories in the chart. + Have students share their information about their classmates by making statements from their charts for the class. nguage close-up WHAT DID SHE SAY? This cloze activity develops bottom-up listening by having students focus on specific language used by Lisa Kim in the conclusion to the video. Unit 10 = 95+ Explain the task. Have students, working individually or in pairs, read the text and fill in ‘as many blanks as they can before watching the video. + Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. + Check answers as a class. Answers, Lisa: Flushing Meadows has something for ‘everyone. And you don’t need to play sports to enjoy the park. You can also. just take it easy. There are many beautiful places to walk in the park, Like this. Best of all, you can get to Flushing Meadows easily on the subway from Manhattan. The Number 7 train takes you right to the park. But where do you get off the train? Just look for the Unisphere. This giant globe tells you that you're in Flushing Meadows. Pretty great, huh? Flushing Meadows welcomes people from all around the world to play sports, watch sports, or just enjoy a day in this beautiful park. TALKING ABOUT ABILITIES AND INTERESTS In these activities, students extend and personalize the information in the video by asking and answering questions about their own sport-related interests. A + Explain the task, and go over the dialog in the illustration. Have students work alone to complete the conversations. + Put students into pairs to compare answers. Check answers as a class, and review the structure as needed, + After students practice the conversation in pairs, ask volunteer pairs to act them out for the class. 96 = Unit 10 Answers. 1. Yes, | can. /No, Ican't. 2. Yes, do. / No, I don't, 3. Yes, can./ No, I can't. 4, Yes, 1 do. / No, | don't. 5. Yes, do. /'No, I don't. 6. Yes, can. / No, | can't. + Explain the task, and have students work alone to write their five questions, + Put students into pairs. Tell ther to take turns asking and answering questions about sporting abilities and interests. Interchange into Video teaching notesLANGUAGE SUMMARY Topics/Functions: Sightseeing activites; talking about plans Structures: Future with be going to STORY SUMMARY A reporter interviews people visiting Washington, D.C., and asks about what they ‘te going to. do during their visit. CULTURAL NOTE Washington, D.C,, is the capital of the United States and a popular tourist destination. There are many museums, monuments, and government buildings, such as the White House and the Capitol. a VOCABULARY This activity introduces the vocabulary for Washington, D.C, sightseeing activities that students will see in the video. A + Explain the task, and lead students through the list, of activities in the box. + Have students work individually to complete the task. Then put students in pairs to compare their answers. + Check answers around the class. Answers dic 3d Se rt, 2g ah 6a &b + Explain the task, and model the sample dialog. Tell students to look at the pictures in part A and choose the activity that seems the most interesting to them. + Put students into groups of three or four to take turns asking and answering questions about one another's sightseeing choices. Interchange intro Video teaching notes WHAT DO YOU SEE? Inthloactiity shadents preparctowateh the ideo. by using visual information to identify the activities that appear in the video. + Explain the task, and lead students through the list of activities. Tell students that they may see places or activities that are not listed. + Play the entire video with the sound off. Tell students to watch and check the answers. + Put students into pairs to compare answers. Then check answers around the class. Answers. take a walkin the park visit museums take a tour of the Capitol see some monuments ride the subway get on a sightseeing bus (=) Watch the video GET THE PICTURE inthis activity, students watch and sten tothe video to find out what the people interviewed are going to do in Washington, D.C. + Explain the task, and read the items aloud. Unit 11 = 97= Play the video with the sound on. Have students complete the task while they watch. + Have students compare their answers with a partner. Play the video again if necessary. + Check answers as a class. Answers 1, visit some museums, have lunch at a museum café 2. take a tour of the Capitol, watch the fireworks on the National Mall 3, goto the top of the Washington Monument, take a tour of the White House (GQ warcu For vetaus In this activity, students focus more closely on details by watching and listening for specific information about the people interviewed in the video. + Explain the task, and lead students through the sentences under the photos. Answer any vocabulary questions as they arise. + Play the video with the sound on as students work alone to check the correct answers. + Have students compare answers with a partner before going over the answers with the class. ‘Answers 1. mother 4, fun, monuments 2. 