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Interchange Third Edition Teachers Edition

revision prepared by Kate CoryWright
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CAMBRIDGE UNIVERSITY PRESS

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, So Paulo

Cambridge University Press

40 West 20th Street, New York, NY 10011-4211, USA
www.cambridge.org
Information on this title: www.cambridge.org/9780521602259

Cambridge University Press 2005

This book is in copyright. 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.

First published 2005

Interchange Third Edition Teachers Edition 3 has been developed from New Interchange Teachers Edition 3,
first published by Cambridge University Press in 1998.

Printed in Hong Kong, China

A catalog record for this publication is available from the British Library

ISBN -13 978-0-521-60225-9 paperback

ISBN -10 0-521-60225-4 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.

NOTICE TO TEACHERS
It is normally necessary for written permission for copying to be obtained
in advance from a publisher. The photocopy masters in this publication may
be photocopied free of charge for classroom use within the school or
institution which purchases 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
purchasing institution. Written permission is necessary if you wish to
store the material electronically.

Art direction, book design, photo research, and layout services: Adventure House, NYC
Audio production: Richard LePage & Associates
8711_IC3_TE3_FM_P05.04 1/12/05 4:43 PM Page iii

Contents
Introduction
Plan of Book 3 iv
The new edition viii
Students Book overview x
Teachers Edition overview xiv
Course components xv
Frequently asked questions xvi
Authors acknowledgments xviii
Classroom language xix
Teaching Notes
1 Thats what friends are for! T-2
2 Career moves T-8
Progress check T-14
3 Could you do me a favor? T-16
4 What a story! T-22
Progress check T-28
5 Crossing cultures T-30
6 Whats wrong with it? T-36
Progress check T-42
7 The world we live in T-44
8 Lifelong learning T-50
Progress check T-56
9 At your service T-58
10 The past and the future T-64
Progress check T-70
11 Lifes little lessons T-72
12 The right stuff T-78
Progress check T-84
13 Thats a possibility. T-86
14 Behind the scenes T-92
Progress check T-98
15 There should be a law! T-100
16 Challenges and accomplishments T-106
Progress check T-112
Interchange activities T-114
Self-study, audio scripts, and answer key T-132
Additional Resources
Games T-143
Fresh ideas T-149
Photocopiables T-155
Language summaries T-176
Oral quizzes T-192
Written quizzes, audio scripts, and answer key T-198
Class audio scripts T-224
Workbook answer key T-238
Appendix T-254
Acknowledgments T-255
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Thats what friends are for!
Cycle 1, Exercises 17
Option: Brainstorm questions Ss might ask to nd out
about classmates. Write Ss ideas on the board:
Wh-questions
Where do you live? What do you do?
Why are you studying English?
Yes/No questions
Do you speak any other languages?
Are you married? Do you have any children?
1 SNAPSHOT
Learning objective: learn vocabulary for relationships
Books closed. Ask: What do you think women look
for most in a partner? What do men look for most
in a partner?
Ss discuss these questions in pairs. Elicit ideas and
write them on the board.
Books open. Ss read the Snapshot individually.
Answer vocabulary questions, or allow Ss to use
their dictionaries.
Ask Ss to look carefully at the information in the
Snapshot. Ask: What are some important differences
between men and women? Elicit ideas.
2 CONVERSATION
Learning objectives: practice a conversation between two
friends about dating preferences; see relative pronouns who
and that in context
A [CD 1, Track 1]
As a warm-up, ask: What do you think of
matchmaking? Does it work? Elicit ideas.
Ss cover the conversation and look only at the
picture. Ask: How old are they? Where are they?
What are they talking about? What is the man
thinking of ? Encourage Ss to make guesses.
Books closed. Write these focus questions on
the board:
1. What is Kims problem?
2. Who does Chris suggest?
3. How will Kim meet Chriss friend?
Play the audio program and elicit Ss answers.
(Answers: 1. Kim has no one to go to the party with.
2. Chris suggests Bob Branson. 3. They will all meet
for coffee.)
Write on the board:
In this unit, students practice talking about
personalities and qualities of friends, parents,
partners, and roommates. In Cycle 1, students
discuss ideal friends and partners using relative
pronouns. In Cycle 2, they talk about things they
like and dont like with clauses containing it.
Ss work in pairs (preferably with someone they dont
know). They take turns interviewing each other.
Remind Ss to use the questions on the board and others
of their own.
After ten minutes, stop the activity. Pairs take turns
introducing their partners to the class.
