Student's Book A, Level 1 builds on the foundations established in the Intro level for accurate and fluent communication, extending grammatical, lexical, and. Interchange Fourth Edition Level 1 Student's Book A with Self-study DVD-ROM and Online Workbook A Pack provides additional activities to reinforce what is. New interchange intro workbook third edition. joana heredia ruiz · Interchange 4th 1 ruthenpress.info workbook red. Leila Belmar · Interchange 1 3rd ed.
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New Interchange is the second edition of Interchange, one of the world's most successful English courses for adult and young adult learners of English at the. The Interchange Fourth Edition interleaved, spiral-bound Teacher's Edition with Assessment Audio CD/CD-ROM, Level 1 features complete. Interchange Fourth Edition is a four-level series for adult and young-adult Student´s Book, Level 1 builds on the foundations established in the Intro level for.
It is more polite than Do you want to?
Susan uses one. Explain that there are different ways to accept an invitation. Add two more to the board: Yes, I would. Ss read silently. Elicit examples. Questions 1—3 require an acceptance or a refusal.
Questions 4—6 require an invitation. Go around the class and check their answers. If you notice common problems, stop and go over them with the class. Ss work in pairs. They take turns asking and answering the questions.
With Ss, brainstorm three things to do. Model inviting a S to do one of those things. Your S partner uses some of the follow-up questions. Then they practice inviting each other. Remind Ss to use Would you like to? What is she doing right now? Complete the chart. Compare the formation of the two tenses: She works.
Ask Ss to underline the time expressions in the Grammar Focus box that show the action is temporary or current: now, this year, these days, this week. Add right now and this month.
Play the audio program. A: Do you ever play sports?
B: Sure. I play soccer twice a week.
A: What do you usually do on Saturday mornings? B: Nothing much. I almost always sleep until noon. A: Do you often do aerobics at the gym? B: No, I hardly ever do aerobics. A :Do you always exercise on Sundays? B: No, I never exercise on Sundays. A: What do you usually do after class? B:I go out with my classmates about three times a week. Answers: almost always, often, hardly ever, usually Explain that these are adverbs of frequency.
Point out that they go before most verbs. Point out that adverbs of frequency go after the verb be.
Explain that percentages show how often something happens. Model the first example. Ss complete the task individually. Ss ask and answer the questions in part A in pairs, using their own information.
For more practice with adverbs of frequency, play Tic-Tac-Toe on page T Write different adverbs of frequency in the nine boxes. A: How good are you at volleyball? A: How long do you spend online? A: How often do you play cards? A: How well can you type? Write these questions and answers on the board in two columns: A B How often do you work out? Pretty well. How long do you spend at the gym? Twice a week How well do you play tennis?
Not very good. How good are you at sports? Two hours a week. Encourage Ss to guess. Ss check their answers in the Grammar Focus box. Use how good with be and how well with other verbs. Therefore, they use short answers. Ss work individually to complete the questions. Ask Ss with correct questions to write them on the board. Then they practice the conversations in pairs. Ss take turns asking and answering the questions in small groups.
For a new way to practice this Conversation, try the Onion Ring technique on page T A : Did you stay home on Saturday?
B: No, I called my friend. A: How did you spend your last birthday? B: I had a party. A: What did you do last night? B: I went to the new Jim Carrey film. I loved it!
A: Did you do anything special over the weekend? B: Yes, I did. I went shopping. Unfortunately, I spent all my money. A: Did you go out on Friday night? I invited friends over, and I cooked dinner for them. Ask Ss to find three questions with did. Then write them on the board.
TIP Use a different color for target features e. This helps Ss visualize the grammar pattern. Front Matter optional. Note: This is a different nomenclature than in JATS, where 'front matter' refers to the metadata of the journal article. Body of the Book optional. Book parts contain paragraphs, sections, tables, figures, quotations, and all the textual material and elements that make up the narrative and graphics for a book.
Book parts are recursive, so they may contain other book parts. For example, 'Part 3' of a book could contain several 'Chapter's, each of which could have a foreword, the body of the chapter, one or more appendices, and a reference list.
Back Matter for the Book optional. A book part may be associated with many collections. Declarative: BITS markup is structural or semantic and declarative, not presentational or behavioral. This makes books and chapters easier to process and helps ensure longer-lived data. Tag Set is Documented: Extensive Tag Libraries with explanations and examples for both element and attribute usage are available online.
The built-in extension mechanisms are documented in the Tag Libraries. In short, while BITS is not ideal for language corpora, scholarly editions, legal books, or grade-school textbooks, it is a useful addition to the JATS family.
Why not share! New interchange intro workbook thir Unit 1: Please Call Embed Size px. Start on. Show related SlideShares at end. WordPress Shortcode. Fred Mendez , Prof. Ingles at INA Follow. Published in: Full Name Comment goes here. Are you sure you want to Yes No.