Cambridge interchange 3 teacher book


 

ISBN Student's Book 3 with Online Self-Study Plus 3. Additional resources for this publication at maroc-evasion.info Cambridge. Interchange Level 3, 4th Edition, Teacher's Edition with Assessment Audio CD CD-ROM | Cambridge University Interchange Fourth Edition Intro. > Click here for the installation file. Interchange Fourth Edition Level 1. Interchange Level 3 | Interchange Fourth Edition is a four-level series for adult and It remains the innovative series teachers and students have grown to love, .

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Cambridge Interchange 3 Teacher Book

Interchange 3 Teacher Book - Ebook download as PDF File .pdf), Text File New Interchange 1 Workbook - Jack Richards (Cambridge University Press ). Interchange Fourth Edition: Interchange Level 3 Teacher's Edition with Assessment Cambridge, United Kingdom; Language English; Edition Revised; Edition. Interchange: Interchange 3 Teacher's manual: English for International City/ Country Cambridge, United Kingdom; Language English; Edition Teacher's edition.

Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. Printed in Hong Kong, China A catalog record for this publication is available from the British Library ISBN paperback ISBN paperback Cambridge University Press has no responsibility for the persistence or accuracy of URL s for external or third-party Internet Web sites referred to in this book, and does not guarantee that any content on such Web sites is, or will remain, accurate or appropriate. The photocopy masters in this publication may be photocopied free of charge for classroom use within the school or institution which downloads the publication. Worksheets and photocopies of them remain in the copyright of Cambridge University Press and such photocopies may not be distributed or used in any way outside the downloading institution. Written permission is necessary if you wish to store the material electronically. T 4 What a story! In Cycle 1, students discuss ideal friends and partners using relative pronouns. They take turns interviewing each other.

After listening to each because she talks about herself. Andrea 2. James 3. Johnson positive or negative box.

Have three Ss model the conversation. What kind of parent do you think the chart in part A. Go around the class and give help man is? Ss discuss other ideals e. For a new way to practice discussion, try the Onion Ring technique on page T Call on different Ss to read the instructions. Go over the example sentences.

Write these questions on the board: Step 3 can be done for homework. What qualities should the ideal friend have? Then they turn in their work What is the most important quality of all?

At the end of the activity, tell Ss Do your students need more practice? Tell Ss on pages 1—3 Reading, and Writing to write one paragraph, focusing on three areas: Lab Guide Exercises 1—4 Listening, Pronunciation, 1 content, 2 organization, 3 grammar. Ss write the paragraph for homework. Then Ss it and adverbial clauses with when in context count the things that annoy them and check their score. Ask Ss around the class and asking people what their score to discuss these questions in pairs: How do you think the students and teacher feel?

Would this annoy you? Ss read the quiz again. This time, the board anwers are on the right. Ask Ss to cell phones 1 raise their hand if they chose that complaint. Note people who talk with their mouth full 3 how many people chose each complaint, and count forgetting names 2 the score.

Which one bothers people most? Ss with the same complaint work in groups.

What did you do about it? Tell Ss to look at the sentences in the quiz. I hate it. It bothers me. It upsets me. Play the audio program. Then Ss open their books and check their own answers. Ss listen and check their answers. Call on Ss to mark the linked sounds. Does it bother you when a friend is unreliable? Write some examples on the board: I hate it when a cell phone goes off in a performance.

Ss practice the sentences. They take turns saying the sentences. Go around the class and listen for linking. Ss practice reading the questions in the decide which sounds are linked. They mark the Perspectives. Elicit which phrases are positive e.

Ask suggestions. Go around the Write the sentences on the board like this: Tell Ss to use each expression only once and 1 2 3 4 5 to add their own expression for number They take turns reading their I hate it when people talk. Let Ss self-correct Clause with it Adverbial clause with when before you correct them.

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Each time Ss make the error, Sentences beginning with it and adverbial clauses show the card. Write the Tic-Tac-Toe on page T Also add the phrase it B Group work embarrasses me. Have three Ss model the 1 2 3 4 5 conversation. Go around the class and give help It bothers me when my doctor. Clause with it Adverbial clause with when I feel the same way. Me too. You can say that again. Ss compare what the board and ask Ss to complete them orally: I like it when.

It bothers me when. It really upsets me when. Remind Ss to ask follow-up questions and to give their own opinions.

Interchange: Interchange 3 Teacher's manual: English for International Communication

Set a time limit of about A ten minutes. How do you feel when someone gives you a compliment on your clothes? Elicit the answer.

Ask Ss to discuss the and choose the meanings. Write these punctuation marks and their the article. Ss read the article silently. Ss work in pairs article. Read the questions. Ss can do the support: Ss write a poem for a friend or loved one. A I care for you! Ask Ss to talk based on the article.

Interchange Fourth Edition: Interchange Level 3 Teacher's Edition with Assessment Audio CD/CD-ROM

Ss show their Do your students need more practice? False 3. True 5. Chris suggests Bob Branson. Ss listen for the for coffee. Answer: She liked him a lot. Ask which methods Ss find [CD 1, Track 2] most useful. Point out two jobs at the same time. They enable us to: that more than one answer is possible. Then they compare too serious.

Go over answers with the class. What kind of guys? Possible answers Relative pronouns as subjects and objects 1. Answer: sense of humor. Repeat for the 5. I want to discuss my problems with friends second sentence. Tell Ss to underline the relative clause. Repeat for the last sentence. Encourage Ss When the relative pronoun is an object, we can omit it.

Ss listen and repeat. Ss work in pairs. They take turns personal characteristics; practice giving definitions asking about the adjectives.

When describe yourself. Go around the class and give for a negative meaning. Ss take turns sharing their descriptions.

Answers For a new way to teach this vocabulary, try 1. Ask a S to complete it. Divide the class into teams. Johnson — N brainstorms positive and negative adjectives to describe personalities.

Pause after each from each team to write the adjectives in two conversation. Ss write two adjectives for each person. Set the scene. Ss will listen to they chose those words e. After listening to each because she talks about herself. Andrea 2. James 3. Johnson positive or negative box. Have three Ss model the conversation. What kind of parent do you think the chart in part A.

Go around the class and give help man is? For a new way to practice discussion, try the Onion Ring technique on page T Call on different Ss to read the instructions. Go over the example sentences. What qualities should the ideal friend have? Then they turn in their work What is the most important quality of all?

At the end of the activity, tell Ss Do your students need more practice?

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Tell Ss on pages 1—3 Reading, and Writing to write one paragraph, focusing on three areas: Lab Guide Exercises 1—4 Listening, Pronunciation, 1 content, 2 organization, 3 grammar. Then Ss it and adverbial clauses with when in context count the things that annoy them and check their score.

Ask Ss around the class and asking people what their score to discuss these questions in pairs: was. How do you think the students and teacher feel? Would this annoy you? Ss read the quiz again. This time, the board anwers are on the right. Ask Ss to cell phones 1 raise their hand if they chose that complaint. Note people who talk with their mouth full 3 how many people chose each complaint, and count forgetting names 2 the score.

Which one bothers people most? What did you do about it? Answers: I hate it. It bothers me. It upsets me. Play the audio program.

Then Ss open their books and check their own answers. Ss listen and check their answers. Call on Ss to mark the linked sounds.

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Does it bother you when a friend is unreliable? Write some examples on the board: I hate it when a cell phone goes off in a performance. Ss practice the sentences.

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