world link 1 students book

5 minHave students think about the video and choose the correct answer.. Ask students why they think people make fake photos and how they do it?. You could print some examples of fake ph

JAMES R MORGAN NANCY DOUGLAS

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ISBN: 978-0-357-50214-3

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World Link Level 1: Developing English Fluency,

Fourth Edition

Publisher: Sherrise Roehr

Executive Editor: Sarah Kenney

Senior Development Editor: Lewis Thompson

Director of Global Marketing: Ian Martin

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Irina Pereyra (Latin America)

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Thank you to the educators who provided invaluable feedback throughout the development of the World Link series:

Asia

Michael Jake Arcilla, Aii Language Center, Phnom Penh; Fintan Brennan, Meisei University, Tokyo; Tyler Burden, Meisei

University, Tokyo; Catherine Cheetham, Tokai University, Tokyo; Will Fan, Xiamen Wanda, Xiamen; Mark Firth, Oberlin University,

Machida; Hiroshi Fukuda, Jumonji University, Niiza; Thomas Goetz, Hokusei Gakuen University, Sapporo; Helen Hanae, Reitaku

University, Kashiwa; Louis Liu, Meten English, Shenzen; Shaun McLewin, Hanseo University, Seosan; Raymond Monk, Jr., Meten English, Dalian; Donald Patterson, Seirei Christopher University, Hamamatsu City; Mongkol Sodachan, Rangsit University,

Pathum Thani; Robert Wright, Meten English, Chengdu; Elvira Wu, Meten English, Quanzhou; I-Cheng Wu, Southern Taiwan

University of Science and Technology, Tainan City; Xie Yu, SFLEP, Shanghai; Vince Zhang, Thinktown, Hangzhou; Vivi Zhang,

Xiamen Wanda, Xiamen

Latin America

Anthony Acevedo, ICPNA, Lima; Jorge Aguilar, Centro de Estudios de Idiomas UAS, Culiacan; Lidia Stella Aja, Centro Cultural

Colombo Americano, Cali; Ana Laura Alferez, Instituto Domingo Savio, Mexico City; Lúcia Rodrigues Alves, Seven, Sao Paulo;

Alessandra Atarcsay, WOWL Education, Rio de Janeiro; Isabella Campos Alvim, IBEU Copacabana, Rio de Janeiro; Ana

Berg, Ana Berg EFL School, Rio de Janeiro; Raul Billini, Santo Domingo; Isabela Villas Boas, Casa Thomas Jefferson, Brasilia;

Lourdes Camarillo, Escuela Bancaria Comercial, Mexico City; Cinthia Castañeda, Centro de Idiomas, Coatzacoalcos; Enrique

Chapuz, Universidad Veracruzana, Coatzacoalcos; Giseh Cuesta, MESCyT, Mexico City; Carlos Fernández, ICPNA, Lima; Vania

Furtado, IBEU Copacabana, Rio de Janeiro; Mariana Garcia, BUAP, Puebla; Jeanette Bravo Garonce, IPA Idiomas, Brasilia;

Luiz Henrique Bravo Garonce, IPA Idiomas, Brasilia; Fily Hernandez, Universidad Veracruzana, Coatzacoalcos; Manuel Hidalgo

Iglesias, Escuela Bancaria Comercial, Mexico City; Dafna Ilian, ESIME, Azcapotzalco; Rubén Jacome, Universidad Veracruzana, Coatzacoalcos; Beatriz Jorge, Alumni, Sao Paulo; Gledis Libert, ICDA, Santo Domingo; Rocio Liceaga, International House,

Mexico City; Elizabeth Palacios, ICPNA, Lima; Emeli Borges Pereira Luz, UNICAMPI, Sao Paulo; Patricia McKay, CELLEP,

Sao Paulo; Victor Hugo Medina, Cultura Inglesa Minas Gerais, Belo Horizonte; Maria Helena Meyes, ACBEU, Salvador; Isaias

Pacheco, Universidad Veracruzana, Coatzacoalcos; Miguel Rodriguez, BUAP, Puebla; Nelly Romero, ICPNA, Lima; Yesenia

Ruvalcaba, Universidad de Guadalajara, Guadalajara; Eva Sanchez, BUAP, Puebla; Marina Sánchez, Instituto Domingo Savio,

Mexico City; Thais Scharfenberg, Centro Europeu, Curitiba; Pilar Sotelo, ICPNA, Lima; Rubén Uceta, Centro Cultural Domínico

