7 PERSPECTIVES

Learning Objectives: discuss childhood habits; identify • Books open. Explain the task. Ss silently read the
used to in context statements and check (✓) those that are true for them.
• Go around the class and give help as needed.
TIP
Explain any new vocabulary.
The objective of the Perspectives section is to
show Ss how a new structure is used. Don’t expect
them to produce the new language until it is Vocabulary
presented in the Grammar Focus section. fit: in good health; in shape
messy: untidy; not neat

A [CD 1, Track 6] • Play the audio program. Ss listen and raise their hand
every time they hear a statement that is true about
• Books closed. Write this sentence on the board: them. Find out which changes are most common in
When I was a kid, I never used to play sports, but now their lives.
I like to keep fit. • Option: Have Ss study some of the verbs and their
• Explain that used to refers to something that you collocations (e.g., keep fit, follow politics, care about
regularly did in the past but do not do anymore. appearance).
• Elicit examples of activities that Ss regularly did in
the past but don’t do anymore (e.g., be afraid of the B Pair work
dark, talk in class, play with dolls). • Read the instructions and the example sentences. Ss
work in pairs to discuss the changes. Point out that
there are no right or wrong answers.

8 GRAMMAR FOCUS
Learning Objective: form questions, statements,
A
negatives, and short answers with used to
• Read the instructions and model the task with
the first question. Have Ss complete the exercise
[CD 1, Track 7]
individually and then go over answers in pairs.
• Focus Ss’ attention on the statements in the
Perspectives section. Check that they understand the Answers
meaning of used to. If helpful, point out that used to
1. Did . . . use to; used to
refers to an activity that takes place over an extended 2. Did . . . use to; didn’t use to; used to
period of time. We can’t say, “I used to go to the 3. did . . . use to; used to
movies last Saturday.” 4. did . . . use to; didn’t use to
• Have Ss find some examples in the Perspectives
section of affirmative statements with used to TIP
(Answers: 2, 6, 7), and negative statements with To encourage Ss to use English as they work in
used to (Answers: 1, 3, 4, 5). Then elicit the rules pairs, have them look at the Classroom Language
for forming affirmative and negative structures with on page v. If possible, write the phrases on
used to: posters and display them on the classroom walls.

Affirmative: subject + used to + verb + (rest)

I used to be (neat and B
organized . . .) • Explain the task. Ss first work individually to write four
Negative: subject + didn’t + use to + verb + (rest) sentences about themselves with used to. Then Ss
I didn’t use to collect . . . work in pairs, taking turns reading their sentences to
• Point out that while never is used in negative each other.
statements, it follows the rule for the affirmative • Encourage pairs to correct each other’s sentences
structure. as needed. Tell Ss they will practice their sentences
subject + never + used to + verb + (rest) again in Exercise 9, part B.
I never used to play . . . • Option: Read some sentences written by Ss. Ask the
class to guess who wrote the sentences.
• Play the audio program. Ss listen and silently read the
Grammar Focus box. Then point out how questions For more practice with new vocabulary and used to,
are formed (did + use to), and elicit examples from play Mime – download it from the website. Ss act out
the class. statements from the Perspectives section or make up
their own.

T-5 Unit 1
 9 PRONUNCIATION
Learning Objective: sound more natural when
B Pair work
pronouncing used to and use to
• Explain the task. Focus Ss’ attention on their
sentences from Exercise 8B. Ss work in pairs, taking
A [CD 1, Track 8] turns reading the sentences and paying close
• Play the audio program. Point out the reduction attention to the pronunciation of used to. Have them
of used to /ju:s·tu/: The d in used is silent, so the work with a different partner from the one they had in
pronunciation of used to and use to is the same. Exercise 8B.
To sounds like “tuh.”
• Go around the class and listen to Ss’ pronunciation.
• Play the audio program again. This time, have Ss If they are having any difficulty, model the correct
listen and repeat each sentence using the reduced reduced sounds again.
pronunciation of used to.
• Option: For more practice, have Ss pronounce the
statements from Exercise 7.

