How to teach

remotely with
 Here are some suggestions for how you could use the units
in the Interchange coursebooks and other supplementary
materials to support your online classes.
The link below takes you to the teaching resources. You can download
and share these links with your students. They include links to all the
audio and video files in the coursebook lessons:
https://www.cambridge.org/gb/cambridgeenglish/catalog/adult-
courses/interchange-5th-edition/resources
click here The suggestions are based on a mixed model of remote teaching
using:
> live lessons online
> discussion forums moderated by the teacher
> collaborative group tasks without the teacher
> individual self-access study

2
Useful tools in live classes:
SCREEN-SHARING: C H AT B O X : BREAKOUT ROOMS:

you can share Presentation use for short answers and these are virtual rooms for small
Plus (if you have it), images, brainstorming, allows for all groups that can be set up as part
audio files and short video files students to participate actively of the main classroom. Teachers
(bandwidth permitting). at the same time. can enter these rooms and
monitor the work going on in
pairs or small groups.

G R E AT F O R : G R E AT F O R : G R E AT F O R :

> giving instructions > starting the lesson > comparing answers after tasks
> setting up tasks > checking concepts > role-plays
> presenting grammar or > checking answers > short discussion
vocabulary > closing the lesson > collaborative tasks.
> stimulating discussions. > getting feedback.

Two or three short breakout room tasks each lesson help to add variety. To find out more about
how to set up and manage breakout rooms and other functions in your online class, please
follow this link:
https://www.cambridge.org/elt/blog/2020/03/16/using-video-conference-platform-
teaching-online/
click here

Tools your students can use for

tasks outside the classroom
DISCUSSION FORUMS: VIDEO OR AUDIO C O L L A B O R AT I V E
RECORDINGS: WRITING TOOLS:

you can post a short task on any students can make short video students can work together
discussion forum platform (you recordings on their phones, online to write and edit a
may have a digital platform at tablets or computers and share document using (for example)
your school, you may want to use them with you and/or the whole Google Docs.
online applications like Moodle class.
or Edmodo, or you may want
to use a wiki or a blog or other
shared online space).

3
 A quick overview
of the Interchange
unit structure
The sections you will want to prioritize for live video-conferencing
classes are shown in bold.

Start of unit > Learning aims for this unit

> To set the topic: A combination or two or more of
Snapshot/Perspectives1, vocabulary, listening, speaking

Middle of unit > Presentation of new language (usually 2 areas of

grammar / vocabulary are focused on, sometimes
including pronunciation work)
> This new language is introduced through new skills
activities (if it didn’t already appear in the earlier skills
activities in the unit)
> New language is practiced through speaking and at least
one other skill

End of unit > Speaking / writing skills work + related grammar focus
> Almost every unit ends with reading skills

Every unit > Interchange activities (pair / group speaking)

Every two units > Review (speaking + listening activities)

Important note: This structure is a generally true representation of

all Interchange levels and units. Interchange develops all four skills,
plus grammar, vocabulary and pronunciation—but to keep students
engaged and avoid feeling repetitive, the structure is not identical in
every unit.
The other sections can be set for self-study or collaborative
asynchronous pair work or group work. Your schedule and the length
of your online classes will determine how much you can cover in your
live classes.
You will probably want to plan your schedule unit by unit and use
the first class of each new unit to explain the workflow to your class,
setting out deadlines for independent study, and creating groups for
collaborative tasks. In the last lesson you may want to ask students
to prepare for the next unit. You may also want to dedicate specific
lessons or parts of the course timetable to the Review sections.

1 “Snapshots” appear in levels Intro, 1 and 2. These become “Perspectives”

in Level 3. Both Snapshots and Perspectives introduce the next topic, but
Perspectives are more suited to higher-level students as they require more
reading and processing.

4
A suggested structure for a
flipped approach
A flipped approach is based on the principle that live lessons give students the chance to speak
and clarify their doubts. Students can complete other tasks such as reading, listening and
controlled practice exercises on their own and use the classroom to check or discuss answers.
The notes below are based on four live lessons per unit, plus an extra live lesson for a review
after every two units. But you can break these up in whatever way suits your timetable.
Note: Items below marked with * are included in some units, but not every unit.

BEFORE THE CLASS DURING THE CLASS LIVE CLASS

FUNCTIONS

Start of unit

1 Read the learning aims for this unit. 1 In groups, students discuss the 1 Breakout Rooms
Snapshot / Perspective questions or
do the Speaking activity (whichever
is included in a specific unit). Follow-
up discussion and feedback in the
main classroom.

2 Check the meaning of vocabulary in 2 Teacher checks understanding 2 Chat Box / Screen-
the Snapshot / Perspective.* and pronunciation of the new sharing
vocabulary.

3 Read the Snapshot / Perspective 3 In pairs or groups, students do the 3 Breakout rooms
discussion questions* and prepare speaking task included in the Word
to discuss them. Power section.*

4 Complete the vocabulary exercises

(sometimes called “Word Power”).*

5 Listen to the recording* and

complete the exercises.