Americano, Santiago De Los Caballeros; Italia Vergara, American English Overseas Center, Panama City; Maria Victoria Guinle

Vivacqua, UNICAMP, Sao Paulo

United States and Canada

Bobbi Plante, Manitoba Institute of Trades and Technology, Winnipeg; Richard McDorman, Language On Schools, Miami, FL;

Luba Nesteroba, Bilingual Education Institute, Houston, TX; Tracey Partin, Valencia College, Orlando, FL

Acknowledgments | iii

SCOPE AND SEQUENCE

LESSON A Getting To Know You p 4 LESSON B Appearance p 9

The Jolly Green Lady p 2 Personal information p 4

(city, email address, hometown, last name)

Physical descriptions p 9

(blue eyes, long hair, tall, thin, young )

Street interviews

at a festival p 5 Podcast about language learning

p 12

Review of the simple present

p 7

Describing appearance using

be / have p 13

LESSON A What Are You Doing? p 18 LESSON B How Do You Feel? p 23

The Smile Test

p 18 (laughing, shouting, smiling, waving )

Feelings p 23

(angry, bored, happy, nervous, sad )

Livestream from a race p 19 People explaining how they feel and why p 26

The present continuous:

affirmative and negative statements p 21 Subject and object pronouns

p 27

LESSON A

At the Supermarket

p 32 LESSON B Let’s Go Shopping! p 37

What is Your Least Favorite Part of Going

to the Store?

p 30

Foods in your kitchen p 32

(cake, chicken, fish )

At the store p 37

(buy, pay, sell, try

on )

Conversation about going to the store p 33 Conversations about buying and returning items

p 40

Count and noncount nouns

p 35

Quantifiers with affirmative and negative

statements p 41

REAL WORLD LINK 1 What’s Trending? p 44

LESSON A How’s the Weather? p 48 LESSON B Taking a Trip

p 53

Going Somewhere

p 47

The weather p 48

(cloudy, sunny, windy )

Travel p 53

(photos, sightseeing, ticket )

Podcast about the best time to travel

p 49

Conversations during travel p 56

Connecting ideas

with but, or, and

so p 51

Possessive adjectives and possessive pronouns p 57

LESSON A Pioneers p 62 LESSON B

Everyday heroes

p 67 (admire, caring, generous, helpful )

Interview with

a photographer

p 63

Podcast about small acts of kindness p 70

The simple past

with be p 65

The simple past:

affirmative and negative

statements p 71

LESSON A Memory p 76 LESSON B Sleep p 81

I Never Forget a Face p 74 Can you remember? p 76

(forget, recognize, remember )

Sleep p 81 (dream,

fall asleep, wake up )

Radio show about memorizing words in a new language p 77 Lecture about sleep and energy patterns p 84

The simple past:

affirmative and negative statements (irregular verbs)

p 79

The simple past:

question forms

p 85

REAL WORLD LINK 2 Profile a Role Model p 88

LESSON A Getting To Know You p 4 LESSON B Appearance p 9

The Jolly Green Lady p 2 Personal information p 4

(city, email address, hometown, last name)

Physical descriptions p 9

(blue eyes, long hair, tall, thin, young )

Street interviews

at a festival p 5 Podcast about language learning

p 12

Review of the simple present

p 7

Describing appearance using

be / have p 13

LESSON A What Are You Doing? p 18 LESSON B How Do You Feel? p 23

The Smile Test

p 18 (laughing, shouting, smiling, waving )

Feelings p 23

(angry, bored, happy, nervous, sad )

Livestream from a race p 19 People explaining how they feel and why p 26

The present continuous:

affirmative and negative statements p 21 Subject and object pronouns

p 27

LESSON A

At the Supermarket

p 32 LESSON B Let’s Go Shopping! p 37

What is Your Least Favorite Part of Going

to the Store?

p 30

Foods in your kitchen p 32

(cake, chicken, fish )

At the store p 37

(buy, pay, sell, try

on )

Conversation about going to the store p 33 Conversations about buying and returning items

p 40

Count and noncount nouns

p 35

Quantifiers with affirmative and negative

statements p 41

REAL WORLD LINK 1 What’s Trending? p 44

LESSON A How’s the Weather? p 48 LESSON B Taking a Trip

p 53

Going Somewhere

p 47

The weather p 48

(cloudy, sunny, windy )