16th 5. class 8, walk 3, pilot 6. 10:00 9. getona sightseeing bus WHAT THE PEOPLE SAY In this activity, students focus more closely on language by watching and listening to determine what three of the people say in the video. + Explain the task. Have students read the Incomplete sentences silently. Tell them to predict the missing words before viewing. + Play the video with the sound on and have students check and revise their predictions as they view. (Note: You may want to pause the video after 98 = Unit 117 each relevant scene to give students time to write their answers.) + Have students compare answers with a partner before going over the answers with the class. Answers. 1, museums, parks 2. Lwant to visit 3. I'm going to spend ADAYIN WASHINGTON, D.C. In these activities, students discuss the information that they have learned about Washington, D.C, to plan a day there. A + Explain the task. Lead students through the photos and the captions. + Put students into groups of three or four. Tell groups they must decide where to visit and what to do: two things in the morning, two things in the afternoon, and one thing in the evening. Tell them to write down their plans. + Explain the task, and go over the model sentences. + Have groups share their plans with the class, Have students vote on the most interesting day. Possible answers In the morning, we'te going to go shopping in Georgetown. Then we're going to take a ride on the Metro. In the afternoon, we're going to visit the National Zoo and watch the boats at Washington Harbor. In the evening, we're going to see a concert at the Kennedy Center. In the moming, we're going to take a ride on the Metro. Then we're going to watch the boats at Washington Harbor. In the afternoon, we're going to go shopping in Georgetown and visit the National Zoo. In the evening, we're going to eat in a restaurant in Chinatown. Interchange Into Video teaching notesnguage close-up WHAT DID THEY SAY? This cloze activity develops bottom-up listening skills by having students focus on specific language used by the reporter and the mother and daughter in the ideo. + Explain the task. Have students, working individually or in pairs, read the conversation and fillin as many blanks as they can before watching the video. + Play this segment of the video with the sound on while students work alone to fill n the blanks and check their predictions. Then have students compare answers with a partner, + Check answers as.a class. + Ask for volunteer pairs to stand up and act out the conversation. Answers, ‘Mare: And who are you with? Woman: This is my daughter. Today's her 16th birthday. We'e visiting Washington, DC, for her birthday. Marc: Well, happy birthday! Girl: Thanks! ‘Marc: So, what are you going to do? Girl: Well, we're going to visit some museums. And then, we're going to have lunch at a café in the museum. Nice! What museum are you going to visit? Girl: | want to visit the National Air and Space ‘Museum. I want to be a pilot someday. ‘Marc: Great! Well, have a good day. Mare: FUTURE WITH (BE conc to In these activities, students practice talking about plans (the functional focus of the video) using the future with be going to. Interchange Intro Video teaching notes A + Explain the task, and model the example. + Have students work alone to complete the task, Then have students compare answers with a partner. + Check answers as a class. Answers. 1. A: Are you going to do anything on Friday night? B: Yes, 'm going to sea movie. 2. A: What time are you going to leave schoo! today? B: I'm going to go home at 7:00 ew. 3. A: What are you going to have for tonight? We're going to have fish. 4, A: Are you going to study English tonight? B: No. i'm going to watch TV, ner B + Explain the task, and put students into pairs. + Have students take turns asking and answering the ‘questions in part A with their own information. + Ask volunteer pairs to share their conversation with the class. Unit 11 = 99f LANGUAGE SUMMARY ' Where does it hurt? Topics/Functions: Health problems; talking about health problems Structures: Imperatives STORY SUMMARY ‘Ayoung man goes to the doctor because he has an earache, but he ends up helping the doctor with his back pain. eal Ac VOCABULARY Inthese activities, students work with key vocabulary about health problems they will see in the video. A + Explain the task. Then model the sentences in the box, and have students repeat after you. + Have students work jually to complete the task, Then put students into pairs to compare answers. + Check answers around the class. Answers 1. Ihave an earache. 