Read the questions. Discuss the questions as a class,
or ask Ss to discuss them in pairs or small groups.
Option: Ask Ss to copy this chart into their
vocabulary notebook:
Adjective Noun
successful attractive success
intelligent playful
warm practical
sensitive passionate
Tell them to complete the Noun column by nding
the information in the Snapshot.
Kim likes guys who . . .
1. are serious
2. have a good sense of humor
3. are sensitive
4. she has something in common with
Explain that guys is an informal word for men. Ask
Ss to listen to nd out which guys Kim likes.
Play the audio program again. Elicit answers.
(Answers: 2 and 4)
Books open. Play the audio program again. Ss listen
and read silently.
Ss practice the conversation in pairs.
For a new way to teach this Conversation, try Look
Up and Speak! on page T-150.
B
Read the focus question aloud.
Play the audio program once or twice. Ss listen for the
answer to the question. (Answer: She liked him a lot.)
Audio script (See page T-224.)
T-2
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3 GRAMMAR FOCUS
Learning objective: practice relative pronouns whoand that
as subjects and objects
[CD 1, Track 2]
Relative pronouns
Focus Ss attention on the Grammar Focus box.
Explain that relative pronouns (who or that) do
two jobs at the same time. They enable us to:
1. join two ideas (e.g., Kim likes guys, and they arent
too serious.).
2. add information (e.g., Kim likes guys. What kind
of guys? Guys who arent too serious.).
Relative pronouns as subjects and objects
Point to I like guys who/that arent too serious.
Tell Ss to underline the relative clause. (Answer:
who/that arent too serious) Ask: Whats the subject
in the relative clause? Who or what arent too
serious? (Answer: who/that, guys) Explain that the
relative pronoun is the subject here. Repeat for the
second sentence.
Point to Id prefer someone who/that I can talk to
easily. Tell Ss to underline the relative clause.
(Answer: who/that I can talk to easily) Ask: Whats
the subject in this relative clause? Who can talk
easily? (Answer: I) Explain that the relative pronoun
is the object here. Repeat for the last sentence.
Explain that a relative pronoun who or that is
necessary when the relative pronoun is a subject.
When the relative pronoun is an object, we can omit it.
Focus Ss attention on the Conversation on page 2.
Ask Ss to nd four examples of relative clauses.
Play the audio program for the Grammar Focus box.
Ss listen and repeat.
4 WORD POWER
Learning objectives: learn adjectives that describe
personal characteristics; practice giving denitions
A C Pair work
Use the example to model the task.
Ss do the matching individually or in pairs. When
nished, Ss can check a dictionary. Then Ss mark
each adjective with a P for a positive meaning and N
for a negative meaning.
Go over answers with the class.
Answers
1. f, P 3. i, P 5. c, N 7. b, N 9. d, P
2. a, N 4. g, N 6. h, P 8. e, N
B Pair work
Tell Ss to cover the denitions. Read the example
sentence. Ask a S to complete it.
T-3 Unit 1
TIP To nd out how your Ss learn best, try different
methods (e.g., Ss listen and read silently, listen and repeat,
or listen and mouth the words). Ask which methods Ss nd
most useful.
A Pair work
Explain the task. Model with the rst item. Point out
that more than one answer is possible.
Ss complete the task individually. Then they compare
answers in pairs. Go over answers with the class.
Possible answers
1. d. dont want to have a partner (who/that) I have
nothing in common with.
2. c. Id like to meet people (who/that) have a good
sense of humor.
3. g. Id prefer a roommate (who/that) is quiet
and considerate.
4. f. I dont like to be with people (who/that) I dont feel
comfortable around.
5. e. I want to discuss my problems with friends
(who/that) are warm and sensitive.
6. b. Id rather have a boss (who/that) has good
leadership qualities.
7. a. Id prefer to have teachers (who/that) are organized
and intelligent.
B Pair work
Model with your own information (e.g., I dont want a
partner who doesnt like to talk.).
Ss complete the sentences individually. Encourage Ss
to be creative and use their own ideas.
Ss work in pairs. They take turns reading their
sentences to each other. The goal is to nd where
they have similar opinions.
Explain the task. Ss work in pairs. They take turns
asking about the adjectives.
Model the task by using some adjectives to
describe yourself.
Ss work individually to write down adjectives to
describe themselves. Go around the class and give
help as needed.
Then Ss work in pairs. Ss take turns sharing
their descriptions.
For a new way to teach this vocabulary, try
Information Gap Crossword on page T-156.
For more practice with vocabulary from Exercises
14, play Prediction Bingo on page T-146. Read
out denitions, not the adjectives.
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5 LISTENING
Learning objectives: develop skills in making inferences Go over answers with the class.

