. Hi | heal yl Jack-C. Richards VIDEO RESOURCE BOOKCAMBRIDGE UNIVERSITY PRESS 32 Avenueof the Americas, New York, NY 10013-2473, USA ‘Cambridge University Presss part ofthe Univers of Cambridge. Iefurthers the University's mission by disseminating knowledge in the pursuit of ‘education, learning and research atthe highest international levels of excellence. wawcambridge.org Information on thistle: woww-cambridge org/9781107597539 ‘© Cambridge University Press 2012 ‘This publication isn copyright. Subject to statutory exception and tothe provisions of relevant collective licensing agreements, ‘no reproduction of any part may take place without the writen permission of Cambridge Universy Press. First published 2012 Reprinted 2016 Printed in Raly by Rotolte LombardaS.p.A. ‘A catologue record fr this publication saveabe from the Brith brary 18N 978-1-107-65708.3 intro OVD ISBN 978-1-107-69753-9 Into Video Resource Book ISBN 978-1-107-62524-2 DVD | 'S8N 978-1-107-64367.3 Video Resource Book 1 ISBN 978-1-107-66521-7 DVD2 158N978.1-107-65180-7 Video Resource Book 2 IBN 978-1-107-62067-4 OVD 3 ISN 978-1-107-63693-4 Video Resource Book 3 ‘Cambridge University Press has no responsibilty forthe persistence or accuracy ‘of URLs for external or third-party internet websites referred toin this publication, ‘and does not guarantee that any content on such websites is, or willeman, ‘2ccurate or appropriate. Information regarding prices, travel imetables, and other {actual information given inthis works correc at the time of frst printing but ‘Cambridge University Press does not guarantee the accuracy of such information thereafter. ‘Art direction, book design, photo research, and layout services: IntegraContents Plan of Intro Video IH 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. My life Richdale Street The night shift 9 Atthe diner 10. What's your sport? 11 A trip to Washington, D. 12. Where doesit hurt? 13 Across the bridge 14 How was your vacation? 15 On Broadway 16 Then he said ... IN Teaching notes Video transcripts ervaueswnae vi vi vi vi vi vi vil 10 14 18 22 26 30 34 38 a2 50 54 58 116Credits Iustration 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: Photo Acknowledgements ‘The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting and in the next update to the digital edition, as applicable. :L= Left, R= Right, B=Below, TL=Top Left, TCL = Top Centre Left, TCR = Top Centre Right, TR = Top Right, CL = Centre Left, C = Centre, CR = Centre Right, BL =Below Left, BCL = Below Centre Left, BC = Below Centre, BCR = Below Centre Right, BR = Below Right, BG = Background. p. 10 (C): GUY NEEDHAM/National Geographic My Shot/National Geographic Stock; p. 10 (Usage fotostock/SuperStock; p. 10 (R): Best View Stock/ age fotostock; p. 12: © Leonid Plotkin/Alamy; p. 24 (B): Simon Willms/Lifesize/Getty Images; p. 24 (C): DAJ/Getty Images; p. 24 (CR): Jodi & Jake/ age fotostock; p. 24 (CR): Jose Luls Pelaez Inc/ age fotostock; p. 36 (TL): Bonchan/Shutterstock; 36 (TCL), p. 36 (TR): iStockphoto/Thinkstock; p36 (TCR): laylandmasudavistock/Getty Images; 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 p. 40 (BL): © Jim Cummins/The Image Bank/Getty Images; p. 40 (TL):Flirt/SuperStock; p.40 (CL: IMAGEMORE Co, Ltd./Getty Images; p. 40 (CR) Image Source/Photodisc/Getty Images; p. 40 (TR): Bruce Obee/All Canada Photos/Getty Images; p. 40 (BC): Comstock/Getty Images; p. 40 (BG): Ryan McVay/Stockbyte/Getty Images; p. 40 (BR): Serkucher/iStock/Getty Images; p. 42 (TL): Corbis/ Superstock: p.42 (TCL): age fotostock/SuperStock; p. 42 (BCR): Gregory Dale/National Geographic Stock: p. 42 (TR): fstockfoto/Shutterstock: p.42 (BL): © James Quine/Alamy; p. 42 (TCR): Glowimages/ Getty Images; p. 42 (BR): russellkord.com/age fotostock; p. 42 (BCL): Glowimages/Getty Images; p. 44 (CR): Evy Mages/The Washington Post/Getty Images; p. 44 (C): Alex Wong/Getty Images; p. 44 (BR): Glowimages/age fotostock; p. 44 (CL): 0 JIM LO SCALZO/epa/Corbis; p. 44 (BC): © JIM YOUNG/ Reuters/Corbis; p. 44 (BL): Stock Connection/ SuperStock; p. 44 (BG): LightScribe/iStock/Getty Images; p.58 (photo 2A.1): Andrew H. Walker/Getty Images; p.58 (photo 2A2): © Walter McBride/Retna Ltd/Corbis; p. 58 (photo 24.3): Julie Jacobson/ AP Images; p. 58 (photo 2A): Stuart Ramson/ AP Images: p. 58 [photo 2A.5): Eduardo Parra/ FilmMagic/Getty Images: p. 58 (photo 2A.6): Bruce Glikas/FilmMagic/Getty Images; p. 59 (C): Zoonar/ Paul Hakimata/age footstock.Plan of Intro Video 1 Welcome! two students have trouble finding their cass ‘on the first day of school. Functional Focus Intioducing oneself asking forand 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 make her fight to Bazi Functional Focus Asking for and giving locations Grammar Questions with be; prepositions of place Vocabulary Location words; furniture items 3 Newcomers High School Ata very interesting hich School a New York students rom around the world tak about their counties ofergin. 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 Foaus Asking about and deserbing clothing Grammar Present continuous withthe verb wear Vocabulary Clothing 5 Everybody's having fun. To avoid studying Peter talks to several friends te find out what they ae doing, Functional Focus Teling time; asking aboutand describing current acthities Grammar Present continous statements and questions Vocabulary Common activites 6 My life vanessa introduces her family, descndesher dally routine, nd shares her dream ~ stand-up comedy! Functional Focus Talking about routines Grammar Simple present statements and questions Vocabulary Daily routines 7 Richdale Street in heir new apartment, Sofiaand Jessica get a surprise vst from Jessica's mother Functional Focus Asking bout and describing homes Grammar There s/7ere ae Vocabulary Rooms and objects ina home 8 The night shift People who workat night talkabout theirjobs and ther unusual routines Functional Focus Talking about work; deserbing jobs Grammar Simple present tense: summary:adjectves Vocabulary Jcbs 9 Atthe diner Peopic ina popular diner talkabout what they having for brunch, ‘Functional Focus Talking about eating habits Grammar Aéverbsot frequency Vocabulary Breakfast ods 10 What's your sport? peopie at Flushing Meadows Parkin New York talk about their favorite sports to play and to wateh Functlonal Focus Taking about ablitis and intrest: ‘Grammar Can for ablity Vocabulary Sports 11 Atrip to Washington, D.C. People takabout what they plan to do during their visit to the United States capital. Functional Focus Taking about plans ‘Grammar Future with be going 2 Vocabulary Sightseeing activites 12 Where does it hurt? Peter, who doesnt feel wel, ‘900s to see Dx Smith and ends up solving the doctors health prabiem Functional Focus Talking about heath problems; giving advice Grammar Imperatives Vocabulary Action verbs; heath problems 13 Across the bridge young couple visits the Caplano Suspension Bridge ln Vancouver, Bish Columbia, Canad Functional Focus Describing physical locations ‘Grammar Prepostions of place Vocabulary Direction words 14 How was your vacation? Back at work. Hugo tells his coworker about his disastrous vacation Functional Focus Talking about activites inthe recent past ‘Grammar Pas tense of regular and regular verbs Vocabulary Vacation activities 15 on Broadway People who workin the Broadway theater word talk about thei jobs and thet dreams Functional Focus Giving personal information Grammar Past tense of be: Wh-questions with did, was, and were Vocabulary Words lated 0 theater and musias 16 Then he said ... atscnool, Abby describes to her friend herstrange but eventful date with Greg. Functional Focus Accepting and refusing invitations: making ‘Grammar Verb + fo + verb; subject and object pronouns Vocabulary Soci attsIntroduction @ INTERCHANGE VIDEO PROGRAM The philosophy underlying interchanges 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 ofthe 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. 1 VIDEO INTHE 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 follo * 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 learners 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 leamers 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. 