2. Ihave a backache. 3. feel dizzy. 4. feel tired, 5. Ihave a fever. 6. Ihavea cough. B + Explain the task. Then model the sample dialog with a student. + Put students into pairs to ask and answer questions about the people pictured in part A + Check answers around the class. Answers, 1, As What's the matter with the woman? he has an earache. 2. A: What's the matter with the woman? B: She has a backache, ‘What's the matter with the man? B: He feels dizzy. 100 = Unit 12 4, A: What's the matter with the man? He feels tired, 5. A: What's the matter with the woman? She has fever. 6. A: What's the matter with the man? B: He hasa cough. WHAT DO YOU SEE? Intthis activity, students prepare to watch the video by using visual information to make predictions about the story. + Explain the task, and lead students through the questions in the chart. + Have students work in pairs to guess the answers tothe three questions. + Play the entire video with the sound off. Tell students to check their predictions as they watch, EST a GET THE PICTURE Inthe fist activity, students watch the entire video to check their predictions from Exercise 2. In the second activity, they watch and listen for information to complete the doctor's notes about the patient. A + Explain the task, and make sure students look at Exercise 2 to check their predictions as they watch the video. Interchange intro Video teaching notesAnswers 1. The patient 2. Thedoctor 3. The doctor + Explain the task, and review the information on the patient chart and prescription pad. + Play the entire video with the sound on. Tell students to watch and listen for the information the patient gives the doctor about his ailment, and the advice the doctor gives in response. + Have students work alone to fillin the missing information as they watch. Play the video again if necessary. + Check answers as a class. Answers Peter Krum. He swims three times @ week, and he has an ‘earache. He feels a little dizzy, too. Take one pill before breakfast. Use the ear drops every night. Don't swim for twe weeks. WATCH FOR DETAILS In this activity, students focus on details in the video to answer more detailed questions about what happens in the story. + Explain the task. Read through the items, and answer any vocabulary questions as they arise. + Play the video with the sound on. + Have students work alone to answer the questions. Have them compare their answers with a partner before going over the answers with the class. Answers 1. From time to time. 2. He has extra wax in his ear. 3. When he stands alot. 4, His father has the same problem. 5. Pull his left knee up. 6. Tothe right. Interchange Intro Video teaching notes (v0 vourememBeR? _ In this activity, students try to remember specific detalls about the questions the doctor asked in the video. + Explain the task. Then read the questions aloud. + Tell students to check the questions the doctor asks as they watch the video. + Replay the video with the sound on. + Have students compare their answers with partner before checking answers as a class. Answers How are you feeling today? Do you have a cough? Do you havea fever? Do you feel tired? Do you go swimming every day? Se (Grote pray In these activities, students build on what they've learned by taking turns playing the role of the doctor and patient. They then personalize the task by talking about themselves. A + Explain the task, and model the sample conversation, having students repeat after you. Make sure students understand they should refer to the questions checked in Exercise 5. + Put students into pairs to role-play interviews between the doctor and patient. B + Explain the task, and lead students through the items pictured. Then model the sample conversation, having students repeat after you. + Put students into pairs to ask and answer questions with their own information. + If time permits, ask volunteer pairs to share their conversations with the class. Unit 12 = 101Language close-up WHAT DID THEY SAY? ‘This cloze activity develops bottorn-up listening skils by having students focus on specific language used by Dr. Smith and Peter Krum in the video. + Explain the task. Have students, working individually or in pairs, read the conversation and fill in as many blanks as they can before watching the video, + Play this segment of the video with the sound on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. + Check answers asa class. + Ask for volunteer pairs to stand up and act out the conversation. Answers Dr. Smith: So, do you go swimming every day? Peter: No, not every day. Probably three times a week. Dr, Smith: | think | see the problem. Peter: [sit serious? Dr. Smith: Oh, no. You have some extra wax in your ear, probably because you swim so much. 