5
 BEFORE THE CLASS DURING THE CLASS LIVE CLASS
FUNCTIONS

Middle of unit
(Language presentation + practice 1)

1 Listening (sometimes called 1 Teacher introduces aims of live

“Conversation”): listen to the clip class.
and answer the comprehension
questions.

2 Grammar Focus: read the 2 In groups, students recall listening 2 Breakout Rooms
explanation, refer to the listening clip and compare answers to
script if necessary and complete the comprehension exercises. They
exercises. also compare answers for Grammar
Focus exercises.

3 Teacher checks concepts and 3 Chat Box / screen-

answers to listening and grammar sharing
exercises.

4 Teacher models pronunciation* and

students practice, drilling chorally
and individually.

5 In pairs / groups, students complete 5 Breakout rooms

the Speaking and/or Interchange*
activities in groups. Feedback and
delayed error correction take place
in the main classroom.

6 Teacher reviews lesson aims.

6
 BEFORE THE CLASS DURING THE CLASS LIVE CLASS
FUNCTIONS

Middle of unit
(Language presentation + practice 2)

1 Extra listening section*: listen to the 1 Teacher introduces aims of live

clip and answer the comprehension class.
questions.

2 Listening to present new language 2 Students recall extra listening clip*

(sometimes called “Conversation”): and compare answers to exercises
listen to the clip and answer the as a whole class. Teacher confirms
comprehension questions. answers and checks understanding
of any new vocab.

3 Grammar focus: read explanations 3 In groups, students recall main 3 Breakout rooms
and complete individual exercises. listening clip and compare answers
to exercises. They also compare
answers for individual Grammar
Focus exercises.

4 Grammar focus: prepare for 4 Teacher checks answers to listening 4 Chat Box / screen-
communicative practice exercises.* comprehension exercises. sharing

5 Teacher checks grammar concepts 5 Chat Box / screen-

and answers to individual Grammar sharing
Focus exercises.

6 Teacher models pronunciation* and

students practice, drilling chorally
and individually.

7 In pairs / groups, students do 7 Breakout rooms

communicative practice exercises
from Grammar focus* and/or follow-
up Discussion activity.* Feedback
and delayed error correction take
place in the main classroom.

8 Teacher reviews lesson aims.

7
 BEFORE THE CLASS DURING THE CLASS LIVE CLASS
FUNCTIONS

End of unit

1 Follow-up listening*: students 1 Teacher introduces aims of live

listen and complete the exercises, class.
reinforcing their receptive
knowledge of the last language
focus in the previous section.

2 Writing*: read the prompt and 2 In groups, students recall the 2 Breakout rooms
model, then write your own follow-up listening clip* and
text. (Ideally, this will be written compare answers to comprehension
collaboratively. If this is not exercises.
possible, and if technology permits,
they should share and comment on
each other’s texts. The final product
in either case should be submitted
to the teacher.)

3 Reading: read the text and 3 Teacher checks answers to listening 3 Chat Box / screen-
complete the comprehension comprehension exercises*. sharing
questions.

4 In groups, students recall reading 4 Breakout rooms

text and compare answers to
exercises.

5 Teacher checks answers and deals

with any difficult language.

6 In pairs, students discuss pair / 6 Chat Box / screen-

group questions related to the sharing
reading text. Feedback and delayed
error correction take place in the
main classroom.

7 In pairs / groups, students 7 Breakout rooms

complete Speaking / Discussion /
Interchange* activity. Feedback and
delayed error correct take place in
the main classroom.

8 Teacher reviews lesson aims.

8
 BEFORE THE CLASS DURING THE CLASS LIVE CLASS
FUNCTIONS

Review units

1 Self-assessment: read the 1 Whole class recalls the listening 1 Chat Box / screen-
statements and give yourself a clip. Teacher checks answers to sharing
score. comprehension questions.

2 Listening: complete the 2 In pairs, students do the follow- 2 Breakout rooms

comprehension exercises. up speaking part of the listening
section. Feedback and delayed
error correction take place in the
main classroom.

3 Speaking (several sections): prepare 3 In pairs / groups, students do 3 Breakout rooms

your contribution for the group the first communicative activity.
activities in the live class. Feedback and delayed error
correction take place in the main
classroom.

4 In pairs / groups, students do 4 Breakout rooms

the next communicative activity.
Feedback and delayed error
correction take place in the main
classroom.

5 In pairs / groups, students do 5 Breakout rooms

the final communicative activity.
Feedback and delayed error
correction take place in the main
classroom.

6 Teacher reviews the learning aims 6 Chat Box / screen-

from the whole unit and prepares sharing
students for the next unit.

Note: there is a lot of speaking practice in the Review units. Vary the interaction so students
are not always working with the same people, and do some activities in pairs, some in small
groups and some in larger groups.

9
More detailed notes on
how to structure the live
classes lesson by lesson.
Remember: Interchange develops all four skills, plus grammar, vocabulary and pronunciation—
but to keep students engaged and avoid feeling repetitive, the structure is not identical in every
unit. This sample unit plan is based on Level 1, Unit 4 and the following Review section.