Travel p 53

(photos, sightseeing, ticket )

Podcast about the best time to travel

p 49

Conversations during travel p 56

Connecting ideas

with but, or, and

so p 51

Possessive adjectives and possessive pronouns p 57

LESSON A Pioneers p 62 LESSON B

Everyday heroes

p 67 (admire, caring, generous, helpful )

Interview with

a photographer

p 63

Podcast about small acts of kindness p 70

The simple past

with be p 65

The simple past:

affirmative and negative

statements p 71

LESSON A Memory p 76 LESSON B Sleep p 81

I Never Forget a Face p 74 Can you remember? p 76

(forget, recognize, remember )

Sleep p 81 (dream,

fall asleep, wake up )

Radio show about memorizing words in a new language p 77 Lecture about sleep and energy patterns p 84

The simple past:

affirmative and negative statements (irregular verbs)

iv

SCOPE AND SEQUENCE

LESSON A Your Space p 4 LESSON B Our Space p 9

The Rise of Open Streets

p 3

Home improvements

p 4 (clutter, repaint, repair)

Public and private spaces p 9

(private property, public space, preserve)

Lecture about the color wheel p 5 Podcast about the rules for visiting a place p 12

Stative passive voice p 7 Giving permission and expressing prohibition p 13

LESSON A Explain It to Me

p 18 LESSON B Have you heard the news? p 23

A Unique US Town p 16 Personal communication

p 18 (chat, talk, share)

Types of news

p 23 (local / national / political / sports news, investigate, get news)

Talk about

mukbang videos

p 19

Newscast on unique news stories p 26

Subject relative

clauses with who and that p 21

Review of the present perfect

p 27

LESSON A Growing Up p 32 LESSON B Big Changes

p 37

I Like Being 98

p 32 (childhood, adulthood, get a job )

Life changes

p 37 (enroll in college, get married, start a family )

Speech about accents and speaking a foreign language

p 33

Lecture about

“emerging adulthood” p 40

Review of future forms p 35 Object relative clauses with

where, when, and why p 41

REAL WORLD LINK 1 Set Up a Community Center p 44

LESSON A Appearance

p 48 LESSON B Dating p 53

This Tree in Germany Could Bring You Love

p 47

Ways to improve and change appearance

p 48 (brush your hair, wash your face, get a manicure)

Dating p 53 (ask

out, break up, turn down)

Lecture about why men and women take selfies p 49 Conversation about relationships in a group of friends

p 56

Adverbs used with the present perfect p 51 Phrasal verbs

p 57

LESSON A Mind Your Manners p 62 LESSON B Adjusting to a New Place p 67

Intercultural Communication

p 61

Appropriateness and respect across cultures

p 62 (considerate, polite, respectful )

Intercultural communication

p 67 (eye contact, personal space, facial expression )

Conversation about classroom respect norms

p 63

Lectures about small talk, body language, and eye contact p 70

It + be + adjective

+ infinitive /

Gerund + be +

adjective p 65 Present and future time clauses with

when, before, after, as soon as / once p 71

LESSON A Success Stories

p 76 LESSON B Advertising p 81

Searching for China’s Ancient Tea Leaves

p 74

Business and commerce

p 76 (employee, purchase, develop)

Marketing and advertising p 81

(ad, slogan, target audience)

Podcast about a unique bookstore

p 77

Commercials about new apps

p 84

The passive voice:

simple present and simple past

BUSINESS AND MARKETING P 74

MEN AND WOMEN P 46

iv

LESSON A Your Space p 4 LESSON B Our Space p 9

The Rise of Open Streets

p 3

Home improvements

p 4 (clutter, repaint, repair)

Public and private spaces p 9

(private property, public space, preserve)

Lecture about the color wheel p 5 Podcast about the rules for visiting a place p 12

Stative passive voice p 7 Giving permission and expressing prohibition p 13

LESSON A Explain It to Me

p 18 LESSON B Have you heard the news? p 23

A Unique US Town p 16 Personal communication

p 18 (chat, talk, share)

Types of news

p 23 (local / national / political / sports news, investigate, get news)

Talk about

mukbang videos

p 19

Newscast on unique news stories p 26

Subject relative

clauses with who and that p 21

Review of the present perfect

p 27

LESSON A Growing Up p 32 LESSON B Big Changes

p 37

I Like Being 98

p 32 (childhood, adulthood, get a job )

