| Q: |
What's the rationale behind Interchange Third Edition? |
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| About the Student's Book |
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| Q: |
Which parts of the Student's Book are new? |
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How long should it take to present and teach the Snapshot? |
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Should I expect students to learn all the new words in the Snapshot? |
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Is it OK to present the Grammar Focus before the Conversation? |
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How helpful is it for students to memorize the Conversation? |
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What are Perspectives? |
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Why aren't there any Perspectives in Levels Intro and 1? |
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Should I teach my students more grammar than that in the Grammar Focus box? |
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What should I do if my students need more controlled grammar practice? |
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Should I explain the grammar rules to my students or encourage them to guess the rules? |
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How can I help students remember recently taught vocabulary? |
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What should I do if my students have difficulty understanding the audio program? |
| Q: |
My students get very nervous during listening practice. What's the solution? |
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My students often have problems understanding my instructions for speaking activities. What am I doing wrong? |
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My students make a lot of errors during speaking activities. What can I do? |
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How can I teach the Reading sections most effectively? |
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Where are the Reviews that used to follow every four units in the Student's Book? |
| Q: |
The Progress checks are helpful, but I don't have enough time to use them. What can I do? |
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Where are the Unit Summaries that used to be at the back of the Student's Book? |
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There's not enough time to complete every exercise. How can I finish them more quickly? |
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There's not enough material in the Student's Book for my classes. What can I do? |
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| About the other Course components |
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| Q: |
How have the other Course components changed? |
| Q: |
What material is on the Class Audio Program? |
| Q: |
Is the Class Audio Program new? |
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What material is on the Self-study Audio CD? |
| Q: |
How does the Teacher's Edition help new teachers or teachers with large or mixed-level classes? |
| Q: |
Does Interchange Third Edition have tests? |
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Is there an Interchange Third Edition Web site? |
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| Answers |
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| Q: |
What's the rationale behind Interchange Third Edition? |
| A: |
The course was revised to reflect the most recent approaches to language teaching and learning. It remains the innovative series teachers and students have grown to love, while incorporating suggestions from teachers and students all over the world. The new edition offers updated content in every unit, additional grammar practice, and more opportunities to develop speaking and listening skills. |
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| About the Student's Book |
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| Q: |
Which parts of the Student's Book are new? |
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The new edition contains fresh content, including contemporary topics that are more relevant to student's lives. Levels 1 to 3 include an updated Writing syllabus. In these exercises, students write a variety of real-world text types (e.g., e-mail messages, postcards, memos) with a clear purpose and audience. As another way to introduce new grammar in context, Levels 2 and 3 feature a new section called Perspectives. A new Self-study section at the back of the Student's Book provides students with additional listening exercises. Progress checks after every two units encourage students to assess their own progress. |
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| Q: |
How long should it take to present and teach the Snapshot? |
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You probably don't need to spend more than 15 minutes. Remember that it's just a warm-up activity. |
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| Q: |
Should I expect students to learn all the new words in the Snapshot? |
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It's not necessary for students to learn the passive vocabulary in the Snapshots. However, it's a good idea to encourage them to use the productive vocabulary. The productive vocabulary is recycled throughout the unit and listed in the Language summaries at the back of the Teacher's Edition. |
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| Q: |
Is it OK to present the Grammar Focus before the Conversation? |
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Remember that the Conversation is placed first because it introduces the new grammar in context. Also, it illustrates the meaning of the new grammar before the grammar rules are presented. However, you can change the order for variety or if it's more appropriate for your student's learning style. |
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| Q: |
How helpful is it for students to memorize the Conversation? |
| A: |
Students generally benefit more from practicing and expanding on the Conversation than from memorizing it. |
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| Q: |
What are Perspectives? |
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Like Conversations, Perspectives introduce the new grammar in context. However, they present the grammar in different ways, such as quotes, surveys, and television or radio shows. |
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| Q: |
Why aren't there any Perspectives in Levels Intro and 1? |
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The Perspectives typically contain ideas and opinions that serve as starting points for more advanced discussions and debates. Therefore, they are more appropriate for higher levels. |
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| Q: |
Should I teach my students more grammar than that in the Grammar Focus box? |
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To avoid overloading students, it's preferable to teach only the grammar in the Grammar Focus box. Then progress to the speaking activities, so that they can apply the rules in communication. |
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| Q: |
What should I do if my students need more controlled grammar practice? |
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You can assign practice exercises in the Workbook, Lab Guide, Video Activity Book, or CD-ROM for homework. The teaching notes in the Teacher's Edition suggest appropriate assignments for each cycle. |
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| Q: |
Should I explain the grammar rules to my students or encourage them to guess the rules? |
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Students have different learning styles, so you may want to use different techniques. First, try to involve them in guessing the rules. If they can't guess the rules, then you can explain them. |