'm going to give you some medicine, and you should feel better ina week. Peter: OK. Sounds good. Dr. Smith: I'm going to give you some ear drops and some pills. Take one pill before breakfast. Use the ear drops before bed. Peter: One pill in the morning, ear drops at night. Dr. Smith: That's it! 102 = Unit 12 (jp erarives In these activites, students practice the grammatical focus of the video by using affirmative and negative imperatives to give advice for health problems. A + Explain the task, and lead students through the advice in the box and each of the health complaints. + Have students work alone to complete the task, + Put students into pairs to compare answers. Then check answers as a class, and review the structure as needed. If time permits, have volunteer pai tead their dialogs aloud. Answers 1. Drink hot tea with lemon. 2. Take two aspirin and close your eyes. 3. Don't lft heavy things. 4, Stay in bed for two days. 5. Don't try new foods. 6. Drink a lot of orange juice. + Explain the task, and give students a few minutes ‘to write their own advice for each of the problems in part A. + Put students into small groups to compare answers, Ask students to share their advice with the class and create a class list of suggested remedies on the board, Interchange into Video teaching notesLANGUAGE SUMMARY 3 Across the bridge Topics/Functions: Direction words; asking for and giving directions Structures: Opposites ofadjectives, adverbs, and prepositions STORY SUMMARY ‘Ayoung couple visits the Capilano Suspension Bridge in Vancouver, British Columbia, Canada. Both overcome their fear of heights and cross the bridge. CULTURAL NOTE The Capilano Suspension Bridge is one of the most popular tourist attractions in Vancouver. The bridge is 450 feet (137 meters) long and 230 feet (70 meters) high. The park is open every day except December 25. VOCABULARY In this activity, students work with key vocabulary about giving directions that they will see in the video. They also practice map-reading skills. + Explain the task. Then lead students through the directions in the box and have them repeat after you. + Have students work individually to complete the task. Then put students into pairs to compare answers. + Check answers around the class. ‘Answers 1. right, up, around/past, left 2. in front of, atound/past, behind 3. across (a ouess tHe Facts In this activity, students prepare to watch the video by using the picture and their general knowledge to make predictions about visiting the Capilano Suspension Bridge. Interchange intro Video teaching notes + Explain the task, and lead students through the vocabulary in the list. + Have students work alone to complete the task. ‘Then put students into pairs to compare their answers. + Check guesses around the class. ‘Answers a gift shop a nature center arain forest a restaurant totem poles Note: Students do not see these places in the video. (J waar vo you see? In this activity, students watch the video with the sound off. hey use visual information in the video to put the events in the proper order. + Explain the task, and read the instructions aloud. + Play the entire video with the sound off; tell students to watch for the answers. Have students work individually to number the pictures. Unit 13 = 103=a Elem aC Cy GET THE PICTURE In these activities, students watch the entire video to check their answers from Exercise 3 and then label the pictures with a description of the event pictured. A + Explain the task. Tell students they will watch the video again, and they should check to see if they in Exercise 3 in the correct, + Put students in pairs to compare answers. Then check answers asa class. B + Explain the task. Lead students through the list of activities seen in the video, and read the example aloud, + Have students work individually to match a description with a picture and write it below. + Put students in pairs to compare answers. Then check answers asa class. Answers 1 Ben and Sarah arrived at the park. 2 Ben and Sara looked at the bridge, 3 Ben took pictures of Sara. 4 Sara took pictures of Ben, 5 Sara got scared on the bridge and froze. 