Life changes

p 37 (enroll in college, get married, start a family )

Speech about accents and speaking a foreign language

p 33

Lecture about

“emerging adulthood” p 40

Review of future forms p 35 Object relative clauses with

where, when, and why p 41

REAL WORLD LINK 1 Set Up a Community Center p 44

LESSON A Appearance

p 48 LESSON B Dating p 53

This Tree in Germany Could Bring You Love

p 47

Ways to improve and change appearance

p 48 (brush your hair, wash your face, get a manicure)

Dating p 53 (ask

out, break up, turn down)

Lecture about why men and women take selfies p 49 Conversation about relationships in a group of friends

p 56

Adverbs used with the present perfect p 51 Phrasal verbs

p 57

LESSON A Mind Your Manners p 62 LESSON B Adjusting to a New Place p 67

Intercultural Communication

p 61

Appropriateness and respect across cultures

p 62 (considerate, polite, respectful )

Intercultural communication

p 67 (eye contact, personal space, facial expression )

Conversation about classroom respect norms

p 63

Lectures about small talk, body language, and eye contact p 70

It + be + adjective

+ infinitive /

Gerund + be +

adjective p 65 Present and future time clauses with

when, before, after, as soon as / once p 71

LESSON A Success Stories

p 76 LESSON B Advertising p 81

Searching for China’s Ancient Tea Leaves

p 74

Business and commerce

p 76 (employee, purchase, develop)

Marketing and advertising p 81

(ad, slogan, target audience)

Podcast about a unique bookstore

p 77

Commercials about new apps

p 84

The passive voice:

simple present and simple past

UNITS 1–6

PRONUNCIATION SPEAKING READING WRITING ENGLISH ACTIVE AND READING LISTENING

SKILLS

GLOBAL VOICES Question intonation

yourself and asking questions p 6

How to Spot

a Fake Photo

p 10

Write a description

of a photo

p 14

Ask questions to gather personal information p 8 Talk about and describe people p 14

Listen for details

p 5

Check understanding

p 10

Nice to Meet You

p 15

Contractions p 20 Greeting people

and asking how they are p 20

What Are You Afraid Of? p 24

Write about feelings p 28 Create conversations based on an image

p 22

Game to explore classmates’ feelings

p 28

Make predictions p 25 Understand meaning p 26

How Do You Feel?

p 29

Syllables p 33 Talking about

things you need

p 34

A Magical Market p 38 Write about a favorite store

Check comprehension

p 38

Understand context p 40

Getting Ready!

Packing tips for your next trip p 54

Write an email p 58 Create a visitor’s guide p 52

Plan a trip p 58

Make predictions p 49 Identify topic sentences p 55

National Geographic Explorers: What Item Would You Not Leave Home Without? p 59

Simple past -ed

endings p 71 Agreeing and disagreeing

with an opinion

p 64

Pay it Forward

p 68

Write a letter

to nominate someone for

Our Hero: Jane Goodall p 73

Irregular simple

past p 79 Expressing degrees of

certainty p 78

A Study of Sleep p 82 Write about a past

experience

p 86

Talk about an important event from the past p 80 Talk about sleep habits and give advice

Scope and Sequence | v

p 10

Respond to a public issue

p 14

Give and respond to suggestions about renovating a room p 8 Role-play a public debate p 14

Using diagrams p 4 Welcome to Shanghai p 15

Rising intonation

on tag question

right p 20

Expressing uncertainty

Use subject relative clauses to describe different types of people p 22 Describe and categorize a local news story p 28

Using synonyms p 18 Investigate and report

p 38

Write about

an important life event

p 42

Game using set answers to ask and answer questions and discuss likelihood

p 36

Talk about milestones and share interesting facts about a partner

p 42

Identifying unfamiliar words p 39

Dominique Gonçalves: A Career Milestone p 43

p 58

Draw conclusions

p 49

Use context clues p 55

Women in Fire p 59

Compound nouns

appropriate behavior p 64

Welcome to Bogota! p 68 Create a how-to

presentation

p 72

Play a game where you agree / disagree about cultural norms

p 72

Aziz Abu Sarah:

Getting Over Cultural Barriers

p 73

Stress shifts p 84 Asking about a

person’s line of work p 78

Life without billboards?

p 82

Write a commercial

p 86

Make a short presentation about a company p 80 Write and present a commercial p 86