10 SPEAKING
Learning Objective: discuss childhood memories
B Class activity
• Ss take turns telling the class two interesting things
A Pair work they learned about their partner.
• Explain the task. Ss write three more questions to ask
For more speaking practice, play Just One Minute –
each other. Tell them that they may work individually
download it from the website.
or in pairs on this initial task.
• Pairs take turns asking and answering the questions.
If Ss feel a question is too personal, tell them to make
up an answer or to say “I’m sorry, but I’d rather not
answer that.”

11 WRITING
Learning Objective: write a paragraph about • While Ss are writing their first drafts, go around the
childhood with used to class and give individual feedback on the content
(Note: Writing exercises can be done in class or and organization of each one’s draft. Alternatively,
assigned as homework.) have them work in pairs to give each other comments
on what is good and what could be improved. Have
A Ss revise their paragraphs in class or as homework.
• Have Ss silently read the example paragraph. Elicit For another way to help Ss plan their paragraphs, try
some topics that Ss may wish to include in their Mind Mapping – download it from the website.
own paragraphs (e.g., family, houses, games, and
hobbies). Write the topics on the board. B Group work
• Tell the class to use their questions, notes, and ideas • Read the instructions. Ss take turns reading their
from Exercise 10 as additional topics (e.g., sports and paragraphs in groups and answering any questions.
vacations). Add these to the list on the board. Ss talk about what they have in common.
• Explain the task. Ss write a draft paragraph about • Option: Collect the paragraphs and give Ss written
their childhood. Encourage them to start by comments. You could also post their paragraphs on a
brainstorming ideas for each topic they choose to wall or bulletin board for others to read.
include. Then they should use that information to • Option: Turn this into a project. Have Ss include
write a first draft. photos of their childhood, write poems or songs, or
find out what else happened the year they were born.

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

Good memories T-6

 13 READING
Learning Objectives: scan a biographical article for key
C
facts; identify meaning from context
• Explain the task and Ss work individually to answer
the questions. Go around the class and give help
A as needed.
• Books closed. Ask Ss to work in pairs to brainstorm
• Check answers as a class.
what they know about the artist Frida Kahlo.
To help activate Ss’ schema, play Prediction Bingo – Answers
download it from the website.
1. She played soccer and took up boxing. (She
• Books open. Focus Ss’ attention on the title of the exercised.)
reading. Ask: “What do you think a life in paintings 2. She started painting to entertain herself during
means?” (Possible answer: Her paintings tell her her illness.
life’s story.) 3. Because she was often alone and she knew
herself very well.
• Ss scan the text quickly, ignoring words they don’t 4. Kahlo compared her marriage to the bus
know. They should simply look for the answers to the accident.
questions. (Answers: Kahlo was from Mexico. She was 5. She couldn’t have children because of the bus
involved in a bus accident when she was eighteen. accident and her bad health.
She married Mexican painter Diego Rivera.) 6. She wore traditional Mexican clothes and had
a traditional braided hairstyle. She had thick
TIP eyebrows.
To encourage Ss to read quickly and focus on the
task, give them a time limit. • Option: Have Ss write a time line of Frida’s life from
the information given. (Possible answer: She was
born in 1907, had polio in 1913, had an accident in
B 1925, got married in 1929, she died in 1954).
• Ss read the article individually. Tell them not to use
their dictionaries. Instead, encourage them to circle D Group work
or highlight any words they can’t guess from the • Ss discuss Frida’s life. Encourage Ss to ask follow-up
context of the article. questions.
• Explain the task. Ss find each word in the text and • Option: Ask Ss to think about other artists who are
guess its meaning from context. Go over answers considered different from what society expects.
with the class.
For more practice with past tense questions, play
Twenty Questions – download it from the website.
Answers
Have Ss use famous people to play the game.
1. a. courage 4. d. cast
2. f. tragedy 5. b. recognize Possible answers
3. e. destiny 6. c. injury
Kahlo did sports that most girls didn’t do. She had
• Elicit or explain any new vocabulary. a career as a painter despite her illness. She didn’t
remove hair from her face like other women did.
Vocabulary
illness: a disease or sickness
take up: start to do End of Cycle 2
body cast: a hard protector for the whole body
after you break many bones See the Supplementary Resources chart at the
self-portrait: a painting an artist makes of
beginning of this unit for additional teaching materials
him/herself
achievement: success and student activities related to this Cycle.
eyebrow: the strip of hair growing above a
person’s eye