A [CD 1, Track 3] Answers

Books closed. Divide the class into teams. Each team Andrea N, James P, Mr. Johnson N
brainstorms positive and negative adjectives to
describe personalities. B
Set a time limit of three minutes. Call on different Ss Play the audio program again. Pause after each
from each team to write the adjectives in two conversation. Ss write two adjectives for each person.
columns on the board.
Elicit answers from the class. Ask Ss to explain why
Books open. Set the scene. Ss will listen to they chose those words (e.g., Andrea is egotistical
descriptions of three people. After listening to each because she talks about herself.).
conversation, Ss decide if the general feeling is
positive (P) or negative (N). Possible answers
Play the audio program. Ss listen and check () the 1. Andrea 2. James 3. Mr. Johnson
positive or negative box. opinionated easygoing moody
egotistical sociable unreliable
Audio script (See page T-224.)

6 DISCUSSION
Learning objective: develop the skill of describing qualities
in other people
A Group work
Focus Ss attention on the picture. Ask: What is
happening? What kind of parent do you think the
man is?
Explain the task. Read the discussion questions, and
go over the chart.
Ss work in small groups to complete the chart.
B Group work
Explain the task. Have three Ss model the
conversation.
Ss work in small groups. Ss take turns describing
their ideal people using information from their
chart in part A. Go around the class and give help
as needed.
Option: Ss discuss other ideals (e.g., the ideal
boss/employee/teacher/student/brother/sister).
For a new way to practice discussion, try the Onion
Ring technique on page T-151.

7 WRITING
Learning objectives: write a paragraph using relative
pronouns; write about an ideal friend
A Pair work
Explain the task. Go over the example sentences.
Write these questions on the board:
What qualities should the ideal friend have?
What is the most important quality of all?
How is your ideal friend similar to/different from you?
TIP To show Ss the purpose of an activity, write the
objectives on the board. At the end of the activity, tell Ss
what they have achieved.
B Pair work
Explain the task. Call on different Ss to read the
instructions.
Ss work in pairs to complete the task.
Option: Step 3 can be done for homework.
Ss make nal revisions. Then they turn in their work
for checking.
End of Cycle 1
Do your students need more practice?

Ss talk about an ideal friend in pairs. Assign . . . for more practice in . . .

Workbook Exercises 15 Grammar, Vocabulary,
Ss write the rst draft of their paragraph. Tell Ss
on pages 13 Reading, and Writing
to write one paragraph, focusing on three areas:
Lab Guide Exercises 14 Listening, Pronunciation,
(1) content, (2) organization, (3) grammar.
on page 1 Speaking, and Grammar
Option: Ss write the paragraph for homework.

