new interchange

Teacher’s Edition
Intro
Sample pages

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 This unit provides language for talking

I’m not wearing boots!

about clothing and the weather, including
colors and seasons. It presents
statements in the present continuous,
some additional possessive forms, and
the conjunctions and and but.
Cycle 1, Exercises 1–6

1 WORD POWER Clothes

This exercise introduces the names of articles of clothing. B Pair work
(Note: In this illustration, many words are presented only ■ Use the illustrations in the chart to demonstrate the
for one gender or another. However, many of the words task. Elicit the names of one or two articles of clothing
can be used to describe clothing worn by a man or a from each side of the chart.
woman. Words that are usually only used for women are: ■ Ss work individually to complete the chart.
blouse, skirt, heels, and dress. Tie is usually only used
■ To check, elicit answers from the Ss. Write their
for men.
answers on the board, or have a S write them. Ss’
There are many styles of athletic shoes today. This answers may vary. Accept any reasonable answers.
exercise illustrates sneakers, but Ss may also be familiar
Possible answers
with running shoes, tennis shoes, aerobic shoes, and so on.)

A ` Clothes for warm weather:

cap
Clothes for cold weather:
hat
■ Books open. Have Ss study the pictures. T-shirt scarf
shorts sweater
■ Play the audio program. Ss listen and read. If necessary, sneakers coat
help Ss use the illustrations to guess the meanings of swimsuit gloves
clothes, work, and leisure. boots
■ Play the program again or model the words one by one.
Ss listen and repeat.
■ Optional: Let Ss add other words they may know.
Write the Ss’ words on the board and have them
demonstrate the meanings if necessary. Model
pronunciation and have Ss repeat.

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 I’m not wearing boots!

2 COLORS
This vocabulary exercise introduces and practices the C Group work
names of colors. ■ Use the model conversation to demonstrate the task.

A ` Hold up your book and point to the suit and the T-shirt
in Exercise 1 as you model the statements.
■ Books open. Ss study the colors. Play the audio program. ■ Read the statements again. Ss listen and repeat.
Ss listen and read.
■ If necessary, have one or two pairs of Ss demonstrate
■ Play the audio program again or model the colors one by
the task for the class. Help them as needed.
one. Ss listen and repeat.
■ Ss work in groups to make statements about the clothes
■ Check comprehension. Look for colored objects in the
in Exercise 1.
classroom, including clothes. Look at an object, and
■ Optional: Have groups also talk about the clothing of
name its color. Ss name the object or point to it. Then
name colored objects in the room. Ss name the colors. people in the class.
Optional Activity: Game – Treasure hunt
B Group work ■ See page T-137.
■ Model the question and answer. Ss listen and repeat.
■ Call on one or two pairs of Ss to demonstrate the
conversation.
■ Ss work in groups to ask and answer the question.

3 CONVERSATION
` This conversation introduces questions with what ■ Play the audio program again or model the conversation
color for talking about clothing. It recycles possessives and line by line. Ss listen and read, then look up and repeat.
introduces some new forms. It also introduces expressions ■ Ss practice the conversation in pairs using the Look Up
for apologizing and accepting an apology. and Say technique. As you walk around the room,
■ Books open. Use the picture to set the scene: Pat and encourage them to speak with expression.
Julie are in a laundromat. Play the audio program while ■ Optional: Ask volunteers to act out the conversation in
Ss listen and read. front of the class.
■ Play the audio program again. If necessary, explain dry
by pointing to the dryer in the picture. Say, “This is a
dryer. The clothes are dry now.” Encourage Ss to try to
guess the meanings of other words, including probably,
ruined, and problem.

4 PRONUNCIATION Sentence stress and rhythm

` This exercise introduces the idea of sentence stress, ■
Play the audio program again. Elicit answers to your
which gives a natural rhythm to spoken English. question. (The syllables are louder; they are stressed.)
Accept partial, ungrammatical, or native-language
(Note: Stressed syllables occur at more or less equal answers.
intervals in English, regardless of how many syllables ■ Model the sentences with exaggerated stress so that Ss
there are between stresses. The other syllables are reduced
understand the point.
or blended if necessary to fit between the stressed syllables.
■ Play the audio program again, or model the sentences
This is different from many other languages. Ss should aim
for an English stress-timed rhythm rather than a syllable- one by one with natural stress. Ss listen and repeat.
timed rhythm as in French, Spanish, and Japanese.)
■ Books open. Play the audio program. Ss read and listen.
■ Copy the first two sentences on the board. Underline the
syllables that are in boldface in the book. Point to the
words and say, “These words are different. How are they
different?” Tell them to listen again.

