Interchange 4th Edition Level 1 Student Book Welcome to Interchange Fourth Edition, the world's most successful English series! Interchange Full page. New Interchange Intro Student's Book, Interchange Intro Teacher's Resource Book, Interchange Intro Workbook B, Interchange Intro Video Activity Book, In. Interchange (3rd Edition) is a fully revised edition of New Interchange, the world's most successful English series for adult and young adult learners Student's Book | Workbook | Teacher's Edition | Audio Program | Multimedia | Lab Program .
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Authors: Jack C. Richards, Susan Proctor, Jonathan Hull, Deborah B. Gordon, Chuck Sandy. The Interchange book series by multiple authors includes books New Interchange 4 Four Star Student's Book, New Interchange 4 Four Star Workbook, New Interchange 2 Lab Guide, and several more. 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. It remains the innovative series teachers and students have grown to love, while incorporating Interchange Fourth Edition Intro Video Student's book All in One.
Skip to main content. Interchange Fourth Edition. In Stock. I'm very glad that I stillcan find this edition. I have my own English school but I'm just starting and last year I bought all the softwares of Interchange Third Edition, without knowing that a Fourth edition was going to be forced to have it. Now, none bookshops are selling the 3rd edition and i'm dsesperated to find 3rd edition books for my students. Add to cart.
The intent was to enable the bodies of journal articles to pass nearly unchanged into book parts, with changes to only the outer wrapping element and certain book-specific metadata reflecting the move from an issue of a journal to the chapter of a book. The XInclude mechanism allows books to be managed in component pieces. BITS describes both the metadata and the narrative content of a book, both the metadata and narrative content for book components, and collection-level metadata for book sets and book series when a book part is associated with one or more such collections.
Book metadata is unlike that for journal articles, making this one of the real changes from JATS. Naming Parts of a Book BITS is entirely agnostic concerning the many terms the publishing industry uses to name components of books, terms such as, for example, chapter, part, unit, module, lesson, segment, division, section, etc. There are, however, a few named book parts in BITS, largely in the narrative front matter and the back matter of a book.
Because BITS, like its JATS parent, does not lead publishers but tries to consolidate current publishing practice, the following named book parts that were requested explicitly by book publishers have been built into BITS: Dedication, Foreword, Preface, Table of Contents a structural Table of Contents that can be edited , and Index a structural index that can be edited. The Index and Table of Contents structures are modeled with specific semantic elements. By contrast, the named front matter parts, such as 'Preface', are modeled as generic structures.
BITS is entirely agnostic concerning such collective nouns and merely collects the metadata naming such a grouping. Just as the XML of a JATS journal article may contain only the metadata for an article the narrative text of the body and back matter are optional , a BITS book element may contain only the metadata for a book the narrative text of the book, the back matter, and any book part are optional. When both the metadata and the text of a book are to be tagged in XML, a BITS book may be composed of the following components: Collection Metadata optional, repeatable.
Bibliographic metadata describing a book set or book series to which this book or book part belongs. A book or book part may be part of many collections.
Book Metadata optional. This is not the textual front matter that appears at the beginning of a book, rather this is bibliographic information about the book.
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.
Obviously, most teachers use textbooks, especially those accompanied with workbooks, helpful teacher manuals and non-print instructional supplements such as audiotapes, CDs and computer-based materials, as their primary teaching resource in providing the context of the lessons and classroom practice. Rarely does it occur that language teachers deprive themselves and their students of the merits of textbooks.
Textbook Evaluation Textbook evaluation is an applied linguistic activity through which teachers, supervisors, administrators and material-developers can make judgments about the effect of the materials on the people using them" Tomlinson, p. Constant evaluation of textbooks to see if they are appropriate is of great importance.
This process enables us to make informed decisions through which student achievement will increase and educational programs will be more successful.
According to Sheldon , there are several reasons for the Evaluation of textbooks. As there are many diverse ELT textbooks in the market, there is a necessity for the evaluation of textbooks in order to be able to recognize the advantages of one over the others, which in turn will lead to the adoption of the Textbook.
In comparison to Interchange, Top-Notch series is rather new.
In recent years, in most language institutes there has been a shift from Interchange to Top-Notch, mostly because Top-Notch is a newer book.
Despite that, there are some language institutes, where teachers still insist on using Interchange as the academic book to be taught in classes. Studies, as the results obtained for Yousefi and Vahid Dastjerdi , indicate that in the views of students both books are the same on the whole and students are satisfied with both.
The former is produced by some famous western publishers such as Longman, Oxford and Cambridge. Local educational institutions produce the latter. In Iran like many other countries located in the Middle East region, schools, government-run or private, use institutional materials produced according to the syllabuses and curriculum designed and developed by the Ministry of Education and under the supervision of this organization. Global materials such as Headway, Interchange, Cutting- Edge and Top-Notch are widely used in private language institutes or in colleges.
The aforementioned series of books are used widely across the country and each has been replaced after some time because of this or that unexplained reason. However at first sight there seems to be a marked difference and improvement in new books, it seems to be all as a rule of thumb and not based on a research.