4 Do you play the guitar?

Discuss entertainment likes and dislikes
Make, accept, and decline invitations

1 SNAPSHOT

MUSIC SALES
IN THE UNITED STATES
Country 11.2% Pop 14.9%

Electronic 3.4%
Latin 2.6%
Classical 1.4% R&B and Hip-Hop 17.2%

Jazz 1.4%

Other 18.4%

Rock 29%

What styles of music do you like? What styles do you dislike?

What styles of music are popular in your country?

2 WORD POWER That’s entertainment!

A Complete the word map with words from the list. Some words can
TV SHOWS
go in more than one category.
action reality show
electronic reggae
game show salsa ENTERTAINMENT
horror science fiction
musical soap opera
rap talk show
MOVIES

B Add two more words to each category. MUSIC

Then compare with a partner.

C GROUP WORK Number the items in

each list from 1 (you like it the most)
to 6 (you like it the least). Then
compare your ideas.
22

Start of unit:
Engaging with the topic, learning key vocab, breakout room discussion

Intro Chat box

Remind the students that the objectives for the unit (which they should have read
before the class) will be covered over the next few classes.

Lead-in Chat Box

Main classroom
Play students a few music clips. These could be your favorite pieces of music, or if
you can find examples easily, clips representing the genres in the Snapshot activity. (Individual
See if they can identify (or agree on!) the genres. earphones)

1
Divide your class into pairs or small groups and ask them to discuss the Breakout Rooms
Snapshot questions in the breakout rooms. (Give these instructions before
moving them to breakout rooms.) Allow at least 6 to 7 minutes for this
discussion, including the time it takes to move to the breakout rooms. Visit
each of the rooms in turn to monitor the task and help where necessary.

10
2
Bring the students back into the main classroom. Ask them to write one Chat Box
sentence they remember from their breakout room task in the chat box. Main classroom
Call on individual students to expand on their answers in the chat box
and report back on their group’s work. Choose a few examples of good
language and a few examples of errors to praise or correct in the chat box,
based on what you heard while monitoring the pair work.

3
Remind students of the vocabulary activity they did before class. Elicit Chat Box
examples of TV shows / movies / music and share this brainstorm by sharing Main classroom
your screen or creating a word cloud (if you’re familiar with a website for
doing this). Screen-sharing

4
Divide your class into pairs and ask them to do the Group Work task. (Give Breakout Rooms
these instructions before moving them to breakout rooms.) Allow at least
10 minutes for this discussion, including the time it takes to move to the
breakout rooms. Visit each of the rooms in turn to monitor the task and help
where necessary.

5
Now combine the pairs, making new small groups in the breakout rooms. Breakout rooms
They should repeat the task but try to come to an agreement about the top
and bottom items on their lists. Allow at least 10 minutes for this task. Visit
each of the rooms in turn to monitor the task and help where necessary.

6
Bring the students back into the main classroom. Invite them to share their Main classroom
number 1 and number 6 items from their final breakout room task in the Chat box
chat box. Call on individual students to expand on their answers in the chat
box and report back on their group’s work. Choose a few examples of good
language and a few examples of errors to praise or correct in the chat box,
based on what you heard while monitoring the pair work.

Close by thanking the students for their participation, reviewing the lesson aims briefly + setting
homework.

Look ahead to the next class. Self-study

For homework before the next live class, ask the students to:
> Listen to the Conversation (ex. 3) and answer the comprehension questions.
> Read the Grammar Focus box (ex. 4) and complete the exercises. (They can refer
to the listening script from the Conversation if necessary.)

Optional: additional practice materials are available in the Online Workbook / print
Workbook and the Interchange Fifth Edition Classroom App available in Google
Play and the Apple App Store.

11
 3 CONVERSATION What kind of music do you like?
5 PRONUNCIATION Intonation in questions
A Listen and practice.
A Listen and practice. Yes/No questions usually have rising intonation.
LEANNE I can’t wait for the Taylor Swift concert this Friday! Wh-questions usually have falling intonation.

SETH I think I know her. Does she play the violin? Do you like pop music? What kind of music do you like?

LEANNE No. She’s a pop star. B PAIR WORK Practice these questions.
Do you like TV? What shows do you like?
SETH Of course! I guess I don’t listen to pop music a lot.
Do you like video games? What games do you like?
LEANNE Oh, really? What kind of music do you like? Do you play a musical instrument? What instrument do you play?

SETH I really like hip-hop. Drake is my favorite musician.

LEANNE Doesn’t Drake play the guitar?

6 SPEAKING Entertainment survey

A GROUP WORK Write five questions about entertainment and entertainers.

SETH No, Leanne. He sings and raps. Then ask and answer your questions in groups.

LEANNE OK. Well, I think we need to teach What kinds of . . . do you like?
each other about music! (music, TV shows, video games)
Do you like . . . ?
B Listen to the rest of the conversation. Who is Seth’s favorite (reggae, game shows, action movies)
band? Does Leanne like them? Who’s your favorite . . . ?
(singer, actor, athlete)

4 GRAMMAR FOCUS B GROUP WORK Complete this information about your group.
Ask any additional questions.
Simple present questions; short answers

Do you like country music? What kind of music do you like? Object pronouns
Our group What’s your favorite . . . ?