T-7 Unit 1
Unit 2 Supplementary Resources Overview

After the following You can use these materials Your students can use these materials
SB exercises in class outside the classroom
1 Word Power TSS Unit 2 Vocabulary Worksheet SS Unit 2 Vocabulary 1–2
TSS Unit 2 Extra Worksheet GAME Spell or Slime (Compound nouns)
2 Perspectives
3 Grammar Focus SB Unit 2 Grammar plus, Focus 1
SS Unit 2 Grammar 1
CYCLE 1

GAME Say the Word (Expressions of

quantity 1)
GAME Sentence Stacker (Expressions of
quantity 2)
4 Listening TSS Unit 2 Listening Worksheet
5 Discussion
6 Writing TSS Unit 2 Writing Worksheet WB Unit 2 exercises 1–4

7 Snapshot
8 Conversation SS Unit 2 Speaking 1–2
9 Grammar Focus TSS Unit 2 Grammar Worksheet SB Unit 2 Grammar plus, Focus 2
SS Unit 2 Grammar 2
GAME Sentence Runner (Indirect
questions from Wh-questions)
CYCLE 2

10 Pronunciation
11 Speaking
12 Interchange 2
13 Reading TSS Unit 2 Project Worksheet SS Unit 2 Reading 1–2
VID Unit 2 SS Unit 2 Listening 1–3
VRB Unit 2 SS Unit 2 Video 1–3
WB Unit 2 exercises 5–8

With or instead of the You can also use these materials

following SB section for assessment
Units 1–2 Progress Check ASSESSMENT PROGRAM Units 1–2 Oral Quiz
ASSESSMENT PROGRAM Units 1–2 Written Quiz

Key GAME: Online Game SB: Student’s Book SS: Online Self-study TSS: Teacher Support Site
VID: Video DVD VRB: Video Resource Book WB: Online Workbook/Workbook

Unit 2 Supplementary Resources Overview Interchange Teacher’s Edition 2 © Cambridge University Press 2017 Photocopiable
My Plan for Unit 2
Use the space below to customize a plan that fits your needs.

With the following I am using these materials My students are using these materials outside
SB exercises in class the classroom

With or instead of the I am using these materials

following SB section for assessment

Interchange Teacher’s Edition 2 © Cambridge University Press 2017 Photocopiable My Plan for Unit 2
2 Life in the city
Cycle 1, Exercises 1–6
In Unit 2, students discuss city life. By the end of
Cycle 1, students will be able to discuss city issues
and public services using expressions of quantity
and compound nouns. By the end of Cycle 2,
students will be able to ask indirect questions.

1 WORD POWER
Learning Objective: use compound nouns to discuss Answers
transportation
bicycle: bicycle lane, bicycle stand
• Option: To introduce the topic of this cycle bus: bus lane, bus station, bus stop, bus system
(transportation and other public services in a city), green: green space
ask: “How many hours do you spend traveling each parking: parking garage, parking space
day? How do you get around the city? Do you ever recycling: recycling center, recycling system
street: streetlight
get stuck in traffic? What do you do to stay calm?”
subway: subway station, subway stop, subway
system
A taxi: taxi lane, taxi stand
• Ask Ss: “What do we call a police officer who is a traffic: traffic jam, traffic light
train: train station, train stop, train system
man? What do we call the car he drives? What do we
call his dog?” (Answers: a policeman, a police car, a
police dog) TIP
Encourage Ss to keep a vocabulary notebook.
• Write these words on the board and explain that they
are compound nouns, or nouns that consist of two or
more words. Point out that some compound nouns B Pair work
are written as one word and others are written as two
• Ss work in pairs to discuss which things in part A can
separate words. be found where they live. Go around the class and
• Use the example answer to model the task. Help give help as needed.
Ss make a compound noun using the first word in
column A (bicycle). Point out that more than one TIP
combination is sometimes possible. To help Ss remember the new vocabulary, make a
vocabulary box. Ask them to write the new words
• Ss work individually or in pairs to complete the task on slips of paper and put the slips into a shoebox
before looking in a dictionary. or container. Review a few of these words during
• Elicit answers and ask Ss to write them on the board. each class. Write a check (✓) on the slip if Ss are
able to recall the word. When a slip has three
checkmarks, remove it from the box.