Word families

Got Her Message to the World p 87

Scope and Sequence | v

SCOPE AND SEQUENCE

LESSON A

My Neighborhood

p. 92 LESSON B

What’s your city

like? p 97 (delays,

journey, traffic )

Conversation between people

on their way to a place p. 93

How many / How much p. 101

LESSON A Sports p. 106 LESSON B Personality

p. 111

What it Takes

to be an Explorer p. 104

Sports and activities p. 106

(surfing, swimming, tennis )

Personality traits

p. 111 (ambitious, careful, shy )

A story about

an interesting person p. 107 Conversation about finding a roommate p. 114

Verb + infinitive and verb + noun

p. 109

Questions and answers with

How often p. 115

LESSON A Personal Habits

p. 120 LESSON B Breaking the Plastic Habit

Lecture about to-do lists p. 121 Radio interview about an important change

p. 137

A relaxation exercise p. 144

p. 150 LESSON B Risk p. 155

Radio program about a famous artist p. 151 Story about

a memorable experience p. 158

Using can and

could for ability

p. 164 LESSON B Movie Reviews

p. 169

Saving the Silver Screen

p. 163

Types of movies

p. 164 (action movie, drama, horror )

Review a movie

p. 169 (boring, entertaining, funny, original )

Conversation between two people choosing

a movie to watch

p. 165

Conversation between two people discussing new movies p. 172

The present continuous as future p. 167

-ed and -ing

adjectives p. 173

REAL WORLD LINK 4 What Did You Learn? p 176

LESSON A

My Neighborhood

p. 92 LESSON B

What’s your city

like? p 97 (delays,

journey, traffic )

Conversation between people

on their way to a place p. 93

How many / How much p. 101

LESSON A Sports p. 106 LESSON B Personality

p. 111

What it Takes

to be an Explorer p. 104

Sports and activities p. 106

(surfing, swimming, tennis )

Personality traits

p. 111 (ambitious, careful, shy )

A story about

an interesting person p. 107 Conversation about finding a roommate p. 114

Verb + infinitive and verb + noun

p. 109

Questions and answers with

How often p. 115

LESSON A Personal Habits

p. 120 LESSON B Breaking the Plastic Habit

Lecture about to-do lists p. 121 Radio interview about an important change

p. 137

A relaxation exercise p. 144

p. 150 LESSON B Risk p. 155

Radio program about a famous artist p. 151 Story about

a memorable experience p. 158

Using can and

could for ability

p. 164 LESSON B Movie Reviews

p. 169

Saving the Silver Screen

p. 163

Types of movies

p. 164 (action movie, drama, horror )

Review a movie

p. 169 (boring, entertaining, funny, original )

Conversation between two people choosing

a movie to watch

p. 165

Conversation between two people discussing new movies p. 172

The present continuous as future p. 167

-ed and -ing

adjectives p. 173

REAL WORLD LINK 4 What Did You Learn? p 176

ALL ABOUT YOU P 104

LESSON A How do you feel?

p. 92 LESSON B Staying Healthy

p. 97

Is it better to shake hands

or bump fists?

p. 91

Injuries, illnesses, and treatment

p. 92 (injury, hurt, medicine)

Physical and mental health

p 97 (stress management, staying healthy, wellbeing)

Talk by a ranger about wilderness safety p. 93 Conversation about symptoms

LESSON A Leisure Time

p. 106 LESSON B Daring Activities

p. 111

Rock Climbing

in Oman p. 105 Free-time activities p. 106

(active, spare time, take part in)

Preparing and embarking on

a trip p. 111

(challenge, head out, get used to)

Announcements about

recreational activities p. 107 Report about parkour p. 114

Present perfect continuous vs

present perfect

p. 109

Present perfect continuous vs

present perfect

vs simple past

p. 115

LESSON A Urban Issues

p. 120 LESSON B Social Issues

p. 125

Detroit Hives

p. 120 (public safety, traffic congestion, unaffordable housing )

Social issues

p. 125 (interact, provide, support )

Lecture about light pollution

p. 121

Talk about online and offline life and social media

p. 128

too and enough

p. 123

Future real conditionals (type 1) p. 129

REAL WORLD LINK 3 Design a Preserve p 132

LESSON A Saving and Spending p. 136 LESSON B Striking It Rich

p. 141

Chinese New Year p. 135 Saving and spending p. 136

(budget, debt, money )

Ways to use and spend money

p. 141 (donate, invest, earn)

Lecture about whether money can buy happiness p. 137 Interview about how rich people use money p. 144

p. 150 LESSON B Why would I lie?

