Download - Ict Long
![Page 1: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/1.jpg)
![Page 2: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/2.jpg)
![Page 3: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/3.jpg)
American English
CEF Level: B1 (PET)
Young Adults and Adults
Quick Catalogue ReviewQuick Catalogue Review
![Page 4: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/4.jpg)
CAN DO STATEMENTS FOR LEVEL B1:
-Can understand the main points of clear standard input on familiarmatters regularly encountered in work, school, leisure, etc.
-Can deal with most situations likely to arise whilst travelling in anarea where the language is spoken.
-Can produce simple connected text on topics which are familiaror of personal interest.
-Can describe experiences and events, dreams, hopes andambitions and briefly give reasons and explanations for opinionsand plans.
![Page 5: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/5.jpg)
The courseThe course
4 levels (intro to 3) American English Young adults and adults 70 to 120 hours (full edition) 35 to 60 hours (split edition: A / B) 4 skills instruction
![Page 6: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/6.jpg)
Student's Book with Self-study Student's Book with Self-study Audio CDAudio CD Video/DVDVideo/DVD
Student's BookStudent's Book Video/NTSCVideo/NTSC
WorkbookWorkbook Video Activity BookVideo Activity Book
Teacher's EditionTeacher's Edition Video Teacher's GuideVideo Teacher's Guide
Class Audio CassettesClass Audio Cassettes Lab GuideLab Guide
Class Audio CDsClass Audio CDs Lab Audio CDsLab Audio CDs
Student's Book A with Self-study Student's Book A with Self-study Audio CDAudio CD CD-ROM for WindowsCD-ROM for Windows
Student's Book B with Self-study Student's Book B with Self-study Audio CDAudio CD Whiteboard SoftwareWhiteboard Software
Workbook AWorkbook A Full Contact AFull Contact A
Workbook BWorkbook B Full Contact BFull Contact B
Teacher's Resource BookTeacher's Resource Book Whiteboard Software Network Whiteboard Software Network NEWNEW
Interchange Third Interchange Third Edition/PassagesEdition/Passages
Placement and Evaluation PackagePlacement and Evaluation PackageTest Crafter Test Crafter NEWNEW
COMPONENTSCOMPONENTSwww.cambridge.org/interchangewww.cambridge.org/interchange
![Page 7: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/7.jpg)
Students’ needsStudents’ needs
Engaging activities Clear goals and procedures Opportunities for personalization Flexibility Achievable results Feedback
![Page 8: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/8.jpg)
Key featuresKey features
Real world topics
Conversational language
Grammar in communicative contexts
Task-based listening activities
Student-centered
Complete teacher support
![Page 9: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/9.jpg)
Unit formatUnit format
Units integrate topics, functions, grammar and skills
Two lesson-sequences within each unit
Activities build on each other, culminating in fluency activity
Activities can serve as a springboard for supplementary practice
![Page 10: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/10.jpg)
Unit formatUnit format
16 units
16 communication tasks (interchange activities)
8 Progress checks
Two topical or functional sections
Perspectives
16 projects
16 self-study listening activities
Cycle 1
Cycle 2
![Page 11: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/11.jpg)
Unit contentUnit content Snapshot Word power Conversation Grammar focus Pronunciation Interchange Speaking Arcade: different kinds
of interactive activities on the internet!
Discussion
Fluency exercises
Listening
Writing
Reading
Perspectives
Self-study listenings
Projects
![Page 12: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/12.jpg)
SnapshotSnapshot
Introduces the topic
Provides real world information
Builds receptive & productive vocabulary
Is presented in graphic form (easy to read)
Includes follow-up questions (discussion)
![Page 13: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/13.jpg)
SnapshotSnapshot
![Page 14: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/14.jpg)
SnapshotSnapshot
Teaching Step 1:Books closed. Introduce the new Topic
Teaching Step 2:Books closed. Lead the students through the information in the Snapshot.
Teaching Step 3:Do the follow-up questions in pairs, groups, or as a class.
TEACHING STEPSTEACHING STEPS
![Page 15: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/15.jpg)
SnapshotSnapshot
Should the Snapshot be brief or long?
Why does the Teaching Tip suggest that you keep the Snapshot brief?
How can you make the Snapshot a meaningful activity?
If you were to teach this Snapshot, would you prefer to have your students do the follow-up questions as a whole class, in groups, or in pairs? Why?
![Page 16: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/16.jpg)
SnapshotSnapshot
PERSONALIZATON:The teacher adds more personalized questions that relate to her/his students own lives and culture.
Why is this important?
