Interchange | Interchange Fourth Edition is a four-level series for adult and in the back of the Student's Book for self-study practice, includes full class video. Interchange Level 1 | Interchange Fourth Edition is a four-level series for adult and young-adult learners of English from the beginning to the high-intermediate level. Student's Book B, Level 1 builds on the foundations established in the Intro level Included is a Self-study DVD-ROM that provides the full class video and. Interchange | Interchange Third edition is a four-level series for adult and young- adult learners of English from the beginning to the high-intermediate level. Cambridge Core (Institutional access) · Books Catalogue (Individuals) The underlying philosophy of the course remains that language is best learned when it is.
|Language:||English, Spanish, French|
|Genre:||Fiction & Literature|
|Distribution:||Free* [*Registration Required]|
Interchange 2. Pages·· MB·14, Downloads. Interchange git-es you titan}r more opportunities to learn and practice. English. We are confident. 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. New Interchange Level 1 Student's book 1: English for International of using Interchange show themselves very quickly: while the students learn the language .
The team with the most points wins. Variation 1: Use this game to review prepositions of place or time, modals, and auxiliaries e. Variation 2: If Ss cannot move freely around the room, they can point to the correct wall. Levels: All Preparation: List six to ten key words from the text. Comment: Use with Conversations, Listenings, or Readings. Ss work in pairs. They use the key words on the board to predict the main ideas of the Conversation or Listening. Variation for Readings: After eliciting predictions, Ss read the text and check their predictions.
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. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.
Informed by teachers Teachers from all over the world helped develop Interchange Fifth Edition.
They looked at everything — from the color of the designs to the topics in the conversations — in order to make sure that this course will work in the classroom. Marli T. Fernandes principal and Prof. As per my long experience in teaching this book in the Middle East, I am one of admirers of this book because it is simple, modernized and it also has valuable information to the learners.
Depending on the current controversies that studying a foreign language is considered a part of gaining cultural acknowledgment which it forms, this paper investigates the cultural bias in the interchange textbook 2 through Washington models for the evaluation of bias content in instructional materials and highlights the cultural awareness in it in order to avoid cultural bias in this book and other materials.
It also presents some recommendations to help the syllabus designers, teachers, institutes to avoid cultural bias in the textbooks. In order to take advantage of the developmental value of the summative evaluation, this study intends to conduct an overall evaluation of the interchange textbook in terms of assessing its main strength and weakness of its relevance and bias to the culture at achieving the following goals: - Conducting an overall culturally evaluation of New interchange book, third edition, across an American model, ethnic, biased language, gender, omission, perspective and other types,.
This study is considerably significant because it provides the textbook authors, teachers, and students and institutes with valuable information culturally about Interchange third edition which is currently considered the most successful series in the Middle East. This study used an American model for evaluation of bias content in instructional materials which is set for teachers, students, institutes administrators, and the textbook authors with a significant qualitative method.
These are considered one of the most important and valuable series in this century because the sales of these series have achieved unbelievable numbers, as you cannot easily find any of these series in the book shops in the Middle East. Second, Only the Washington Model for the evaluation of bias content in the instructional materials has been chosen and applied to the above mentioned book. Among many models, this Model has been chosen for its accuracy, comprehension and adaptability to this study.
Literature Review Four decades ago, the learner centered instructional form has been come up and gradually most textbooks have been adapted in parallel to it Brown Graves believes that text books provide a course syllabus, the student's security and already- made materials for instructors which make easier the teaching task. Nunan believes that materials make the most important part of curriculum. A short review of literature relating to materials evaluation shows that the main focus has been on predictive evaluation.
According to Ellis , there are two types of evaluation namely micro-evaluation and macro- evaluation. A macro evaluation is related to general assessment of whether materials are effective or not but in micro evaluation, the teacher chooses a special activity to be regarded to empirical evaluation.
Ur introduces some advantages of textbooks such as giving a framework, playing a role as a syllabus, preparing ready text for class and so on. In spite of advantages, textbooks have some disadvantages too. According to Richards and Renandya , textbooks include some disadvantages such as inability to introduce suitable language models, making cultural misunderstanding and so on. Evaluation Checklist The quality of learning-teaching procedure as Najafi Sarem, Hamidi, and Mahmoudi stated, can be demonstrated by the type of language teaching materials.
So certain attention must be paid to evaluating English language teaching materials using standard checklists which are instruments that provide the evaluator with a list of features of successful learning —teaching materials.
Based on Souri, Kafipur, Souri , regarding these criteria, the quality of the material may be evaluated by evaluators such as teachers, students and researchers.
In developing checklist, we have two important things. One of them is finding out the evaluative criteria that make up the main skeleton of any checklist and according to which textbook are evaluated. Checklist may be of equal-weight or optimal-weight schemes.
In an equal-weight scheme equal-weights are assigned to each criterion but in an optimal-weight scheme different weights are assigned to each criterion. However, the aforementioned checklists have parts with different heading. An investigation of the items will demonstrate that they are approximately the same.