1 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 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. 1 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. ™ 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- 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. * Direct 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 i 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 detalled 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 tead the cloze passage and predict answers when possible. + Play the appropriate section of the video and do 2 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 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 their 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 ofthe things they see. For example, for Unit 10: What’ your sport?, have students watch the sequence in fast-forward and list all of the sports they see being played. Nearly all of the activities designed to be completed with the sound off can be done in this manner. Information gap Play approximately the first half ofa 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 fist 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 Play a video in slow motion. As they view, have students call out all of the 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 Fill inthe blanks. Use the words 1. Hi. My .. Int... name is Caroline. 2. Ms.Leeis my What am | doing? : Are you dancing? No, i'm not, : Are you swimming? Yes,|am. >erer 20 = Unit 5 Interchange nto VR8© Cambridge Unbersty Pest 2012 Phetocoplabe= Language close-up WHAT DID THEY SAY? Watch the video and complete the conversation. Then pra Emiis calling Peter. Peter: Uh, oo hell? Emi: Hi, Peter. Emi. Um, you OK? Peter: Im Emi not studying, You're Peter: OK, OK. But im too! are you doing, Emi? Emi: fm 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 popcorn. Peter: What isit? Emi: It's after nine. Ivan is Peter: OK! fm 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 2...... Pablo .....daing (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 ourteacher (do)? B: He (have) lunch, A; Really? | (get) hungry, too. S.A: you (speak) Spanish right now? B: Not (speak) Englisht B 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 SHILIAILIV OICIAVOCABULARY Daily routines Look at Vanessa's daily routine. Write the sentences under the pictures. Then compare with a partner. Iwalk to work, Every night, I write jokes. Y Weekdays, Igetup at 7:30. _I have breakfast with my parents. ‘At5:00, | finish work. I start work at 9:00. At 1:30, take alunch break, On Saturdays, | tell my jokes at a comedy club, pa 1. Weekdays. get. % 3 4. up.at 7:0. GUESS THE FACTS Look again at the sentences in Exercise 1. Where do you think Vanessa works? Check (/) your answer. She works at a school. ~) She works in an office. © She works at home. 22.» Unité Interchange intro VRB © Cambridge University Press 2012 Photocopioble(©) wiaro you see? Watch the first minute of the video with the sound off. Check your answer to Exercise 2, Watch the video GET THE PICTURE A complete the description. (On weekdays, Vanessa ..desians web pages. all day, and she atnight. B Check (/) True or False. Then compare with a partner. True False Vanessa lives with her brother. “ . Vanessa's mother isa teacher. . Vanessa's father walks to work. . In the evening, Vanessa writes stories. . On Saturdays, Vanessa goes to a comedy club. . Vanessa gets home early from the club. 7, On Sundays, Vanessa works all day. avaune 4) WATCH For DETAILS Check (Y] the correct answers. Then compare with a partner, 1. How old is Vanessa? 25 42 2. What is Vanessa's brother's name? ©) Wynton witli 3, What time does Vanessa's mother take the bus? B30 AM. 9:00 An, 4, What time does Vanessa's father start work? 9:00 AM. 9:30 Pav. 5. What time does the show at the club start? 