Interchange, 3rd Edition
Presented by:
Ellen M. Zlotnick-Lamb, M.A.
ESL Senior Specialist – Eastern Region
Cambridge University Press &
Jack Richards
Philosophy
Contribution to ESL
Theory into practice
Communicative language teaching
What adult learners bring to class
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Language
Background knowledge (schema)
Expectations
Learning Styles
Confidence (or the lack thereof)
Motivation
Personal circumstances
McKay and Tom
Additional Resources:
Agenda
• Background information on Cambridge
University Press and the Interchange series
• Closer Look at Student Book and Teacher’s
Edition
• Focus on Interchange series Components and
additional Resources
WHAT ADULT EDUCATORS
WANT…
Consider with a partner:
3 things you need from your student
book to enjoy teaching.
3 things students need to experience
while learning.
Motivation explains:
• Why people decide to do something
• How HARD they are going to pursue
it and
• How LONG they are willing to sustain
the activity
Zoltan Dornyei
Adult Learners’ Roles & Needs
OCCUPATIONAL
PARENTAL
SOCIAL
FUNCTIONAL
STUDENT
Principles of the
Interchange Philosophy
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Learner-focused teaching
Active learner participation
Step-by-step learning
A sense of success for learners
Personalization in every lesson
Practical and functional language
Take-away value in every lesson
Course Components
• Student book ( 4-6 hours/unit)
• Workbook (1-2 hours/unit)
• Video Program (video, video activity
book, video teacher’s guide)
• Lab Program (audio and lab guide)
• CD-ROM (Intro - Level 2)
• Teacher Support: interleaved Teacher’s
Edition, web-site
• Student Support: Interchange Arcade
What’s in the book
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How many units are there?
How many review units?
Where are the Interchange Activities?
What’s on the Audio-CD at the back of the
book?
• Name the section titles within a unit.
• What do you find at the back of the book?
Self Assessment
Self-study listening
Everything a Teacher Needs
Teacher’s Edition
and
Teacher Support Site
Teacher’s Edition
Scavenger Hunt
Answer the following:
• How many games are
• Where are unit and
available?
activity objectives?
• Where are the
• How many tips are in
oral/written quizzes?
one lesson? What
How many are there?
information do they
provide?
• How many
photocopiables and fresh • When do you assign
ideas are there?
workbook exercises?
• When can Language
Summaries be used?
ORAL
QUIZZES
ONE
Oral Quiz
PER UNIT!!
WRITTEN QUIZZES
One Quiz every two units
PHOTOCOPIABLE
BANK
•16 handouts
•One per unit
FRESH IDEAS
BANK
20 techniques
to
use with:
Conversations
Grammar Focus
Listening
etc.
Technology Support
 TEACHER SUPPORT SITE:
www.cambridge.org/us/esl/IC3/teacher
STUDENT SUPPORT SITE:
Interchange Arcade: interactive games to
enhance students’ vocabulary, listening and
grammar skills
www.cambridge.org/interchangearcade
INTERACTIVE WHITEBOARD software
Building Listening and
Speaking Skills
Reflect
• Remember a time when Listening and
Speaking were difficult for you in your
Second Language (L2).
• Remember the 1st time/a time you felt
success participating in a conversation
in your L2.
Collaborative Listening
• Book 1 – Unit 4
• Number the musical styles from 1-8.
___ Rock
____ Rap
___ Classical
____ R&B
___ Jazz
____ Pop
___ Gospel
____ Country
Listening
“. . . .you can no more learn a
language without making
mistakes than you can learn to
play tennis without ever hitting
the ball into the net.”
H. Douglas Brown
Self-study listening
Conversation
• Introduces unit’s grammar
• Provides listening and speaking practice
Speaking: Ways to use the
conversation
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Predict by covering words
Book closed general listening
Same meaning BUT different words
Extend the conversation
Students write topics they want to talk
about/discuss. Put these in a bag.
When you have a few extra minutes:
have a student choose a topic and
speak for 30 seconds – 2 minutes
Perspectives
In a safe and supportive
classroom . . .
“students feel comfortable taking risks because
they feel they will not be embarrassed or
criticized if they make a mistake. It has been
made clear to them that mistakes are a natural
part of learning.”