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| Q: |
How can I help students remember recently taught vocabulary? |
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One way is to spend five minutes of each class reviewing new words. You can also try different vocabulary review techniques from the Fresh ideas and Games in the Teacher's Edition. |
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| Q: |
What should I do if my students have difficulty understanding the audio program? |
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You can ask students to make predictions before you play the audio program. Then play the audio program a few times, asking students to listen for something different each time. Alternatively, divide the audio program into short sections (e.g., short conversations), stopping the audio program after each section. |
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| Q: |
My students get very nervous during listening practice. What's the solution? |
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One way is to assure students that they don't need to understand every word. Tell them that they will hear the audio program again. Another option is to have students work collaboratively in pairs or small groups. |
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| Q: |
My students often have problems understanding my instructions for speaking activities. What am I doing wrong? |
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It is often more helpful to model the activity than to give instructions, especially at lower levels. Model the activity with several students, preferably of different abilities and in different parts of the room. |
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| Q: |
My students make a lot of errors during speaking activities. What can I do? |
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Remember that errors are an important part of learning. During pair work and group work, allow students to practice speaking without interruption and make a list of any errors you hear. Then have the class correct the most common errors at the end of the activity. |
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| Q: |
How can I teach the Reading sections most effectively? |
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Encourage students to read silently and quickly. When they are skimming or scanning, discourage them from reading aloud, following each sentence with a pencil, or looking up each new word in a dictionary. Also, encourage them to use the discussion questions to share ideas. |
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| Q: |
Where are the Reviews that used to follow every four units in the Student's Book? |
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Instead of Reviews, there are now Progress checks at the end of every two units in the Student's Book. In addition to providing additional practice in key skill areas, the exercises on these pages encourage students to self-assess their progress. |
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| Q: |
The Progress checks are helpful, but I don't have enough time to use them. What can I do? |
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You can use the Progress checks in a variety of ways. For example, you can assign some of the exercises for homework. Alternatively, you can assign students to complete only the Self-assessment section for homework, and then choose exercises related to areas they need to improve. |
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| Q: |
Where are the Unit Summaries that used to be at the back of the Student's Book? |
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Language summaries of the new vocabulary and expressions in each unit are now included as photocopiables at the back of the Teacher's Edition. |
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| Q: |
There's not enough time to complete every exercise. How can I finish them more quickly? |
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Remember that you don't have to complete every exercise in the Student's Book. You can omit selected exercises, such as the Writings, Readings, and Interchange activities. |
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| Q: |
There's not enough material in the Student's Book for my classes. What can I do? |
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It's important for teachers to be able to adapt the course materials to the needs, interests, ages, and learning styles of their students. The Teacher's Edition provides numerous additional resources that help teachers tailor their classes for maximum learning and enjoyment. For example, Games provide stimulating and fun ways to review or practice skills. In addition, Fresh ideas provide stimulating and fun techniques for presenting and reviewing the exercises. Moreover, there are Photocopiables for one exercise in every unit, or handouts for innovative supplementary activities. |
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| About the other Course components |
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| Q: |
How have the other Course components changed? |
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The Class Audio Program, Teacher's Edition, Workbook, Placement and Evaluation Package, Lab Program, and Teacher's Resource Book have all been updated to reflect the revision of the Student's Book. The Video Program and CD-ROM have the same content as before, but the sequence and design have been changed to match changes in the new edition. |
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| Q: |
What material is on the Class Audio Program? |
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The program consists of cassettes/CDs with all the audio sections in the Student's Book, such as Conversations, Listenings, Grammar Focuses, and Pronunciations. The program also includes the Student Self-study Audio Cassette/CD. |
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| Q: |
Is the Class Audio Program new? |
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The entire audio program has been re-recorded using a wide range of accents, including native and non-native English speakers from around the world. The program also features new musical themes and narration. |
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| Q: |
What material is on the Self-study Audio CD? |
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The Self-study Audio CD contains part A of the Conversations and recordings that correspond to the Self-study section at the back of the Student's Book. |
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| Q: |
How does the Teacher's Edition help new teachers or teachers with large or mixed-level classes? |
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The Teacher's Edition provides page-by-page teaching notes, with detailed lesson plans, learning objectives, vocabulary glosses, optional activities, and teaching tips. It also suggests alternative ways to teach the exercises, using Games, Fresh ideas, and Photocopiables. |
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| Q: |
Does Interchange Third Edition have tests? |
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Interchange Third Edition has a complete and flexible assessment program. The Progress checks in the Student's Book encourage students to self-assess their progress in key skill areas after every two units. Oral quizzes and Written quizzes in the Teacher's Edition provide more formal assessment. In addition, the Placement and Evaluation Package is an indispensable tool for placing students at the correct level and regularly evaluating progress. |
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| Q: |
Is there an Interchange Third Edition Web site? |
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Yes. In addition to useful teacher resources you find here, Interchange Arcade features interactive activities for students. |
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