FAV O R I T ES
Yes, I do. I love it. I really like rap. me song
No, I don’t. I don’t like it very much. you movie

him video game

Does she play the piano? What does she play?
Yes, she does. She plays very well. She plays the guitar. her What’s your favorite kind of . . . ? Who’s your favorite . . . ?
No, she doesn’t. She doesn’t play an instrument. it
music singer
Do they like Imagine Dragons? Who do they like? us
movie actor
Yes, they do. They like them a lot. They like Maroon 5. them
TV show athlete
No, they don’t. They don’t like them at all.
GRAMMAR PLUS see page 135

Complete these conversations. Then practice with a partner.

1. A: I like Alabama Shakes a lot. you know ?
B: Yes, I , and I love this song. Let’s download .
2. A: you like science fiction movies?
B: Yes, I . I like very much.
3. A: Vinnie and Midori like soap operas?
B: Vinnie , but Midori . She hates .
Adele Steph Curry Star Wars: The Force Awakens Top Chef
4. A: What kind of music Maya like?
B: Classical music. She loves Yo-Yo Ma. C CLASS ACTIVITY Read your group’s list to the class.
A: Yeah, he’s amazing. I like a lot. Find out the class favorites.
Alabama Shakes

Do you play the guitar? 23 24 Unit 4

Middle of unit:
Language presentation + practice 1

Intro Chat box

Confirm the objectives for this part of the unit: develop listening and speaking
skills, practice the present simple.

Lead-in Chat Box

Main classroom
Start with a quick review of the last lesson and a short warmer to allow time for
everyone to enter the class. For example, you can ask the students to type answers
to simple questions that appeared in their self-study content, like What kind of
music do you like? Or Do you play a musical instrument?

1
Divide the class into pairs and ask them to compare their answers to the Breakout Rooms
listening comprehension and grammar exercises which they did as self-
study before the class. Allow at least 5 to 6 minutes for this, including the
time it takes to move to the breakout rooms. Visit each of the rooms in turn
to monitor the task, but don’t help the students yet.

2
Bring the students back into the main classroom. Invite them to confirm Chat Box
their answers to the listening comprehension questions in the chat box. Main classroom
Then do the same for the Grammar Focus activity. Ask some questions
to check the students’ understanding, for example Is this grammar about
things that are always true, or just now? (Answer: always.) Respond to any
queries or confusion.

3
Play the Pronunciation section audio for the students to hear, or, if you feel Main classroom
comfortable, demonstrate the intonation yourself. Drill the pronunciation Microphones
of each sentence chorally, then invite a few students one by one to turn on (+ earphones)
their microphone and repeat.

12
4
Give the students 3 minutes to write their own 5 questions about (Private Chat Box, if
entertainment and entertainers. They shouldn’t share these with the group available)
yet, but (technology permitting) they should share them privately with you
to quickly check the grammatical accuracy. Allow an extra 4-5 minutes to
complete this stage.

5
Divide the class into small groups and ask them to ask and answer each Breakout rooms
other’s questions. (Give these instructions before moving them to breakout
rooms.) Allow at least 8-9 minutes for this discussion, including the time
it takes to move to the breakout rooms. Visit each of the rooms in turn to
monitor the task and help where necessary.

6
Bring the students back into the main classroom. Invite them to share some Chat Box
examples from their group’s discussion in the chat box. Call on individual Main classroom
students to expand on their answers in the chat box and report back on
their group’s work. Choose a few examples of good language and a few
examples of errors to praise or correct in the chat box, based on what you
heard while monitoring the pair work.

Close by thanking the students for their participation, reviewing the lesson aims briefly + setting
homework.

Look ahead to the next class. Self-study

For homework before the next live class, ask the students to:
> Listen to ‘The Perfect Date’ (ex. 7) and complete the chart.
> Listen to the Conversation (ex. 8) once just for understanding and then again,
this time shadowing2 the speakers. Answer the comprehension questions.
> Read the Grammar Focus box (ex. 9) and complete exercise A. Then prepare
ideas for exercises B and C to use in the next live class.

Optional: additional practice materials are available in the Online Workbook / print
Workbook and the Interchange Fifth Edition Classroom App available in Google
Play and the Apple App Store

2 “Snapshots” appear in levels Intro, 1 and 2. These become “Perspectives” in Level 3. Both Snapshots and Perspectives
introduce the next topic, but Perspectives are more suited to higher-level students as they require more reading and processing.