Zoltan Dorneyi, 2001
Group Work
Grouping Techniques and
Roles
By choice
• Everyone needs a
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• Line-ups
• Characteristics in
common
• Randomly
• Mixed ability (work
groups selected by
teacher)
role: recorder,
reporter, time keeper,
facilitator
• Objective and time
limits must be clear
• Outcome should be
based on problemsolving or project
building
Interchange Activities
Practice/Recycle
Your Turn
Board Game
Book 2
Interchange Activity #12
Benefits of Collaborative Learning
Second Language
Acquisition
• Increases student
talk time
• Increase in test
scores
• Builds Oral/Aural
skills
Affective Variables
• Increase self-esteem
• Increases
confidence in using
L2 and in their
knowledge of L2
• Builds community
• Prepares student for
collaborative tasks in
the workplace
Vocabulary Building Strategies
in IC3
Vocabulary’s place in the
classroom
Give vocabulary a high profile in the syllabus
and the classroom so that students can see
its importance and understand that
learning a language isn’t just about
learning grammar. (O’Dell 1997)
“without grammar very little can be
conveyed, without vocabulary nothing can
be conveyed.” (Wilkens 1972)
Collocation
I do my homework.
(pronoun + verb + noun phrase)
NOT
I make my homework.
(pronoun + verb + noun phrase)
Students need MORE than just grammar
knowledge to use language correctly.
COLLOCATION = syntax + semantics or
Grammar + Meaning
COLLOCATION PRACTICE
Brainstorm individually
Write five things that
you:
• Make
• Do
• Take
• Have
• TIME LIMIT: 3 minutes
Vocabulary Building Strategies
used by Successful L2 learners
• Vocabulary
notebooks
• Collocations
• Picture-text
matching
• Word mapping/webs
• Roots
• Affixes
• Synonyms
• Antonyms
Vocabulary Building Strategies
In Interchange 3rd Edition
• Picture-text
matching
• Word maps
(semantic maps)
• Collocation
• Definitions
Find one example for
each strategy in any
of the books.
Snapshot
• Based on real world information
Reading and Writing Skill
Development
Reading
• Develop Skills
• Pre reading
tasks
• Reading for
main ideas,
details and
making
inferences
Reading
How do your students become
good readers?
• Reading...must be developed, and can be
developed by means of extensive and
continual practice. People learn to read,
and to read better by READING!
Eskey 1986
Students learning to read a
second language are:
• Limited in language ability, which leads to
fatigue and limited attention span
• Unfamiliar with concepts and topics that are
common knowledge in the target language
culture
• Unfamiliar with text types/genres
Reading is like an…
….infectious disease: it is……
CAUGHT
NOT
TAUGHT….
(“And you can’t catch it from someone
who hasn’t got it.”)
Christine Nuttall, From Reader to Reading Teacher….C.U.P.
Writing
Writing
GUESS WHO
Write 5 sentences about yourself.
Make sure these are things your
colleagues DO NOT know about you.
When you are finished, the group
leader will collect and read the papers
and you will try to guess who the
person is.
What students WANT
• Engaging classes
• Use real language
• Learn/acquire
language quickly
• Increase their
vocabulary
• Understand spoken
English
• Understand
idiomatic
expressions
Selected Bibliography
Dornyei, Zoltan. Motivational Strategies in the Language Classroom.
Cambridge University Press. 2001
Hess, Natalie. Teaching Large Multilevel Classes. Cambridge University
Press. 2001.
McKay, Heather. Teaching Adult Second Language Learners. Cambridge
University Press. 1999.
Richards and Renandya, Eds. Methodology in Language Teaching. CUP.
2002.
Richards and Rogers. Approaches and Methods in language teaching. CUP.
2001.
Reid, Joy, Ed. Learning Styles in the ESL/EFL Classroom. Heinle & Heinle.
1995.
“Teaching English to Large Classes,” TESOL Quarterly. Autumn 2001.
“The
simplest way to ensure
that students expect success is
to make sure that they achieve
it consistently.”
Jere Brophy 1998
Thank you!
Pacing for Interchange 3rd Ed.
11 hour / week classes
SUPPLEMENTING: Student’s Book
• Teacher’s Edition
Games, Fresh Ideas,
Photocopiables
• Teacher Resource Books
• Teacher and Student Support
Websites
Pacing for Interchange 3rd
Ed.
6 hour / week classes
Homework from the Student’s book
• Reading: do Pre-reading in-class
• Word power: any part that can be
done alone
• Writing: actual drafting, so Ss can use
in-class time for pair/group work