Talk about a social science study where people “found”

wallets on the street p. 151 Podcast about the reliability of tech and apps p. 158

Present unreal conditionals (type 2) p. 153 Reported statements with

say and tell p. 159

LESSON A The Animal World p. 164 LESSON B The Man-made World p. 169

Reynaldo p. 163 The environment

and endangered animals p. 164

(awareness, endangered, wildlife)

Buildings and construction

p. 169 (obstacle, structure, design)

Lecture about two unusual animals

p. 165

Story about floating hospitals

in Bangladesh

p. 172

Subject and object relative clauses p. 167 The passive with various tenses

p. 173

REAL WORLD LINK 4 Track Your Food Waste p 176

WHAT ARE YOU INTO? P 104

OUR WORLD P 162 WELLBEING P 90

vi

UNITS 7–12

PRONUNCIATION SPEAKING READING WRITING ENGLISH ACTIVE AND READING LISTENING

SKILLS

GLOBAL VOICES Stress in compound

nouns p. 93 Asking for and giving

directions p. 94

Let’s Go on the Metro!

p. 98

Write about things to do and see in a city p. 102

Use logic to solve a crime p. 96 Make a plan for someone with

24 hours in a city

p. 102

Summarize p. 99 Listen for context p 100

Getting around Seoul p. 103

Conduct a survey of classmates’ interests

p. 110

Share an interesting fact about yourself

From Hero to Zero p. 126 Write a plan for the future

p. 130

Talk about a personal habit to break p. 124 Discuss plastic in a morning routine p. 130

Understand context p. 121 Make predictions

Less Stress Before Your Next Big Test

p. 142

Write about

a past experience with stress

p. 146

Create a poster to give health advice

p. 140

Make a plan to have less stress p. 146

Listen for signposts p 137 Apply

understanding

p 143

Let’s Talk about Stress p 147

Can / can’t, could /

couldn’t  p 153 Complimenting someone on

ability p. 152

A Brave Pilot p. 156 Write about a hope for the

future p. 160

Interview a classmate about their talents

p. 154

Talk about things on a bucket list p. 160

Test comprehension

p. 151

Apply ideas p 157

National Geographic Explorers:

My Proudest Accomplishment

Discuss favorite movies p. 174

Listen for signposts p 165 Discuss findings

PRONUNCIATION SPEAKING READING WRITING ENGLISH ACTIVE ACADEMIC SKILL GLOBAL VOICES

Emphasis with get

expressions p. 95 Describing symptoms p. 94 Modern Health

Problems

p. 98

Write about

a piece of advice p. 102

Put survival news stories in the correct order p. 96

Discuss advice you received in a group

p. 102

Word parts

Outdoor Learning Experiences p. 103

Stress changes

confirming understanding;

restating for clarity p. 108

Adventures

in Wonderland

p. 112

Write about a hobby p. 116 Play a guessing game about activities group

members do p. 110 Talk about the class’s interests and hobbies

p. 116

Understanding

a speaker who talks fast

People of All Ages p. 126 Give advice and make an

outline p. 130

Talk about and make suggestions for fixing problems in your city

p. 124

Perform a role play about problems at work and stress p. 130

Preview a text

Mermaids against Plastic p 131

Word final /t/ and

/d/ p. 145 Apologizing p. 138 Money from

Unusual Sources

p. 142

Write a position / opinion essay p. 146

Play a game where students express wishes and apologize

p. 140

Role-play a debate about who should get a major donation

p. 146

Summarize a lecture p 137 Spending around the World p 147

p. 151

What fact about you would surprise people? p. 161

Relative clauses

don’t know / want to know something

p. 166

A Tough Decision:

Elevate or Relocate?

p. 170

Comment

on a news story / post p. 174

Play a board game using relative clauses

to describe animals

p. 168

Debate whether or not to save an old building for a new development p. 174

Annotating a text p. 171 Dictogloss

p. 172

Jennifer Adler:

Conservation Photographer p. 175

Scope and Sequence | vii

hair towels walls

B Read the sentences Then watch the video with the sound on Choose your answers.