13
 7 LISTENING The perfect date 9 GRAMMAR FOCUS
A Listen to a host and four people on a TV game show. Three men want to invite Would; verb + to + verb
Alexis on a date. What kinds of things do they like? Complete the chart.
Would you like to go out on Friday? Would you like to go to a concert? Contractions
Yes, I would. I’d like to, but I have to work late. I’d = I would
Yes, I’d love to. Thanks. I’d like to, but I need to save money.
I’d like to, but I want to visit my parents.
GRAMMAR PLUS see page 135

A Respond to three invitations. Then write three invitations for the given responses.
1. A: I have tickets to the soccer game on 4. A:
Sunday. Would you like to go?
B: B: Yes, I’d love to. Thank you!
2. A: Would you like to come over for dinner 5. A:
tomorrow night?
Jacob Tyler Andrew B: B: Well, I’d like to, but I have to study.
3. A: Would you like to go to a hip-hop dance 6. A:
Alexis class with me this weekend?
Jacob Tyler Andrew Alexis B: B: Yes, I would. I really like electronic music.
Music
B PAIR WORK Ask and answer the questions in part A. Give your own responses.
Movies
TV shows C PAIR WORK Think of three things you would like to do. Then invite a partner to do them
with you. Your partner responds and asks follow-up questions like these:
B CLASS ACTIVITY Who do you think is the best date for Alexis? Why? When is it? Where is it? What time does it start? When does it end?

8 CONVERSATION What time does it start? 10 WRITING Text messages

A Listen and practice. A What do these text messages say?

text message abbreviations

CONNOR I have tickets to my brother’s concert on
Friday night. Would you like to go? u = you afaik = as far as I know
60% r = are lol = laugh out loud
CAMILA Thanks, I’d love to. What time does it start?
< Back Messages 2 = to / too idk = I don’t know
CONNOR At 8:00. pls = please msg = message
r u busy Saturday? Want 2 thx = thanks nm = never mind
CAMILA Do you want to have dinner before? go 2 the beach?
imo = in my opinion brb = be right back
Maybe at 6:00? Jul 4 3:28 PM tbh = to be honest ttyl = talk to you later
CONNOR Well, I’d like to, but I have to work late. Let’s just idk. Have to ask my parents. brb.
meet before the concert, around 7:30. Jul 4 3:32 PM

CAMILA No problem. We can have dinner another day.

Let’s meet at your office and go together. B GROUP WORK Write a “text message” to each person in your group.
Then exchange messages. Write a response to each message.
CONNOR Sounds good! See you on Friday.

B Listen to Connor and Camila talking at the concert. Does Camila like
11 INTERCHANGE 4 Are you free this weekend?
the concert? Does Connor’s brother play well? Make weekend plans with your classmates. Go to Interchange 4 on page 118.

Do you play the guitar? 25 26 Unit 4

Middle of unit:
Language presentation + practice 2

Intro Chat box

Confirm the objectives for this part of the unit: develop listening and speaking
skills, practice questions and responses with would.

Lead-in Main classroom

Chat Box
Start with a quick review of the last lesson and a short warmer to allow time for
everyone to enter the class. For example, you can ask the students to type answers
to simple questions that relate to their previous self-study content, like When did
you last go to a concert? Or When did you last go out for dinner?

1
Invite the class to summarize some key points from the listening clip they Chat Box
studied as self-study (“Conversation”) in the chat box. Invite them to Main classroom
compare their answers to the comprehension questions as a whole class.
Confirm the correct answers and check understanding of any new vocab.

2
Remind the students of the sentences they completed for practice in the Breakout Rooms
Grammar Focus section (ex. 9, Part A). Ask them to have these ready for
the next activity. Divide the students into pairs and, in the breakout rooms,
they should ask and answer the questions in Part A. Allow at least 6 to 7
minutes for this, including the time it takes to move to the breakout rooms.
Visit each of the rooms in turn to monitor the task and help / correct where
necessary.

14
3
Bring the students back into the main classroom. Ask some questions to Chat Box
check the students’ understanding, for example One student said “I’d Main classroom
love to but I have to visit my grandmother.” So is he answering yes or no?
(Answer: no.) Is this a polite way to say no? (Answer: yes.) Conduct brief
delayed feedback on their speaking task: choose a few examples of good
language and a few examples of errors to praise or correct in the chat box,
based on what you heard while monitoring the pair work. Respond to any
queries or confusion.

4
Ask the students to write their own ideas for social invitations in the chat Chat Box
box. For example: “go to the movies”, “go to a concert”, “visit a museum”, Main classroom
etc. Add some energy by doing this as a super-quick 2-minute brainstorm.
You might want to set a timer or countdown clock so the students know
when time is up! Try to generate at least 6-7 ideas, but ideally get 1-2 ideas
from each student.

5
Divide the class into new pairs and ask them to invite and respond to their Breakout rooms
partners in their breakout rooms. (Give these instructions before moving
them to breakout rooms.) Allow at least 4-5 minutes for this activity,
including the time it takes to move to the breakout rooms. Visit each of the
rooms in turn to monitor the task and help where necessary.

6
Bring the students back into the main classroom. Invite them to share some Chat Box
examples from their activity in the chat box. Ask them: did your partner Main classroom
accept your invitation? (If not, why not?) Praise their creative ideas first, then
choose a few examples of good language and a few examples of errors to
correct in the chat box, based on what you heard while monitoring the pair
work.

Close by thanking the students for their participation, reviewing the lesson aims briefly + setting
homework.

