CAN Jack-C. Richards— ry VIDEO RESOURCE BOOKIntro VIDEO RESOURCE BOOK ‘CAMBRIDGE sweatin UNIVERSITY PRESS : OLsl sal Obj @>42 Gast Laegers cul IN Cuul osuy Gud oy Yolo g b> py pis Cr yg0 oy Suth S195 3)Say Jolih 9 Cuawl BUSI 9 Epi 95l GUS GT jl By >y7 weSContents Plan of Intro Video M 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 1 Welcome! 2. My passport! 3. Newcomers High School 4 What are you wearing? 5. Everybody's having fun. 6 Mylife 7 Richdale Street 8 The night shift 9 Atthediner 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 ... Video transcripts vi vi vi vi vi vii 10 14 18 22 26 30 38 42 50 54 58 62 66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; Kja- 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 ©Leonid 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; CAll Canada Photos/ SuperStock; OAispix/Shutterstock; ©Al Bello/Staff/ Getty Images Sport/Getty Images; ©Comstock/ Getty Images; Osim Cummins/Taxi/Getty Images; ©imagemore Co, Ltd /Getty Images; 42 (top row, left to right) ©Corbis/Photolibrary; ©Age iv Joanna Kerr: 8 (top), 26; Monika Melnychuk/iziart. 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; ©Glowimaaes/Getty Images; ©Fstockfoto/Shutterstock: (bottom row, left to right) ©James Quine/Alamy; OLite Productions/ Glow Images RF/Photolibrary; Gregory Dale/ National Geographic Stock; ©Kord/Age Fotostock; 44 (center) © Ramon Purcell/stockphoto; (clockwise from top left) lim 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/Julie Jacobson; ©Disney/Joan Marcus/Photofest; ©AP Photo/Stuart Ramson; Bruce Glikas/FilmMagic/ Getty Images; 59 ©Zoonar/Paul Hakimata/Age Fotostock~ Plan of Intro Video T Welcome! two students have trouble finding their class onthe fist day of school Functional Focus Introducing oneself; asking for and giving information ‘Grammar The verb be; personal pronouns Vocabulary Letters, numbers greetings 2 My passport! sofia and Jessica search their apartment for sofas passport so she can makeher fight o Braz. Functional Focus Asking or and gving locations Grammar Questions with be; prepestons of place Vocabulary Location words: fariture ters 3B Newcomers High School Ata very interesting high School in New York, students from around the werld tak about their countries of origin Functional Focus Asking for and giving information about counties languages, and cultures ‘Grammar Questions and short answers with be Vocabulary Counties, languages: describing places and people 4 What are you wearing? People talk about the clothes they have on Functional Focus Asking about and describing clothing Grammar Present continuous wit the verb wear Vocabulary Clothing 5 Everybody’s having fun. 10 avoid studying, Peter talks to several friends to find out what they are doing. Functional Focus Teling time; asking about and describing current activities ‘Grammar Present continuous saterents Vocabulary Common activities questions 6 My life vanessa introduces her family, describes her daly routine and shares her dream stand-up comedy! Functional Focus Talking about routines Grammar Simple present statements and questions Vocabulary Daly routines 7 Richdale Street in theicnew apartment, Sofia and Jessica get surprise vist from Jessica's mother. Functional Facus Asking about and describing homes Grammar There /There are Vocabulary Rooms and objects ina home 8 The night shift Peopie who work at night talk about theirjobs and thei unusual runes. Functional Focus Talking about work; describing jobs Grammar Simple present tense: summary; adjectives Vocabulary Jobs 9 Atthe diner Peopleina popular diner talk about what they're having fr brunch Functional Focus Talking about eating habits Grammar Adverbs of frequency Vocabulary Breakfast foods 10 what's your sport? People at Flushing Meadows Parkin New York talk about their favorite sports to play and to watch Functional Focus Talking about abilities and interests Grammar Cantor ably Vocabulary Sports 11 Atrip to Washington, D.C. People talk about what they plan to de during thelr visit to the United States capital. Functional Focus Taking about plans Grammar Future with be going to Vocabulary Sightseeing activities 12 Where does it hurt? Peter, who doesr't fee! well, oes to see Dr, Smith and ends up solving the doctor's heath Broblem. 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 ridge in Vancouver, British Columbia, Canad Functional Focus Describing physical locations Grammar Prepositions of place Vocabulary Direction words 14 How was your vacation? sack at work, Hugo. tells his coworker about his disastrous vacation. Functional Focus Tlking about activities inthe recent past Grammar Past tense of regular and regular verbs Vocabulary Vacation activities 115 On Broadway People who work in the Broadway theater word talk about their jobs and their dreams. Functional Focus Giving persona information Grammar Past tense of be; Wh-questons with did, was, and were Vocabulary Words related to theater and musicals 16 Then he said ... Atschool, Abby describes to her friend her strange but eventful date with Greg. ‘Functional Focus Accepting and refusing invitations: making excuses Grammar Verb + to + verb; subject and object pronouns Vocabulary Socal activitiesIntroduction ll INTERCHANGE VIDEO PROGRAM. The philosophy underlying 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 juences (“videos”) along with a wealth ivities 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 leaming 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. 1 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 htly 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. lm PROGRAM COMPONENTS Video The sixteen videos in each level's 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 alco illustrating haw 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. '@ 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. ll HOWTOTEACH 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- building activities 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. irect students’ attention to the task, and read through it with them. Answer vocabulary or 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. « Iftime 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 leamed. 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 a spot-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 ‘A: What am I doing? : Are you dancing? A: No,I'mnot. Are you swimming? A: Yes,lam. 20 * Unit 5 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. Emiis calling Peter. Peter: Uh, ...... nelle. 7 Emi: Hi, Peter. Emi. Um, you OK? Peter: I'm Emi: not studying. You're Peter: OK, OK. I'm But iim too! are you doing, Emi? Emi: fm hanging out Ivan and Carla. Peter: ? Sounds like fun. Emi: Yeah. We're movies at my place. you busy? Peter: Well, 'm studying for a test that |have Popcorn. isit? after nine. ivan is PRESENT CONTINUOUS Describing current activities ‘A Complete these conversations. Use the correct present continuous forms of the verbs in parentheses. Then practice with a partner. 1. A: What °....... Pablo ......dging. (do)? 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 cour teacher (do)? B: He (have) lunch. A: Really? | (get) hungry, too. S.A you (speak) Spanish right now? B: No, | (speak) English! B GUEIEIED Now ask and answer similar questions about your classmates, friends, and family. Use your own information. Interchange into VRB © Cambridge University Press 2012 Photocopiable epeniCihee irLanguage Unit 5« 21