Beruflich Dokumente
Kultur Dokumente
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…
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
• How many provide?
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
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
Book 2
• 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.”)
• 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