![Page 17: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/17.jpg)
Word PowerWord Power
Develops Ss´ vocabulary
Is related to the unit
Includes variety of exercises (word maps and collocations)
Is followed by oral and written practice (vocabulary in context)
![Page 18: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/18.jpg)
Word PowerWord Power
![Page 19: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/19.jpg)
Word PowerWord Power
What is the aim of Word Power?
What skills can be practiced?
![Page 20: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/20.jpg)
Word PowerWord Power
How would you introduce the topic neighbourhood? Would you:
IdeaIdea Yes/NoYes/No Why?Why?
1. Show students photographs of a 1. Show students photographs of a typical neighbourhood, and ask them typical neighbourhood, and ask them to tell you about it?to tell you about it?
2. Explain to students what2. Explain to students whata neighbourhood is and what theya neighbourhood is and what theywill find there?will find there?
3. Tell them that the topic is 3. Tell them that the topic is talkingtalkingabout the neighbourhood and about the neighbourhood and translate it into Spanish?translate it into Spanish?..
![Page 21: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/21.jpg)
Word PowerWord PowerTEACHING STEPS
Teaching Step One:Introduce the topic and elicit associated vocabulary. Use vocabulary teaching techniques.
Teaching Step Two: Model the pronunciation of new words.
Teaching Step Three:Explain and model the task.
Teaching Step Four:Students complete the task.
Teaching Step Five:Check answers with class. Individual work, peer correction.
![Page 22: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/22.jpg)
Word PowerWord Power
VocabularyVocabulary TranslaTranslatete
MimeMime Elicit a Elicit a definitiondefinition
Give a Give a definitiondefinition
Elicit Elicit an an
examplexamplee
Give an Give an exampleexample
1. Neighbourhood1. Neighbourhood
2. Area2. Area
3. Department 3. Department store store
4. Wash and dry 4. Wash and dry clothesclothes
5. Haircut5. Haircut
![Page 23: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/23.jpg)
Word PowerWord Power
Why should we find out what students already know before pre-teaching vocabulary? Suggest a reason why this is a good idea.
Why should students sit in front of each other and look at each other during a speaking activity?
How can you personalize the word power section?
What do you think is better, eliciting definition and examples or giving them? Why?
![Page 24: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/24.jpg)
ConversationConversation
Introduces new function or grammar Creates a communicative and situational
context Serves as a model for conversational
expressions Provides a listening task Focuses on accurate repetition Avoids “reading like” intonation
![Page 25: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/25.jpg)
ConversationConversation
![Page 26: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/26.jpg)
ModelsModels
Practical
Meaningful
Memorable
Transferable
![Page 27: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/27.jpg)
ConversationConversation
![Page 28: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/28.jpg)
ConversationConversation
Which grammar points does the conversation present?
Can you find examples of functions in the Conversation?
Write examples.
![Page 29: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/29.jpg)
ConversationConversation
MEANING, FORM, AND USEImagine that you are learning a new language (e.g. Swahili). Your teacher gives you a short dialog, which contains a grammar structure you have never seen before (e.g. mimi ninakwenda). What would you want your teacher to explain first? Rank these in order of importance:
•What the structure means•How to form the new structure•How to use the structure
![Page 30: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/30.jpg)
ConversationConversationTEACHING STEPS
___ Check students’ comprehension.___ Books open. Students read silently as they listen
once more.___ Set the scene. Set a focus question.___ Students practice the conversation.___ Books closed. Students listen to the audio program once or twice.___ Explain unfamiliar vocabulary.
1
2
3
6
5
4
![Page 31: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/31.jpg)
ConversationConversationTEACHING STRATEGIES
Look up and say techniqueLook up and say technique Onion RingOnion Ring
Say it with feelingSay it with feeling Stand up, sit downStand up, sit down
Moving dialogMoving dialog Substitution dialogSubstitution dialog
Musical dialogMusical dialog Disappearing dialog Disappearing dialog
Telling the storyTelling the story Predicting Predicting
Looking at the picture for Looking at the picture for ……
![Page 32: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/32.jpg)
Grammar FocusGrammar Focus
Summary of grammar items
Exercises in context
Controlled to freer practice
Communicative exercises
Personal context (often)
![Page 33: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/33.jpg)
GrammarGrammarFocusFocus
![Page 34: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/34.jpg)
Elicit or explain the rules. Inductive or deductive Elicit or explain the rules. Inductive or deductive teaching.teaching.
Present example sentences using the audio Present example sentences using the audio program.program.
Model the task.Model the task. Students complete the task.Students complete the task. Check answers with the class. Peer correction.Check answers with the class. Peer correction.