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Unit 4

5 GRAMMAR FOCUS Possessives

` This grammar focus reviews possessive adjectives, 5. What color is Debbie and Jeff’s house?
adding our and their, and presents the possessive form
6. What is your favorite color?
of names. 7. What color is our classroom?
■ Books closed. Go over the pronunciation of the
possessive ’s in Liz’s, Julie’s, and Pat’s. Possessive ’s ■Go over the model conversation. Make sure Ss
follows exactly the same pronunciation rules as plural s understand that they should use my, your, his, her, our,
(Liz’s = /z/; Julie’s = /z/; Pat’s = /s/). See page 8, Exercise and their in their answers. For example, the first answer
4, for an explanation of these rules. is not Liz’s jeans are black. The answer is Her jeans are
■ Ask Ss to predict the pronunciation of Josh’s. Have black because Liz’s name is in the question.
Ss listen for it when you play the audio program. Answers
■ Play the audio program to present the information in
the grammar box. 1. Her jeans are black.
■
2. His favorite color is green.
Check with Ss about the pronunciation of Josh’s that
3. His shoes are on the table!
they heard in the audio program. (The possessive is 4. Her T-shirt is dark blue.
pronounced /z/.) 5. Their house is white.
■ Draw Ss’ attention to the new possessive adjectives 6. My favorite color is purple.
our and their. Point out that their has the same 7. Our classroom is light yellow.
pronunciation as there and they’re; are and our have
■ In pairs, Ss ask and answer the questions using the
different pronunciations, but often sound the same when
people are speaking quickly. Look Up and Say technique.

A B Group work
■ Working individually, Ss write at least five questions about
■ Use the example to demonstrate the task. Ss work
individually to complete the questions. In pairs, Ss their classmates’ clothing, using their classmates’ names.
compare their answers and make corrections if they wish. ■ Use the model conversation to demonstrate the task.
■Write the correct answers on the board or have a S write ■ In groups of three to five, Ss take turns answering and
them. Ss check their answers with those on the board. asking questions.
Answers Optional activities
1. Spelling contest
1. What color are Liz’s jeans? ■ See page T-136.
2. What is Dan’s favorite color?
3. Where are James’s shoes? 2. Crossword puzzle
4. What color is Julie’s T-shirt? ■ See page T-136.

6 LISTENING
This exercise practices listening for details about ■Ss compare answers in pairs. Play the audio program
clothing and colors. again so they can check answers they’re unsure of. Go

A ` over the answers with the class.

Answers
■ Books open. Use the first item on the audio program
and the example to demonstrate the task. Bob: 3 Elizabeth: 2 Diane: 4 Peter: 1
Audio script
B Pair work
1. MAN 1: My T-shirt is yellow, my jeans are blue, and ■ Use the model conversation to demonstrate the task.
my boots are black.
2. WOMAN 1: My skirt is green, my sweater is dark ■ In pairs, Ss take turns asking and answering questions
gray, and my scarf is red. about the clothes in the pictures.
3. MAN 2: My pants are dark green, my jacket is beige,
and my tie is gray and blue.
4. WOMAN 2: My T-shirt is yellow, my shorts are beige, Workbook
and my sneakers are white. Workbook Exercises 1–4 on pages 19–21 correspond to
Cycle 1, Exercises 1–6 of the Student’s Book. Answers to
■ Play the audio program as many times as necessary. the Workbook exercises begin on page T-170 of this
Ss number the box as they listen to each description. Teacher’s Edition.

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 I’m not wearing boots!
Cycle 2, Exercises 7–10

7 SNAPSHOT Weather in the United States and Canada

` This activity introduces the topic of weather. It ■
Ask the questions one by one. For the second question,
presents some basic information about weather and write seasons on the board. Underneath, write all four
seasons in much of the United States and Canada. seasons. Count the number of seasons out loud and
(Note: The present continuous appears twice in this write United States and Canada = four seasons.
snapshot. Ss should be able to understand the sentences Elicit from Ss the seasons of their country. If Ss come
without difficulty. There is no need to explain the from several countries, write the names of the countries
grammar at this point.) on the board and the names of the appropriate seasons
■ Give Ss a little time to study the pictures. Play the under each one. If the seasons don’t exactly correspond
audio program while Ss listen and read. to winter, spring, summer, or fall, help students choose
words that accurately reflect the seasons of their
■ Play the audio program again or model the sentences
countries.
aloud, line by line. Ss repeat.

8 CONVERSATION
` This conversation introduces the present continuous. ■ Play the program again or model the conversation line
■ Turn back to the illustration on page 21. Remind Ss of by line. Ss listen and read, then look up and repeat.
Pat and Julie’s conversation in the laundromat. Set the ■ Ss practice the conversation in pairs using the Look Up
scene: they are going home. and Say technique. Encourage them to speak with
■ Books open. Play the audio program. Ss listen and read. expression.
■ ■ Optional: Have a few Ss act out the conversation for
Play the audio program again. Ss listen and read. There
is little new vocabulary in this conversation. Encourage the class.
Ss to guess it.