Thats what friends are for! T-4

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Cycle 2, Exercises 812

8 PERSPECTIVES
Learning objectives: complete a fun quiz; see clauses with Next, Ss complete the quiz individually. Then Ss
it and adverbial clauses with when in context count the things that annoy them and check their
score.
A [CD 1, Track 4]
Option: Ss nd out who is similar to them by going
Ss cover the text and look only at the picture. Ask Ss
around the class and asking people what their score
to discuss these questions in pairs:
was. When they nd someone with the same score,
What is happening?
they work with that person to do part B.
How do you think the students and teacher feel?
Would this annoy you? Why? B
While Ss are talking, write the left-hand column on Explain the task. Ss read the quiz again. This time,
the board (anwers are on the right). they circle one complaint that bothers them most.
Common complaints - topics Call on Ss to read each complaint in turn. 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?
an early morning phone call (6)
loud talking (5) Option: Ss with the same complaint work in groups.
children who scream (7) They discuss these questions:
forgetting birthdays (4) Why does that situation annoy you so much?
people who are late (8) When did it last happen? What did you do about it?
Books closed. Set the scene. Ss will hear eight Option: Tell Ss to look at the sentences in the quiz.
common complaints. They are written on the board Elicit four ways of saying I dont like it. Write Ss
but in the wrong order. answers on the board. (Answers: I hate it. It bothers
me. I cant stand it. It upsets me.)
Tell Ss to listen and number the complaints in the
order they hear them. Play the audio program. Then
Ss open their books and check their own answers.

9 PRONUNCIATION
Learning objective: notice and use linked sounds
A [CD 1, Track 5]
Explain that English speakers often link words
together. They often link a nal consonant to the
vowel sound that follows it (e.g., It upsets me. I cant
stand it.).
Point out that we link sounds together, not letters.
Write some examples on the board:
I hate it = /tI/ I love it = /vI/
Give Ss time to read the two example sentences and
C Pair work
to study the examples of consonant + vowel links in
each sentence.
Play the audio program. Ss practice the sentences.
B Play the audio program again if needed.
Explain the task. Ss read the sentences and
decide which sounds are linked. They mark the
linked sounds.
Play the audio program again. Ss listen and check
their answers.
Go over answers with the class. Write the sentences
on the board. Call on Ss to mark the linked sounds.
Answers
I cant stand it when someone is late for an appointment.
Does it bother you when a friend is unreliable?
I hate it when a cell phone goes off in a performance.
Explain the task. Model the rst sentence in the quiz.
Ss work in pairs. They take turns saying the
sentences. Go around the class and listen for linking.
Option: Ss practice reading the questions in the
Perspectives.

T-5 Unit 1
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10 GRAMMAR FOCUS
Learning objective: practice clauses with it and adverbial Ss read the expressions and clauses silently.
clauses with when Explain any new vocabulary. Elicit which phrases are
positive (e.g., I love it.), neutral (e.g., I dont mind it.),
[CD 1, Track 6]
and negative (e.g., It embarrasses me.).
Clauses with it and when Explain the task. Model the rst one by eliciting
Focus Ss attention on the Perspectives on page 5. Ask suggestions.
Ss to nd examples of sentences that begin with I. Ss complete the task individually. Go around the
Write the sentences on the board like this: class and give help as needed.
Option: Tell Ss to use each expression only once and
1 2 3 4 5
to add their own expression for number 10.
I dont like it when a cell phone rings . . . Ss work in pairs. They take turns reading their
I hate it when people talk . . . sentences aloud to compare responses. Remind Ss
I cant stand it when people talk loudly . . . to focus on linking the words.
Elicit Ss responses. Accept any sentences that are
Ask Ss what is in each column to elicit the rule: logical and grammatically correct. Let Ss self-correct
Clause with it Adverbial clause with when before you correct them.
subject + verb + it + when + subject + verb
TIP To deal with common errors, write the word on a note
Point out that we use it when in this structure.
card (e.g., the word when or it ). Each time Ss make the error,
Sentences beginning with it and adverbial clauses show the card.
with when
In the same Perspectives, ask Ss to nd two examples For more practice with the expressions, play
of sentences that begin with the word It. Write the Tic-Tac-Toe on page T-148.
sentences on the board. Also add the phrase it
B Group work
embarrasses me.
Explain the task. Have three Ss model the
1 2 3 4 5 conversation. Elicit or explain that stingy means
not generous.
It bothers me when a teacher forgets . . .
Ss work individually to write down ve things
It upsets me when a close friend . . . that annoy them. Go around the class and give help
It bothers me when my doctor . . . as needed.
Write some useful phrases on the board. Point out
Ask Ss what is in each column to elicit the rule: that these are ways to agree with someone:
Clause with it Adverbial clause with when I feel the same way. Absolutely!
It + verb + object + when + subject + verb I know what you mean! Me too./Me neither.
Play the audio program. You can say that again.
Option: For additional practice, write these cues on Ss work in small groups. Ss compare what
the board and ask Ss to complete them orally: annoys them.
I like it when . . . It bothers me when . . . Encourage Ss to use some of the phrases on the
I dont like it when . . . It really upsets me when . . . board. Remind Ss to ask follow-up questions and to
give their own opinions. Set a time limit of about
A
ten minutes.
Focus Ss attention on the picture. Ask: What is
happening? How do you feel when someone gives you
a compliment on your clothes? Elicit ideas
from the class.