8:00 pa. 9:00 ra. 6. When does Vanessa usually go home from the club? Around 11:00, Around 12:00 Aa, Interchange intro VRB © Combriige University Press 2012 Photocopiable Unit 6 « 23 SHILIAILIY OAGIADO YOU REMEMBER? ‘Complete the chart. Check () the wards that describe Vanessa's routine. Designs web pages Writes jokes Tells jokes Goes downtown (eal A DAY IN THE LIFE A 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. B: | think he's amu: in the afternoon. He starts work at 10.00 at night. ateacher ‘musician 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. hhas 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 fora television station. doesn’t work on weekends. sometimes has lunch with students. writes on the board. B Now share your descriptions with another pair. Your partners guess who youre describing. 24 = Unité Interchange into VRB © Cambridge University ress 2012 Photocopiable= Language close-up WHAT DID SHE SAY? Watch the video and complete the descriptions. Then practice it. Vanessa is talking about her life. Hi, Im Vanessa. Welcome to my .....BaM®.... Hive ‘Come on in! This is my 1 and this is my This is my , Wynton. He doesn't with us. He has his own. He's tim 22, so that makes him big brother. I get up around 7:30. We breakfast at about eight fight here. My mom is a teacher. She in the school. She takes the to work. The bus comes at vand she gets home about My dad to work. He works the clinic. a doctor. He starts work at otdock and gets home at SIMPLE PRESENT TENSE Talking about routines A Complete these conversations with the correct verb forms. Then practice the conversations. 1. A: 22... (Do/Does) you live in the city? B: No,I (don't/doesn't).1 (liveAives) inthe suburbs. My sister (liveslives) in the city. ‘She (have/has) a good job there. 2. A: How (do/does) you go to school? BI (take/takes) the bus because 1 (don'tv/doesmt) 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, 1 (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. Where (do/does) you have dinner? : My friends and | (go/g0es) to a restaurant after class, sol (don't/doesnt) have dinner with my family. B GARLEID Ask and answer the questions again, Use your ‘own information. Interchange intro VRB © Combriige University Press 2012 Photeeopiable Unit 6» 25 SHILIALLIV OIGIAVOCABULARY A new apartment A Find these places in the picture, Match. Then compare with a partner. 1... bathroom 2. bedroom ~ 3. closet am 1-2 4... kitehen ata 5... living room é one 6. oo Yard el B What do you need in a new apartment? Number the things from 1 (most important) to 10 (least important). Se Fl iil = GS abed abookcase chairs acoffee table dishes a= adresser a microwave anoven arefrigerator asofa c Now compare your answers. Use your own ideas, too. A I think you need a refrigerator for the kitchen. 8: And you also need a sofa for the living room. Well, I think you need... 26 * Unit7 Interchange tro VR8© Carne UnerstyPess 2012 PheocopiableWHAT DO YOU SEE? Watch the video with the sound off. What things do the two roommates have? Check (/) them. Then compare with a partner. 7 asofa adresser dishes astove shelves acoffee table abed a coffeemaker a refrigerator amicrowave chairs atelevision Watch the video 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 Sofia waves hello to Jessica’s mom. i There's no microwave. The kitchen is very sunny. There's a modern refrigerator. The kitchen is clean. The bedroom has a lot of windows The bedroom has a great view. There's a closet in the bedroom. . They don't have a yard. The vase isin the living room. Sveenauawnn WATCH FOR DETAILS Check (Y) the correct answers. Then compare with a partner. "| § a J 1. Who is on the phone? 3, What's the present from 5. Where Is Jessicas mother ¥ Jessica's mother. Jessica's mother? calling from? Sofia's mother. Alamp. The suburbs. Avase. Thecity. 2. What's the view from 4, What's Jessica and Sofas 6. What does Jessicais mother Jessica's bedroom? address? say about the apartment? Apark. 