Therefore it remains to be seen whether the previous books were more or less efficient or inefficient than the new books. Plus, no one can firmly, based on evidence, say what the outcomes of the books have been and whether the shift has been necessary or not.
Thus the aim of this research is to compare and contrast two of the well-known and broadly spread books — Interchange and Top-Notch — and see if the shift has been necessary and the result is hoped to help in the selection of the most appropriate materials in the context of Foreign Language FL for the learners and teachers in Iran.
Related studies conducted in the field of textbook evaluation are reported below: Azizfar conducted a research on two series of ELT high school textbooks.
He suggested that enough opportunity for using language communicatively should be available in the book. In a comparative study between Interchange and Top-Notch, Amiryousefi and Dastjerdi , compared the two books.
The data were combined and thus the results indicated that both groups were satisfied with their books. This was because of the variety of topics and exercises included.
In another comparative study, Rezaee, Kouhpaeenejad, and Mohammadi evaluated Interchange 3rd edition and Top-Notch 2nd edition books. Participants of the study were language learners of both sexes between ages. The results from the data obtained suggested that the difference between the two books were insignificant. Moreover, Nahrkhalaji , studied the merits and demerits of EFL textbooks and described two types of books used in Iran.
The research included whilst-use and post-use evaluation. First in classroom and then long- term effects of the materials were examined. Finally, the researcher proposes some suggestions for evaluation, development and application of materials in language learning.
The categories fall into three branches: Presentation, Physical make-up, and Administration concerns. Each of mentioned main categories includes some subcategories. The conclusion of the research was that not every textbook has all the features present in it and at once the whole lot. The criterion for choosing these instructors was having the experience of teaching these books at least 3 semesters. For the sake of ethical considerations, participants were informed about the aim of the research and they were allowed to fill in the questionnaires anonymously.
Instrument The data were collected through a questionnaire. The questionnaire originally developed by Alamri, consisted of 12 categories and 63 subcategories measured on a four point Liker scale 1- strongly disagree, 2- disagree, 3- agree, 4- strongly agree, the language used in questionnaire was English; there was no need to translate it into Persian due to high level of proficiency of teachers. In this research, top notch series and Interchange series were evaluated in term of "general appearance, design and illustration, accompanying materials, objectives, topic contents, language contents, social and cultural contexts, language skills, teachability, flexibility, teaching methods, practice and testing "the content validity of the questionnaire was approved by three applied linguists, faculty members of state university in Kazerun.
Some minor changes were made by the experts. Procedure As a result of the need felt in seeking answers to questions as such, the literature regarding theoretical and practical views about Interchange and Top-Notch in this field were studied and much helpful information were gathered both in practical and theoretical sense. Criterion of Interchange was different from that of Top-Notch.
The criterion of Interchange was steady but changing in higher levels for Top-Notch. Three of the subject experts at Salman Farsi University of Kazerun recognized and proved the validity of the Questionnaire. Then the participants of the research study were chosen quite randomly, whoever available, in 5 cities. The teachers were both male and female and of different ages.
All were teachers of English having an experience in teaching one of the books —Interchange or Top-Notch. The questionnaires were given to the teachers in language institutes and they were explained about the aim of the research and were asked to answer carefully.
They believed that when Iranian educational administers do not have that competency and sufficiency in writing down the book, why they should let themselves to Page TAYEBI et al.
So, they chose the scale -strongly agree-for all the 63 questions but for 2 or 3 questions. From 60 questionnaires, 50 were back. Besides, they had unlimited time to think it through if needed. Then, the data gathered were analysed in Spss It means that there was a noticeable difference between the perceptions of Iranian EFL teachers about Top-Notch and Interchange in terms of both the whole questionnaire and the categories included.
Overall, the findings indicated that teachers had a better perception about Interchange series.
Details are reported in the following table: Table 1. General comparison of Interchange vs. Interchange and Top-Notch were evaluated. This section is evaluated on the basis of seven criteria: 1. Cover 2. Font size 3.
Orientation page 4. Table of contents 5. Title 6. Glossary 7. That is, there is no significant difference in this part based on the evaluations of the Iranian EFL teachers.
B, Design and Illustration The second aspect that is analysed is Design and Illustration of the books. This part is analysed on the basis of seven criteria: 1. Variety of design to achieve impact 2. Enough white space to achieve clarity 3. Consistency in the use of headings, icons, labels, italics, etc. Varied and attractive illustrations 5. Stimulating creativity 6. Functional illustrations 7. Higher mean for Interchange indicates that the book has been more satisfactory in this regard.
C, Accompanying Materials This section deals with the materials that accompany the books.
The criteria in this part are: 1. Cassettes 2. Posters and flash cards 4. This means that Interchange book has been more satisfactory. D, Objectives Section D of the questionnaire assesses the books objectives, based on 10 criteria: 1. Fulfilling the general objectives for intermediate students 3.
Theoretical background 4. Degree of mastery 5. Needs and wants of the intermediate students 6.