11 INTERCHANGE 1
See page T-114 for teaching notes.

Thats what friends are for! T-6

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12 READING
Learning objective: develop skills in identifying main ideas Read the sentence in part B. Elicit the answer.
and understanding vocabulary in context (Answer: cant locate)
Books closed. Read the pre-reading questions aloud, Ss work individually or in pairs to nd the phrases
or write them on the board. Ask Ss to discuss the and choose the meanings.
questions in pairs. Go over answers with the class.
Ss predict what kind of information they will read in Option: Write these punctuation marks and their
the article. names on the board:
Books open. Ss read the article silently. Ss should quotation marks
read the article without stopping to ask questions or dash
use a dictionary. bullet
Then tell Ss to go back through the text and circle Ss work in pairs to nd this punctuation in the
words they cant guess from context. Ss work in pairs article. Ask Ss to gure out the function. Elicit
to gure out unfamiliar vocabulary. answers. (Answers: quotation marks around friend
Elicit or explain any remaining new vocabulary. for a special word; dash after lost introduces an
explanation; bullets for a list; dash after Stick
Vocabulary with it functions as comma)
a casual acquaintance: someone you know but not
very well
C Pair work
stage: a period of development Explain the task. Read the questions.
companionship: the enjoyment of being with someone Ss discuss the questions in pairs. Ss can do the
support: encouragement and approval
voluntary: made by choice exercise orally, or they can write notes to compare
pointers: tips; suggestions with another pair.
neglect: ignore; not pay attention to Option: Ss write a poem for a friend or loved one.
exibility: the ability to change
judgmental: critical Ss ll in this framework:
faults: personality problems or weaknesses You are . . .
Someone who _____________________________________
For a good way to nd the meaning of unknown Someone _________________________________________
words, try Vocabulary Mingle on page T-153. Someone who _____________________________________
And thats why . . .
A I care for you!
Explain the task. Ss decide what is true or false Play Just One Minute on page T-146. Ask Ss to talk
based on the article. Explain that Not given means about the article or a specic friend or loved one.
the article has no information on that topic.
Ss reread the article individually and answer
the questions.
End of Cycle 2
Then Ss compare answers in pairs. Ss show their Do your students need more practice?
partners where answers are in the article.
Assign . . . for more practice in . . .
Go over answers with the class.
Workbook Exercises 610 Grammar, Vocabulary,
Answers on pages 46 Reading, and Writing
1. False 3. True 5. True Lab Guide Exercises 56 Listening, Pronunciation,
2. Not given 4. Not given 6. False on page 1 Speaking, and Grammar
Video Activity Book Listening, Speaking, and
Unit 1 Cultural Awareness
TIP Two or three smaller, purposeful readings can be more
productive than one long, detailed reading.

B
Explain the task. Ask Ss to nd the rst phrase.
(Answer: paragraph 2, sentence 3) Read the sentence
aloud. Elicit context clues that help Ss gure out the
meaning. (Answers: friendships may be lost, people
move away)

T-7 Unit 1