238 Richdale Street. © She saysits nice. wall 283 Richdale Street, (© She says it's perfect. Interchange intro VRB © Cambridge University Press 2012 Photocopiable Unit 7 «27 SHILIAILIV OICIAWHAT’S YOUR OPINION? ‘What important things do you think Jessica and Sofia still need? Check (/) them. ‘Then compare with a partner, an armchair aug © curtains amicrowave adining table pictures A: [think they need... 8: But they don't really need ROLE PLAY A. What questions do you think Jessica's mother asks about the new apartment? Write six more questions, Do you like your ew apartment? How many rooms are there? We have an oven, but we don’t have amicrowave. t 2 3 4. 5. 6. 7, 8, B Now ask and answer questions. ‘Two people play the roles of Jessica and Sofia A: Do you like your new apartment? B: Yes, we do. A: How many rooms are there? C:There are four rooms. 28 = Unit7 Interchange nto VR8© Cambridge Unbersty Pest 2012 Phetocoplabe= Language close-up WHAT DID SHE SAY? Watch the video and complete the conversation. Then pra Jessica is talking to her mother on the phone and answering her questions. Jessica: She's asking about our apartment....Yeah, I... IKE it. Well, let me see. There are rooms: the living ry t room, the and two bedrooms. Oh, and of course, a The room? Well its really big. The kitchen is too. No, we don't have a We just 2 regular 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 is really é i) THERE IS/THERE ARE Describing a home A. Complete these sentences with there's, there are, and there aren't. ‘There are... eight rooms in our house, and agarage, too. 2 some trees in the yard, but any flowers. & some armchairs in the living room, and allarge table in the dining room. 4 any pictures in the dining room, but some in the living room. 5. a stove and a refrigerator in the kitchen, but no microwave oven. 6. three bedrooms in the house, and fone bathroom. B Rewrite the sentences in part Aso that they are true for your house or apartment. Then compare with a partner. Interchange intro VRB © Cambriige University Press 2012 Photocopiable Unit 7 = 29 SHILIALLIV OACIAVOCABULARY Jobs A Write the jobs under the pictures. Then compare with a partner. ambulance driver / doctor _—taxidriver waiter 1. doctor, 2 3. 4 B GENTE 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 to the emergency room. I wear auniform. Iworkat night. help sick people. I sitall day /all night. {stand all day /all night. Iworkin a hospital. work ina restaurant. A | stand all day. B: Are you a doctor? A: No, ma waiter. 30 = Unit Interchange nt VR© Cambridge Unersty Pest 2012 PhetocopiabeWHAT DO YOU SEE? ic Write each person's job. Then compare with a partner. =) Watch the video 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. Trey Dwayne Gio Starts 11,00 pm. Finishes Interchange intro VRB © Cambridge University Press 2012 Photocopiable Unit 8 « 31 SHILIALLIV OIGIAWATCH FOR DETAILS Check (7) the correct answers. Then compare with a partner. Eva 1. Eva North thinks her job is 3. Trey thinks his job is dangerous busy, but interesting 7 stressful difficult, but exciting 2.Eva her job. 4. Trey works for hours, and then likes he has a breakfast break. doesr't like five seven Dwayne Gio f ” 5. Dwayne goes to school in the . 8. Taxi drivers on the night shift often work morning hours. afternoon ©) 10to 1s 12to 14 6. Dwayne wakes up about 9. Its when Rachel speaks to Gio. 10:00 Pa. 6:00 Aun, 12:00 p.m, 700 Aan. 1 is a hard day for Dwayne. 10. Gio thinks he hard. © Tuesday O works Thursday doesn't work ROLE PLAY Play the roles of the people in the video. Give your real opinion of the jobs. Use the words in the box. Interesting relaxing —_—stressful pleasant safe unpleasant ‘A: What do you do, Eva? Bilmadoctor. A: Oh, that’s an exciting job! B: Yes, but it's very stressful 32 « Unite Interchange nto VR Cambie Unlersty Press 2012 Phetocopiableinguage close-up WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. A reporter is talking to people who work at night. Rachel: I'm Rachel Park, and I'm... standing. in frontof ‘Memorial Hospital with Eva North. She works In the hospital. Eva, do you do? Eva: I'ma Rachel: do you work, exactly? Eva: Right here in the emergency Rachel: Is it atnight? Eva: Yes, yes, it Rachel: Really? Eva: All and all night. Rachel: do you like your job? Eva: it's | work hours - from 11:00 to 7:00. But day in the hospital is different. | it....Oh, actually, Fm. Thave to go. SIMPLE PRESENT TENSE Talking about work and school A Complete these conversations. Use the correct forms of the verb. Then practice the conversations. VAL... D069... Dwayne ...WOrk..... (work) at night? 