INTERCHANGE THIRD EDITION INTRO STUDENTS BOOK AUDIO

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Interchange Third Edition Whiteboard Software. This exciting and innovative multimedia software integrates Students' Book pages with video, interactive. Interchange Third Edition Intro Student's Book, Self-study Audio. Track Jack C. Richards. Interchange Third Edition Intro Student's Book, Self-study. The Interchange Third Edition Level 1 Student's Book builds on the foundations established in the Intro for accurate and fluent communication.


Interchange Third Edition Intro Students Book Audio

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Intro is the introductory level of the Interchange Third Edition series. The Intro Level Student's Book is designed for beginning students needing a thorough. Intro is the introductory level of the Interchange Third Edition series. The Student's Book contains 16 teaching units, frequent progress checks. Intro is the introductory level of the Interchange Third Edition series. The Intro Level Student's Book is designed for beginning students needing.

Write formal greetings on the board. Then greet several Ss using titles. For example: T: Good evening, Mr. S1: Good evening, your title and last name. T: Hello, Ms. S2: Hello, your title and last name.

Point Disappearing Dialog on page T Explain the task. S1: Hi, S2. S2: Hi, S1. For excuse S1: S2 , this is S3. Nice to meet you.

Interchange Third Edition Intro Student's Book, Se

Remind Ss to look at each other as they speak. Play the audio program again. Ss listen and look at the pictures. Point out the choices in parentheses. They practice the them on the board. As each other as they speak. Go over answers with the class. David, this is Sarah Conner.

Contrast the in our math class. Yes, I am. Then they compare answers in pairs. Ss listen, look up, and repeat. Then elicit the correct answers for each other when speaking. Ss complete the task for the second conversation individually. Ss write their answers in pairs. Then ask the class to correct any errors. Take a paper from the bag and ask a few Ss whose Answers names are not on the paper: T: Excuse me.

Are you name on paper? Are you Steven Carson? My name is David Medina. Steven is Then ask the S whose name is on the paper: T: Excuse me.

S2: Yes, I am. Elicit answersLearning objective: learn to sound natural when linking from the class. The other letters are consonants. Point out because they seem to talk quickly. Teaching Ss to be aware that Alan, in, and over begin with vowel sounds. In natural conversation, people link these sounds together. For example, we pronounce Then play the audio program again. Then they work in pairs.

S1 dictates thezero to ten phone numbers and S2 writes them down. Point classmates.

Go around the room and check their use to picture 2 and invent full names for the man e. Paulo Garcia and the boy e. Write the names on the board. How are you? End of Cycle 1 Ss: No! Ss: No! Write formal greetings on the board. Then greet several Ss using titles. For example: T: Good evening, Mr.

S1: Good evening, your title and last name. T: Hello, Ms. S2: Hello, your title and last name. Point Disappearing Dialog on page T Explain the task. S1: Hi, S2.

Interchange Third Edition Teacher’s Edition revision ...

S2: Hi, S1. For excuse S1: S2 , this is S3.

Nice to meet you. Remind Ss to look at each other as they speak.

Interchange Intro Student's Audio CDs

Play the audio program again. Ss listen and look at the pictures. Point out the choices in parentheses. They practice the them on the board. As each other as they speak. Go over answers with the class. David, this is Sarah Conner.

Contrast the in our math class. Yes, I am. Then they compare answers in pairs. Ss listen, look up, and repeat.

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Then elicit the correct answers for each other when speaking. Ss complete the task for the second conversation individually.

Ss write their answers in pairs. Then ask the class to correct any errors. Take a paper from the bag and ask a few Ss whose Answers names are not on the paper: T: Excuse me.

Are you name on paper? Are you Steven Carson? My name is David Medina. Steven is Then ask the S whose name is on the paper: T: Excuse me. S2: Yes, I am.

Elicit answersLearning objective: learn to sound natural when linking from the class. My name is. Play the audio program.

Interchange Student's Book 1 with Audio CD, 3rd Edition

Ss listen and read silently. Write these sentences on the board: Ask a S to read the sentence. Then they practice the conversation in pairs. For a new way to practice this conversation, try Look Up and Speak! Model with your own names. My last name is.

My name is Michael Ota. Then model it with a few Ss, using your own names and the conversation as a model. Ss stand up and practice the conversation in pairs. When they? Ss change roles and partners several times. Go around the class and encourage Ss to shake hands and smile while introducing themselves.

Option: Ask one or two pairs of Ss to role-play the conversation for the class.

For a new way to practice this Conversation, try Moving Dialog on page T Change Jennifer Miller to Michael Ota and vice versa in the sentences on the board. Play the audio program again. Explain that Nice to meet you. Read the focus task. Show Ss how to circle names on the board.

Then read the focus questions. Elicit answers from the Ss and write them on the board. If the Ss are from different countries, write the names of their countries on the board. Then elicit popular names from Ss and list them under their countries.

Explain that a nickname is a short or informal name for a person. Ss listen and repeat. Point to different Ss. Ask a male and a female S to stand next to you. Use this conversation to demonstrate my, your, his, and her: T: My name is your name.

S1: My name is Keiko.

T: to class Her name is Keiko. S2: My name is Juan. T: to class His name is Juan. Ss work in groups of? Each group stands in a circle and plays the game. Then play the audio program again. Option: Ss practice the alphabet in pairs, taking turns reading the letters. For a new way to practice the alphabet, try Alphabet Bingo on page T Then play the audio program again, pausing after each line.

Model the task with a S. Then Ss go around the class with their notebooks and complete the task. For more practice with the alphabet, play Line Up!

Ss line up in alphabetical order according to? Could you repeat that? SARA: Yes. Thank you, Ms. Point out that the names in each pair have the same pronunciation. Play the? Then play the rest of the audio program, pausing after each conversation. Ss listen and complete the task. Ss compare their answers in pairs. Then write the answers on the board.

Audio script 1. Thank you. SARA: No. My name is spelled S-A-R-A. Jon 2. Sara 3. Stephen 4. Kathryn 5. Kris T-3? Read each title aloud and ask Ss to repeat. Explain that we use titles with last names, not?

Remind Ss of the meanings of male and female. Option: If Ss have dif? Ss complete the task individually.Then they compare answers in pairs. Kathryn 5. Thank you, Ms. S2: Hi, S1. Ss listen and read silently. Play the? Are you Steven Carson?

Then play the audio program again, pausing after each line.