For instance, in bibliographical data, Skiro mentions the cost-effectiveness of the textbooks, but Cunningworth refers to them in the practical considerations part. Similarly, another textbook evaluation checklist offered by Daoud and Celce- Morcia , involves five main parts; such as a subject matter b vocabulary and structures, c exercises, d illustrations, and finally e physical make up.
Each part consists of various small features techniques that can be applied in textbook evaluation. Based on Mukundan and Nimechi , in order to provide a checklist some points must be considered including validity, reliability, and practicality. A checklist must be reliable; that is every person should understand. A checklist must be valid and related to what is being evaluated and also practical if it is short, it should easy to use and easy to interpret the results.
Related Studies Numerous studies have been carried out internationally to explore textbook evaluation. Although literature on evaluation of Four Corners series is rare there are many researches on evaluation of Interchange series. For instance, a comparative study done by Razmjoo in which high school text books and Interchange series were analyzed. Additionally, Sahrahgard, Rahimi, and Zaremoayeddi investigated an in-depth examination of the third edition of Interchange. They noticed that New Interchange 3rd edition had some weaknesses such as dearth of reference to teachers and students.
Ignoring the significance of self-directed activities in completing a task and overreliance on input, improvement techniques are the other shortages of these series. But, these series also involve some positive aspects such as their great focus on group work and meaningful interaction. They came to conclusion that the usefulness and appropriateness of the textbooks were recognized by most teachers.
In another study, Alirezaee, Kouhpaeenejad, and Mohammadi evaluated the New Interchange 3rd edition and the Top Notch 2nd edition.
Their findings revealed that there was no significant difference between the two series. Soleimani and Dabbaghi evaluated the New Interchange series. The results showed that the books enjoyed enough pragmatic input for language learners to deal with their basic communicative needs. Pedagogically the findings of the study involved using EFL materials which provided learners with enough pragmatic input. They investigated the degree to which these two books could indicate the 6 cognitive categories of the BRT i.
The findings showed that the processes of remembering and understanding were prevalent in these textbooks. Also, Roohani et al. All of the above studies done to help curriculum developers, teachers, and students used different procedures. This study aims at evaluating the two English textbooks including Four Corners 3 and New Interchange 2 in order to find out the similarities, differences, weaknesses, and strong points.
The evaluators of this study were three female EFL teachers having M. The checklist which consists of five parts contains several questions each of which considers a certain aspect of the textbook.
The questions were clear and straightforward and they were addressed qualitatively. The four evaluators worked together and tried to reach a consensus for the comparison and contrast and shared their views on the results as well. Four Corners 3. Subject Matter 1. Both books cover a variety of topics related to young and adult learners, male and female students.
These topics are appropriate to the interests of the learners for whom the textbook is intended, but none of these books have considered the rural environment just urban environment and mechanical life.
Is the ordering of materials done by topics or themes that are arranged in a logical fashion? In both books the ordering of materials done by topics or themes that are arranged in a logical fashion, but in New Interchange 2 the students can understand the topics better than four corners 3 because all the topics are related to the subjects.
But in Four Corners we can see topics which are related to the subjects. Is the content graded according to the needs of the students or the requirements of the existing syllabus if there is one?
In Four Corners 3 the content is arranged according to the requirements of the existing syllabus but in New Interchange 2 the content is arranged according to the needs of the students.
Scope and sequence that is related to Four Corners 3 is clearer than the plan of New Interchange 2. Is the material accurate and up-to-date?
The materials in Four Corners 3 are newer than the materials in New Interchange 2. Four Corners 3 takes newer topics into consideration. Vocabulary and Structures 1. Does the vocabulary load i. The number of new words introduced in every lesson seems to be suitable for the students of that level both in Four Corners 3 and New Interchange 2.
Are the vocabulary items controlled to ensure systematic gradations from simple to complex items? Vocabulary items have systematic gradations from simple to complex in both books. Is the new vocabulary repeated in subsequent lessons for reinforcement?
The new vocabulary items are not repeated in subsequent lessons in both books. Does the sentence length seem reasonable for the students of that level?
The length of sentences in New Interchange 2 and Four Corners 3 is reasonable for the students of that level. Is the number of grammatical points as well as their sequence appropriate? The number of grammatical points in Four Corners 3 is more appropriate than New Interchange 2 because the sequence of grammatical points is in order. Do the structures gradually increase in complexity to suit the growing reading ability of students?
In comparison with Four Corners 3, the structures in New Interchange 2 increase in complexity more to suit the reading ability of the students because New Interchange 2 starts with simple structures to complex structures but in Four Corners 3 the complexity of structures are equal.
Does the writer use current everyday language, and sentence structures that follow normal word order? The writers use current everyday language and sentence structures in both books. Do the sentences and paragraphs follow one another in a logical sequence? The sentences and paragraphs follow one another in an appropriate way in both books.