Look ahead to the next class. Self-study

For homework before the next live class, ask the students to:
> Read the text message (SMS) abbreviations and start a collaborative document
(for example, in Google Docs) or a real chat group (for example, on WhatsApp).
They should write at least one new message to someone and respond to at least
one message. (Remind them that you will monitor what they write, so they should
be polite!)
> Read the text (ex. 12) and complete the comprehension questions.
> Prepare for the speaking activity in the live class: write down 3 things you need
to do and 3 things you want to do this weekend, including the days and times.

Optional: additional practice materials are available in the Online Workbook / print
Workbook and the Interchange Fifth Edition Classroom App available in Google
Play and the Apple App Store

15
 12 READING INTERCHANGE 4 Are you free this weekend?
9 GRAMMAR FOCUS
A Scan the article and look at the pictures. In what year did each event take place?
Would; verb + to + verb

The World’s Most Powerful

FEMALE MUSICIAN
Would you like to go out on Friday? Would you like to go to a concert? Contractions
Yes, I would. I’d like to, but I have to work late. I’d = I would
Yes, I’d love to. Thanks. I’d like to, but I need to save money.
I’d like to, but I want to visit my parents.
GRAMMAR PLUS see page 135

Beyoncé Knowles-Carter is a nonstop since I was 15. I don’t

A Respond to three invitations. Then write three invitations for the given responses. singer, songwriter, performer, even know how to chill out.”
1. A: I have tickets to the soccer game on 4. A: actress, clothing designer, Many people talk about Beyoncé’s go bike riding go to a street fair go dancing
Sunday. Would you like to go? and Grammy Award–winning energy on stage. She’s an amazing
B: B: Yes, I’d love to. Thank you! superstar. Many people call entertainer. Millions of fans love
2. A: Would you like to come over for dinner 5. A: her one of the most powerful her singing and dancing. Beyoncé
tomorrow night? female musicians in history. uses many different styles of
B: B: Well, I’d like to, but I have to study. Beyoncé works really hard for music, including funk, soul, and
3. A: Would you like to go to a hip-hop dance 6. A: her success. As she says, “I pop. In her career so far, Beyoncé
class with me this weekend? wanted to sell a million records, has sold over 100 million records
B: B: Yes, I would. I really like electronic music. and I sold a million records. I as a solo artist and another 60
wanted to go platinum; I went million records with her group
B PAIR WORK Ask and answer the questions in part A. Give your own responses. platinum. I’ve been working Destiny’s Child.

C PAIR WORK Think of three things you would like to do. Then invite a partner to do them
with you. Your partner responds and asks follow-up questions like these: BEYONCÉ FAST FACTS Beyoncé marries Jay-Z. do the laundry
clean the
house
When is it? Where is it? What time does it start? When does it end? 1981 Beyoncé is born in Houston, Texas.
1996 Her girl group, Destiny’s Child, gets its first
recording contract. A Write three things you need to do and three things you want to do this weekend.
10 WRITING Text messages 2001 Beyoncé experiences her first time acting. She stars in
Include the days of the week and the times.
Carmen: A Hip Hopera on MTV.
A What do these text messages say? I need to . . . I want to . . .
2003 She releases her first solo album, Dangerously in Love.
text message abbreviations 2004 She wins five Grammys at the Grammy Awards.
u = you afaik = as far as I know
2005 Beyoncé starts an organization to help
60%
hurricane victims.
r = are lol = laugh out loud
< Back Messages
2008 She marries rapper Jay-Z.
2 = to / too idk = I don’t know
2010 She wins six Grammys at the Grammy Awards for her B PAIR WORK Invite your partner to do things on the weekend. Accept or decline
pls = please msg = message
r u busy Saturday? Want 2 album I Am . . . Sasha Fierce. invitations. If you decline an invitation, explain why. Agree on two activities to do
thx = thanks nm = never mind
go 2 the beach? 2012 Beyoncé has a daughter and names her Blue Ivy. together.
imo = in my opinion brb = be right back
Jul 4 3:28 PM 2013 Beyoncé performs at the U.S. president’s inauguration. A: Would you like to see a movie on Saturday at 8:00 p.m.?
tbh = to be honest ttyl = talk to you later
idk. Have to ask my parents. brb. 2013 She releases a secret album online named Beyoncé. B: I’d like to, but I need to study for a test. Would you like to go to the park on
2016 Beyoncé performs her song “Formation” at a huge Beyoncé performs at the U.S. Sunday at 10:00 a.m.?
Jul 4 3:32 PM
sporting event. president’s inauguration. A: Yes, I would. And would you like to . . . ?

B GROUP WORK Write a “text message” to each person in your group. C GROUP WORK Get together with another pair. Can you agree on two things to do
Then exchange messages. Write a response to each message.
B Read the article. Then number these sentences from 1 (first event) to 8 (last event).
together?
a. She performs at a president’s e. She releases her first solo album.
inauguration. f. She has a baby.
D CLASS WORK Explain your group’s choices to the class.
11 INTERCHANGE 4 Are you free this weekend? b. She is born in Texas.
c. She acts in a movie.
g. Her group gets its first recording
contract.
“Eu-jin wanted to go to the park on Sunday at 10 a.m., but Serhat needs to visit his
Make weekend plans with your classmates. Go to Interchange 4 on page 118. aunt on Sunday morning, so we’re going out for lunch on Sunday at . . .”
d. She wins five Grammys. h. She helps hurricane victims.