To review the new vocabulary, play Picture It! –

download it from the website.

2 PERSPECTIVES
Learning Objective: identify expressions of quantity • Explain that too much means “more than we want.”
in context Ask: “Which things do the speakers think there are
too much of?” (Answer: pollution, cars) Then ask:
A [CD 1, Track 9] “What things do the speakers think there are not
enough of?” (Answers: police officers, streetlights,
• Books closed. Write these questions on the board:
parking)
A. Which speaker says the biggest problem is
For another way to teach this Perspectives, try
parking?
Running Dictation – download it from the website.
B. Which speaker says the streets are dark and
dangerous?
C. Which speaker says there is too much pollution?
B Pair work
• Explain the task. Ss work in pairs to decide on the
• Play the audio program. Ss listen and decide which
biggest problem. Then elicit answers from the class.
speaker made each statement. (Answers: A. 3, B. 1,
C. 2 ) • Option: Prepare some pictures about city issues to
bring to class. Ask Ss to identify the problem and
• Books open. Have Ss look at the comments made by
suggest a possible solution.
each speaker and match each opinion to the correct
picture. (Answers: 1. c, 2. a, 3. b)

Life in the city T-8

 3 GRAMMAR FOCUS
Learning Objective: use expressions of quantity with • Point out the first two sentences in the Grammar
count and noncount nouns Focus box. Elicit sentences that mean the same:
There are too many cars. (Answer: There should be
[CD 1, Track 10] fewer cars.)
Count/noncount nouns There is too much pollution. (Answer: There should
be less pollution.)
• Elicit or explain the differences between count and
noncount nouns: • Option: Ask Ss to change the other sentences so
that they mean the same.
Count nouns have a plural form – usually with -s –
because they are considered separate and countable More/(not) enough
things (e.g., a car, two cars). • Ss read the more/(not) enough examples in the
Noncount nouns do not have a plural form because Grammar Focus box. Answer any questions they have.
they are impossible to separate and count (e.g., • Play the audio program to present the information.
traffic, but not one traffic, two traffics).
• Draw two columns on the board with the headings: A
Count nouns and Noncount nouns. Ask Ss to find
• Read the instructions and model the task with the
examples of each in the Perspectives section. Then
first two sentences. Ss work individually and then
elicit answers and write them on the board.
compare answers in pairs. Elicit answers.
For more practice with count and noncount nouns,
play Run for It! – download it from the website. Answers
Prepare a list of sentences with missing nouns. Then
1. We need more public schools.
write each missing noun on a sign and post the signs 2. There are too many accidents.
on the classroom walls. 3. There aren’t enough/too few public parks.
Too much/many; less/fewer 4. There is too much noise all the time.
5. There isn’t enough/too little recycling in
• Write this on the board: our city.
Count nouns: there are + too many/few, fewer 6. The government should build more/less
Noncount nouns: there is + too much/little, less affordable housing.
7. The city needs more/fewer bicycle lanes.
• Option: Do a quick substitution drill. Ask Ss to use 8. There aren’t enough/too few free Wi-Fi
information about their city. hotspots.
T: Streetlights.
S1: There are too few streetlights.
T: Pollution.
B Pair work
S2: There is too much pollution. • Read the instructions and elicit some answers for the
first item. Ss work in pairs to write sentences. Ss will
use their sentences again in Exercise 6B.

4 LISTENING
Learning Objective: listen for details in a passage
B [CD 1, Track 12]
about traffic problems
• Read the instructions and draw Ss’ attention to
the model answer for statement 1. Play the audio
A [CD 1, Track 11] program again. Ss listen and correct statements 3
• Books closed. Ask: “What are some problems people and 4 in the chart. Go over answers with the class.
normally have in a big city?” Elicit responses.
• Set the scene. Two neighbors are talking about some Possible answers
problems their city has. Play the audio program. Ss 1. He starts his new job tomorrow.
listen and mark statements true or false. 3. In summer, there are too many tourists.
4. People ride their bikes a lot.
Audio script
See page T-168.
C Pair work
• Have Ss discuss possible solutions. Help students
Answers having difficulty. Ask Ss to tell the class about what
1. False 2. True 3. False 4. False 5. True they discussed.

T-9 Unit 2