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Unit 4

9 GRAMMAR FOCUS Present continuous statements; isn’t and aren’t

` This first grammar box presents the conjunctions ■
Have Ss compare their sentences with a partner,
and and but and statements with the present continuous. making corrections if they wish. Have volunteers write
Two negative forms are given: ’s not/’re not and the sentences on the board. Correct the sentences with
isn’t/aren’t. There is a second grammar box on page 25. the whole class.
1. The present continuous is used to talk about actions in ■Optional: Have a S read the first negative answer
progress (what is happening now). For example: aloud and ask another S to give the alternate way of
She’s wearing jeans today. (She wears jeans is the saying it. Continue until all negative answers have been
simple present.) given in both ways.
Answers
2. And and but connect two sentences. And shows addition.
But shows a difference or contrast. For example: 1. My name’s Claire. I’m wearing a black suit today.
She’s wearing a suit, and she’s wearing high heels, too. I’m wearing high heels, too. It’s raining, but I’m not
He’s wearing a shirt, but he’s not wearing a tie. wearing a raincoat.
2. It’s hot today. Dan and Sally are wearing shorts and
■ Play the audio program to present the information T-shirts. It’s very sunny, but they aren’t wearing/’re
in the box. Point out that be in present continuous not wearing sunglasses.
statements is blended in speech and contracted in 3. Phil isn’t wearing/’s not wearing a suit today –
writing in the same ways as be in the simple present. he’s wearing pants and a jacket. He’s wearing a
white shirt, but he isn’t wearing/’s not wearing
A a tie.
4. It’s cold today, but Kathy isn’t wearing/’s not
■ Play the audio program again or model the statements wearing a coat. She’s wearing a sweatshirt, gloves,
one by one. Ss listen and repeat. and a hat. She isn’t wearing/’s not wearing boots.
■ Write the example on the board to demonstrate the task. She’s wearing running shoes.
If necessary, tell Ss that the verb for all of the answers
■ Optional: In pairs, Ss take turns reading about the
is wear.
■
people (one reads about Claire, the other reads about
Ss complete the sentences individually. Circulate to help
Dan and Sally, and so on). Circulate to encourage
and to check their work.
them to use the Look Up and Say technique on these
longer texts.

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 I’m not wearing boots!

Present continuous yes/no questions

` This second grammar box presents yes/no questions ■ In pairs, Ss ask the questions and answer them using
and short answers in the present continuous. It also the pictures. Each S asks half the questions and
presents the new pattern adjective + noun. answers the other half.
■ Play the audio program to present the information in
the box. Ss listen and read.
C Pair work
■ Ss work individually to write four new questions about
■ Point out the new pattern adjective + noun (a black suit,
the same pictures. Then they ask their partners the
gray pants).
questions. While they are working, walk around the
■ Play the audio program again or model the statements room looking at their questions. Have Ss write all the
one by one. Ss listen and repeat. different questions they think of on the board. When
Ss have finished asking and answering their four
B Pair work questions, they continue practicing with the new ones
■ Use the model conversation to introduce the task. Read they see on the board.
it line by line. Ss repeat. Point out that both forms are
Optional activity: True or false?
correct for negative short answers. Ss can decide which
■ See page T-136. Ss write statements about what they’re
form to use.
wearing.

10 LISTENING
This exercise practices listening for names and for details Answers
about clothing. In the exercises, Ss talk about and then
write questions about what people are wearing. Beth Bruce Anita Jon Nick

A ` ■ To check, play the audio program again. While the

■ Use the picture to set the scene: Beth and Bruce are at a program is playing, write the correct answers on
party. They are talking about the people. the board.
■ Use the instructions and the example to demonstrate B Pair work
the task. Show Ss the boxes at the top of the illustration.
■ Use the model conversation to demonstrate the task.
One answer is filled in. They fill in the other four names.
■ In pairs, Ss describe what the people in the picture are
■ Play the audio program while Ss listen and fill in the
wearing.
names. Play it as many times as necessary.
Audio script C Group work
■ Use the example to explain the writing task. Require
BETH: Hi, Bruce! You look great. three questions with are and three with is.
BRUCE: Hi, Beth!
■ Go around while Ss work to check their questions. Mark
BETH: That’s a beautiful jacket. Light brown is my
favorite color. incorrect sentences with an X. Ss must identify the
BRUCE: Thanks. You look great, too. Your green pantsuit errors and correct them. Let them consult with other Ss
is really cool. if they wish. Do not let Ss erase errors. Have them write
BETH: Thank you. So, who’s here? the correction next to the mistake. This is much easier
BRUCE: Hmm. Let’s see. Well, there’s Jon. He’s really nice. to check.
BETH: Where’s Jon?
BRUCE: He’s over there. He’s wearing blue pants and a ■ Make groups of three to five Ss. Ss take turns answering
white T-shirt. and asking their questions.
BETH: Who’s Jon with?
BRUCE: The woman in the purple skirt and blouse?
That’s Anita. INTERCHANGE 4 Celebrity Fashions
BETH: Anita?
BRUCE: Yeah. She’s very funny. See page T-108 of this Teacher’s Edition for notes.
BETH: Oh, no. Look at Nick! He’s wearing shorts and a Optional activity: Sentence-making contest
cap! He’s wearing a T-shirt, too! ■ See page T-138.
BRUCE: But Jon is wearing a T-shirt.
BETH: Yes, he is. But Jon’s wearing a nice, white
T-shirt . . . and he’s not wearing a cap and shorts.
BRUCE: You’re right, Beth. Well, Nick’s clothes are . . .
um . . . interesting.

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