26 Unit 4 C PAIR WORK Who is your favorite musician? What do you know about his or her life?

Do you play the guitar? 27 118 Interchange 4

End of unit:
Receptive and productive skills development

Intro Chat box

Confirm the objectives for this part of the unit: develop reading and writing skills,
learn common SMS abbreviations.

Lead-in Main classroom

Chat Box
Start with a quick review of the last lesson and a short warmer to allow time for
everyone to enter the class. For example, you could begin a conversation in the
chat box using the SMS abbreviations they learned during their last self-study
session. (And if you haven’t already responded to their writing homework, now
is the time to tell them that you will give feedback on their writing homework by
commenting directly on the collaborative document or in the group chat.)

1
Invite the class to summarize some key points from the listening clip they Chat Box
studied as self-study (“Conversation”) in the chat box. Invite them to Main classroom
compare their answers to the comprehension questions as a whole class.
Confirm the correct answers and check understanding of any new vocab.

2
Divide the students into pairs and, in the breakout rooms, they should Breakout Rooms
compare their answers to the comprehension questions for the reading text.
When they’ve finished, they should discuss their answers to Part C (pair
work, discussing their favorite musicians). Allow at least 6 to 7 minutes for
this, including the time it takes to move to the breakout rooms. Visit each of
the rooms in turn to monitor the task, but don’t offer any corrections yet.

16
3
Bring the students back into the main classroom. Elicit and confirm the Chat Box
correct answers to the reading comprehension questions and check Main classroom
understanding of any new vocab. If there were any points that a lot of
students struggled with, invite a student who had the correct answer to
justify why this is correct and help the others understand. Finally, invite a
few students to share something interesting from their follow-up discussion,
and conduct brief delayed feedback on their speaking: choose a few
examples of good language and a few examples of errors to correct, based
on what you heard while monitoring the pair work.

4
Remind the students of the ideas they wrote during self-study as Breakout rooms
preparation for the speaking activity (3 things they need to do and 3 things
they want to do this weekend). Divide the class into pairs and ask them to
do the first Pair Work task (Part B, p. 118). (Give these instructions before
moving them to breakout rooms.) Allow at least 5 to 6 minutes for this
discussion, including the time it takes to move to the breakout rooms. Visit
each of the rooms in turn to monitor the task and help where necessary.

5
Now combine the pairs, making new small groups in the breakout rooms. Breakout rooms
They should repeat the task but try to come to an agreement about only 2
things to do together. Allow at least 7 to 8 minutes for this task. Visit each
of the rooms in turn to monitor the task and help where necessary.

6
Bring the students back into the main classroom. Invite them to share their Chat Box
group’s choices and explain their decisions to the other students. Finally, Main classroom
choose a few examples of good language and a few examples of errors
to correct in the chat box, based on what you heard while monitoring the
speaking tasks.

Close by thanking the students for their participation, reviewing the lesson aims briefly + setting
homework.

Look ahead to the next (Review) class. Self-study

For homework before the next live class, ask the students to:
> Self-assessment: read the statements at the top of p. 28 and give yourself a
score for each one.
> Listen to the commercial (ex. 1) and answer the comprehension questions.
Prepare your ideas for Part B, which you will discuss in the next live class.

Optional: additional practice materials are available in the Online Workbook / print
Workbook and the Interchange Fifth Edition Classroom App available in Google
Play and the Apple App Store

17
 3 SPEAKING Survey: Likes and dislikes

Units 3– 4 Progress check A Add one more question to the chart. Write your answers to these questions.

Me My classmate
When do you usually watch TV?
SELF-ASSESSMENT
What kinds of TV shows do you like?
How well can you do these things? Check (✓) the boxes. Do you like game shows?
Do you read the news online?
I can . . . Very well OK A little
Who is your favorite singer?
Give and understand information about prices (Ex. 1)
What do you think of hip-hop?
Say what I like and dislike (Ex. 1, 2, 3) What is your favorite movie?

Explain why I like or dislike something (Ex. 2) Do you like musicals?

What kinds of movies do you dislike?
Describe and compare objects and possessions (Ex. 2)

Make and respond to invitations (Ex. 4)

B CLASS ACTIVITY Go around the class. Find someone who has
the same answers as you. Write a classmate’s name only once!

1 LISTENING Price Cut City

A Listen to a commercial for Price Cut City. Choose the correct prices. 4 SPEAKING What an excuse!

A Make up three invitations to interesting activities. Write them on cards.

PRICE CUT CITY Tops Bottoms Shoes Accessories SALE
My friends and I are going to the
amusement park on Sunday at
2 p.m. Would you like to come?