6 Ben helped Sara cross the bridge. () warcu ror vetaus In this activity, students watch and listen for specific information to answer more detailed questions about the story. «Explain the task, and read through the items. ‘Answer any vocabulary questions as they arise. + Play the video with the sound on. + Have students work alone to check the correct answers. Have them compare their answers with a partner before going over the answers with the class. 104 = Unit 13 Answers. 1, Vancouver's 2, totem poles across from 4, between 5. present for his mother 6. doesn't like 7. 8 . doesn't get 3. down from the bridge DIRECTIONS In this activity, students practice asking for and giving directions to places near their school. + Explain the task, and lead students through the expressions in the box. Model the example dialog witha student. + Put students into groups of three to choose ‘two places near the school. Iftime permits, ask volunteers to share their conversations with the class. guage close-up WHAT DID THEY SAY? This cloze activity develops bottom-up listening skills by having students complete part of the conversation between Ben and Sara. + Explain the task. Have students, working idually or in pairs, read the conversation and fillin as many blanks as they can before watching the video. + Play this segment of the video with the sound ‘on while students work alone to fill in the blanks and check their predictions. Then have students compare answers with a partner. + Check answers as a class. + Ask for volunteer pairs to stand up and act out the conversation. Interchange intro Video teaching notesAnswers. Sara: We got some great photos. Now let's go cos that bridge. Ben: Oh! |just remembered! Sara: What? Ben: We have to get a present for my mom. We promised. yeah? Ben: The gift shop's just back there. We can get her something really nice... Ben. and then we can go to the restaurant, and we can get something to eat. : Ben? What? What's going on? Ben: What do you mean? Sara: Well first you wanted to go to Totem Park, New you want to go to the gift shop. What about the bridge? Ben: Well, actually, | don't like high places. I get scared, and | freeze up. Sara: So you don’t want to go across the bridge? (@) opposites In this activity, students continue Practicing the language commonly used for giving directions. + Explain the task, and lead students through the six incomplete conversations. Answer any vocabulary questions. + Have students work alone to fill in the missing words, Then have students compare answers with a partner. + Check answers as a class. ‘Answers, 1. down 2. right 3, behind 4, near/close 5. left 6. east Interchange Into Video teaching notes Unit 13 = 1054 How was your vacation? LANGUAGE SUMMARY Topics/Functions: vacation activities; talking about activities in the recent past Structures: Past tense of regular and irregular verbs STORY SUMMARY ‘Aman returns to work after his vacation and tells a co-worker about all the things that went wrong on his rip. VOCABULARY In this activity, students work with vocabulary used to describe problems that one may encounter while ‘on vacation. + Explain the task, and direct students’ attention to ‘the grammar box. Then lead them through the list, of problems. + Have students work individually to complete the task. Then put students into pairs to compare answers. + Check answers around the class. Answers 1. Host my passport. 2. They canceled my fight. 3, [forgot my camera. 4. was in an accident. 5. I didn't like the food. 6. | got sunburned. 7. The hotel was too noisy. 8, There was no air-conditioning. WHAT DO YOU SEE? In this activity, students prepare to watch the video by using visual information to make a prediction, about the story. + Explain the task, and read the instructions and the question aloud. 106 = Unit 14 + Play the first 40 seconds of the video (until Hugo indicates to Evan not to touch him) with the sound off. Tell students to watch for the answer. + Check answers as a class, but don’t tell students the answer yet. Explain to students that the answer will be revealed when they watch the rest of the video. (cer tHe Picture _ In these activities, students watch and listen to the entire video to check their prediction from Exercise 2 and to check comprehension of the story. A + Explain the task, and have students look at Exercise 2. + Play the first part of the video again, this time stopping after Hugo says that he got sunburned. Have students check and correct their prediction while viewing. + Have students compare answers in pairs. Then check answers as a class. Ask students to raise their hands if they guessed correctly the first time. Answer He got sunburned. + Explain the task, and lead students through the statements in the chart. + Play the entire video with the sound on. Have students complete the task while they watch. Interchange Intro Video teaching notes