Grammar FocusGrammar FocusTEACHING STEPSTEACHING STEPS
![Page 35: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/35.jpg)
Two different point of views about teaching Two different point of views about teaching grammargrammar
I avoid turning the Grammar Focus into a heavy I avoid turning the Grammar Focus into a heavy grammar class. Instead, I lead my students into grammar class. Instead, I lead my students into the fluency activity quickly, so they learn to use the fluency activity quickly, so they learn to use the language.the language.
I like to spend a lot of time on grammar rules I like to spend a lot of time on grammar rules and doing controlled exercises until I am sure and doing controlled exercises until I am sure my students know the structures. Then we try my students know the structures. Then we try producing the languageproducing the language..
Grammar FocusGrammar Focus
![Page 36: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/36.jpg)
TechniqueTechnique Yes/Yes/NoNo
WhyWhy??
1. Use a grammar game from the 1. Use a grammar game from the Teacher´s Edition.Teacher´s Edition.
2. Give a handout with 2. Give a handout with grammar rules to your students grammar rules to your students for studying.for studying.
3. After eliciting grammar rules, 3. After eliciting grammar rules, create real sentences about create real sentences about themselves, using the new themselves, using the new structure.structure.
4. Ask your students to go back 4. Ask your students to go back to the Conversation and to the Conversation and substitute their own information substitute their own information in the dialog.in the dialog.
Grammar FocusGrammar Focus
![Page 37: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/37.jpg)
PronunciationPronunciation
Highlights pronunciation features Rhythm, stress, intonation, blending,
reductions, etc.
Is taken from “Conversation” or “Grammar Focus” sections
Improves listening & speaking skills
Builds student’s awareness & confidence
![Page 38: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/38.jpg)
PronunciationPronunciation
![Page 39: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/39.jpg)
PronunciationPronunciationWhich of the following ideas would help your students to recognize the rising-falling intonation? Which one(s) would help them to produce a rising-falling intonation? Check the appropriate column. Then add an idea of your own.
IdeaIdea RecognitionRecognition ProductionProduction
Write sentences on the board and have your Write sentences on the board and have your students draw arrows to show where the students draw arrows to show where the sounds rise and fall.sounds rise and fall.
Have the whole class listen and repeat after Have the whole class listen and repeat after the audio program.the audio program.
Have your students listen to example Have your students listen to example sentences. Tell them to stand up every time sentences. Tell them to stand up every time the sound rises and to sit down when it falls.the sound rises and to sit down when it falls.
Have your students first “hum” the example Have your students first “hum” the example sentences and then say the words with the sentences and then say the words with the appropriate intonation.appropriate intonation.
![Page 40: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/40.jpg)
PronunciationPronunciationTEACHING TIPSTEACHING TIPS
•Introduce the presentation using the audio program/ model intonation.
•Highlight the pronunciation feature.
•Model the pronunciation and have students practice it.
•Check individual responses.
![Page 41: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/41.jpg)
Fluency exercisesFluency exercises
They are: Pair or group work Role plays and class activities Interchange activities
More personalized practice Real-life content in a safe environment Meaningful experience Opportunities for individual participation
![Page 42: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/42.jpg)
Fluency exercisesFluency exercises
![Page 43: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/43.jpg)
Fluency exercisesFluency exercises
![Page 44: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/44.jpg)
Set the scene and review the model.Set the scene and review the model. Explain and model the task.Explain and model the task. Divide the class into pairs or groups.Divide the class into pairs or groups. Students complete the task.Students complete the task. Give students feedback.Give students feedback.
Fluency exercisesFluency exercisesTEACHING TIPSTEACHING TIPS
![Page 45: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/45.jpg)
www.cambridge.org/elt/interchange/www.cambridge.org/elt/interchange/
www.cambridge.org/us/www.cambridge.org/us/
www.cambridge.org/elt/ic3/www.cambridge.org/elt/ic3/
Web supportWeb support
![Page 46: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/46.jpg)
![Page 47: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/47.jpg)
![Page 48: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/48.jpg)
![Page 49: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/49.jpg)
![Page 50: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/50.jpg)
![Page 51: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/51.jpg)
![Page 52: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/52.jpg)
![Page 53: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/53.jpg)
![Page 54: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/54.jpg)
![Page 55: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/55.jpg)
Questions?Questions?
![Page 56: Ict Long](https://reader035.vdocument.in/reader035/viewer/2022062418/55499076b4c90583678b5559/html5/thumbnails/56.jpg)
THANKS!!!THANKS!!!