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 • • • • • • • 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 • • • • • • • 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 • • • • 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 • • • • • 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 • • 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