B Write three response cards. One is an

acceptance card, and two are refusals.
DESKTOP
LEATHER JACKET WOOL JACKET SILK SHIRT COTTON SHIRT LAPTOP COMPUTER Think of silly or unusual excuses.

$17 $70 $50 $15 $14 $40 $80 $18 $390 $319 $416 $460

B PAIR WORK What do you think of the items in part A? At what stores or websites That sounds great! What I’d like to, but I have to wash I’d love to, but I want to take
can you find items like these at low prices? Give your own ideas and opinions. time do you want to meet? my cat tomorrow. my bird to a singing contest.

2 ROLE PLAY Shopping trip

C GROUP WORK Shuffle the invitation cards together and the response cards
Student A: Choose things from Exercise 1 for your family. Ask for Student B’s opinion. together. Take three cards from each pile. Then invite people to do the things
Student B: Help Student A choose presents for his or her family. on your invitation cards. Use the response cards to accept or refuse.
A: I want to buy a laptop for my parents. Which one do you like better?
B: Well, I like . . . better. It’s nicer, and . . .
WHAT’S NEXT?
Change roles and try the role play again.
Look at your Self-assessment again. Do you need to review anything?

28
Units 3 – 4 Progress check 29

Review:
Speaking and listening skills development, review of new language from previous 2 units

Intro Chat box

Confirm the objectives for this part of the unit: develop listening and speaking
skills, review new language.

Lead-in Main classroom

Chat Box
Start with a quick review of the last lesson and a short warmer to allow time for
everyone to enter the class. For example, you could begin with a whole-class
brainstorm of all new vocabulary the students have learned in this unit.

1
Divide the students into pairs and, in the breakout rooms, they should Breakout Rooms
compare their answers to the comprehension questions for the listening
clip. When they’ve finished, they should discuss their answers to Part B
(pair work, discussing their ideas and opinions about what they listened to).
Allow at least 6 to 7 minutes for this, including the time it takes to move to
the breakout rooms. Visit each of the rooms in turn to monitor the task, but
don’t offer any corrections yet.

2
Bring the students back into the main classroom. Elicit and confirm the Chat Box
correct answers to the listening comprehension questions and check Main classroom
understanding of any new vocab. Invite a few students to share something
interesting from their follow-up discussion, and conduct brief delayed
feedback on their speaking: choose a few examples of good language
and a few examples of errors to correct, based on what you heard while
monitoring the pair work.

18
3
Divide the students into new pairs and, in the breakout rooms, they should Breakout Rooms
do the role-play activity (a shopping trip). (Do a demonstration of this
activity with two confident students modelling for the rest of the class
before putting pairs into the breakout rooms.) Once students are paired
in the breakout rooms, allow at least 6 to 7 minutes for this role-play. Visit
each of the rooms in turn to monitor the task and help where necessary.

4
Bring the students back into the main classroom. Conduct brief delayed Chat Box
feedback: choose a few examples of good language and a few examples of Main classroom
errors to correct, based on what you heard while monitoring the pair work.

5
Remind the students of the answers they prepared for homework to use for Breakout rooms
the class survey. Divide the students into new pairs and, in the breakout
rooms, they should interview each other to discover the answers to these
questions. For very strong students, fast finishers, or students who already
know the answers to these questions, tell them to imagine they are a
famous celebrity and give his/her answers to the questions instead!

6
Bring the students back into the main classroom. Invite a few students to Chat Box
share something interesting from their partner’s interview responses, then Main classroom
conduct brief delayed feedback: choose a few examples of good language
and a few examples of errors to correct, based on what you heard while
monitoring the pair work.

7
– if time – Adapt the final speaking task to a writing task, using the chat Chat Box
box. Half of the class should brainstorm some interesting activities to invite Main classroom
people to. The other half of the class should prepare 3 possible responses: 1
normal acceptance and 2 silly reasons to say “no”. They should all do these
tasks individually and keep their ideas secret for now. After 3-4 minutes,
when everyone is ready, pick a student at random to invite the rest of the
class to do something. The other students should accept or refuse, typing
this into the chat box. They must rush to send their answers – tell them
that the 7th person whose answer appears in the chat box is the response
the inviting student must accept! (Then this student goes next, using their
invitation on their classmates.)

Close by thanking the students for their participation, reviewing the lesson aims briefly + setting
homework.

Optional: additional practice materials are available in the Online Workbook / print
Workbook
Alternative: Look ahead to the next unit

19
 We hope you find these
guidelines helpful.
You can find more resources at:
https://www.cambridge.org/gb/cambridgeenglish/catalog/adult-
courses/interchange-5th-edition/resources
click here
These include videos, PDFs of worksheets which you can share or use
with your students and more.
Looking for more digital resources to help with home learning? You
might also like to consider:

> Free resource for students and teachers: Make your words
meaningful with Cambridge Dictionary. Sign up for ‘Cambridge
click here Dictionary Plus’ for free to access quizzes and to create, share and
download your own word lists.
> World of Better Learning blog for teachers: To help support all
teachers who now have to teach from home due to the COVID-19
click here coronavirus outbreak, we have created a series of blog posts with
expert advice on how to move your classes online.

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