8: Yes, he (do). He (go) to school 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? &: Eva (take) care of sick people, and Trey (drive) an ambulance. B Now ask your partner these questions. 1. Do you have classes during the day? What time do you go to school? 2. How do you go to school? How do you go home? 3. When do you do your homework? Where do you do it? 4, Do you have a job? Do you work at night? Interchange intro VRB © Combriige UniversityPress 2012 Photocopiable Unit 8 « 33 SHILIAILIV OICIAVOCABULARY Brunch A Find these things in the picture. Match. Then compare with a partner. 4. broccoli 6 coffee 7. com 8 eggs 8 a fruit salad 10 Rene granola u. a green salad 2 jam 13. orange juice 14 pancakes with syrup steakand eggs tea toast with butter yogurt B What do your classmates have for breakfast? Ask them. ‘A: What do you usually have for breakfast? B: | usually have eggs and toast. G Lalways have coffee and fruit. DiI never eat breakfast. 34 * Unit 9 Interchange intro VR#© Cambridge Universly Press 2012 PhexocopiableWHAT DO YOU SEE? Watch the video with the sound off. Which of these foods do you see? Check (W) your answers, broccoli and com fruit salad 7 coffee muffins rice eggs orange juice pancakes steak and eggs tea toast yogurt and granola SE GET THE PICTURE ‘Match the people with their brunches. Check (¥) all correct answers coffee f eggs a fruit salad ( granola agreen salad orange juice pancakes tea toast water yogurt WATCH FOR DETAILS Check (V7) the correct answers. Then compare with a partner. 1. The young man wants % doesn't want Jam for his toast. 3. The woman likes. doesn't like sugar in her tea, 5. The brunch special today at Sunny’s is steak and eggs bacon and eggs 7. The boy's name is Es ~ Richie Ricky Interchange intro VRB © Combridge University Press 2012 Photocoplable 2. The man always usually has coffee in the morning, 4, She is visiting from California Canada 6. The man wants doesn't want 8. The boy likes broccoli corn the special. Unit 9 = 35 SHILIAILIV OICIAeG WHAT'S YOUR OPINION? Which of these meals do you like? Tell your partner why. A like this meal. I Jove yogurt. B: Really? hate yogurt! PLAN A MENU ‘You work at the Happy Day Restaurant. Plan eight brunch dishes for the menu. List drinks, too. Then compare menus around the class. Oy Tereza elt} 7 days a week A: Let’s serve two eggs with toast. B: That sounds good. Let's also serve 36 = Unit9 Interchange intro VRB © Cambridge University Press 2012 Photocopiableinguage close-up WHAT DID THEY SAY? Watch the video and complete the conversation. Then pra Jamal Greene/s talking to people about brunch. Student: And Ihave ..... 20. £298... , some toast with 1 and some orange juice, Server: Do you want any with your toast? Student: No, Jamal: Hi. see you're having some too. Student: Yes, am, Do you have coffee with your meal? Yes,1do.1 late at night, and I'm sleepy Inthe g Jamal: Now, today is and there’s a special brunch menu. Do you ever have here on weekdays? : No. On weekdays, | breakfast at home. : What lunch? have lunch at school with my I: OK. Well, enjoy your Thanks. (javerss OF FREQUENCY Talking about eating habits A Complete the sentences, Choose adverbs that are true for you. Then compare with a partner. See nn ete ere ae 1 have a big breakfast. 2. People in my country cat steak and eggs for breakfast. 31 dlink orange juice with my breakfast. al dink coffee in the morning. 5.1 have time for breakfast. 6. On weekends, havea big breakfast. B Do you and your partner have the same or different breakfast habits? Tell the class. “seldom have a big breakfast, but Laura always has a big breakfast” Interchange nto VRB Cambridge Unversity Press 2012. Photocoplable Unit 9 = 37 SHILIAILIV OICIA