1 The Green Lady’s first name is Elizabeth / Sweetheart.

2 When she finds something she buys / likes, she makes it green.

3 The Green Lady wanted to be a teacher /

1 She thinks the color black is boring

2 She likes to make other people happy.

3 She wants to visit Florida to see her father.

D What do you think of the Green Lady? Tell a partner.

LOOK AT THE PHOTO ANSWER THE QUESTIONS.

1 What kinds of people do you see?

2 What are the people doing?

ABOUT THE PHOTO

People enjoy an art exhibition in

Santiago de Compostela, Spain

This building—the Casa do

Cabido—was built in the Baroque

style of architecture in 1758 in

order to close off the Plaza de

las Platerías from the rest of the

city Because it was built more for

aesthetic and structural reasons

than for functional ones, it is only

four meters wide The Casa do

Cabido was restored in 2011;

since then, it has been used as a

museum

INTRODUCE THE THEME

In this unit, students will practice

introducing themselves and asking

and answering questions about

personal information Being able

to talk about ourselves and ask

about others is a fundamental

part of communication Students

will explore vocabulary and

grammatical structures that can

be used to describe their own

physical appearance and that of

other people

In Lesson A, students will ask

and answer personal information

questions based on information

from a social media profile They

will practice the listening strategy

of listening for details and will

practice introducing themselves

and asking questions They will

also review the simple present

In Lesson B, students will learn

how to describe a person’s

appearance, exploring how

the verbs be and have can be

used to talk about appearance

as well as studying some useful

vocabulary for describing it They

will read about fake photos and

will practice a reading strategy

related to comprehension

WARM-UP 5 min

Write the answers to five basic

questions about yourself on

the board (e.g., 37, New York,

Chicago, English Teacher, 163 )

Students’ task is to ask you the

questions to these answers (e.g.,

How old are you? Where are you

from? Where do you live? What is your job? How tall are you? ) Call

on students to ask a question, and when the correct question is asked, cross the answer out on the board

Look at the photo Answer the questions 5 min

Have students look at the photo and elicit what they can see Look

at the two questions and give them some suggestions of what they can focus on as they answer them

For example, for the first question, you can get them to think about

how old the people are, what they look like and what kind of people normally go to galleries For the second question, ask them to point out specific people in the photo and say what they are doing Have students answer the questions

in pairs Then ask some pairs to share their answers with the class

WARM-UP VIDEO About the Video

The video is about an American artist named Elizabeth Sweetheart, known as the Green Lady due to

2 | Teacher’s Book UNIT 1

People visit an art exhibition in Spain.

Put students into pairs and ask

them to tell their partner what their

favorite color is and why Call on

students to tell you about their

partner’s favorite color

TEACHING TIP: Putting

Students at Ease in an Online

Class

Taking part in online classes for

the first time can be a daunting

experience for both students and

teachers Students often feel very self-conscious about turning on their cameras and microphones

For the warm-up (and until students feel more confident

in the online classroom), set a good example by keeping your own video and microphone on but allowing students to write their guesses in the chat box

This means that they can be active participants in the exercise without the pressure of speaking

on camera

her love of the color green Her home is full of green things, she dresses completely in green, and she even has green hair She traces her love of green back to a childhood visit to Florida and says she will continue to wear green because it makes people smile

A Watch the video with the sound off Check the green things you see 5–10 min

Go through the list and check that students understand each

of the words Tell them that they will watch the video more than once, and the first time there will be no sound Play the video and have students check the green things that they see Check the answers

B Read the sentences Then watch the video with the sound on Choose your answers 5–10 min

Tell students that they will watch the video again Give them time to read through the sentences Play the video, then give them time to compare answers with a partner Check answers with the class

C Choose the sentence that

is true about the Green Lady 5 min

Have students think about the video and choose the correct answer Point out that the third option is not correct because

it states that the Green Lady wants to go to Florida, but in the video, she talks about how she went to Florida when she was young

D What do you think of the Green Lady? Tell a partner 5 min

Assign students a partner and ask them to tell each other what they think of the Green Lady

Encourage them to expand on their answers, giving a reason for their opinion

Teacher’s Book UNIT 1 | 3

A Look at Silvia’s profile Practice saying the words in blue

GETTING TO KNOW YOU

1A

B Work with a partner Complete the questions and answers about Silvia

with the words in blue from A

5 Where is she from?

6 Where does she live now?

7 What does she do?

speak?

9 What does she do for fun?

repeat Notice the intonation 2

What’s your name? What do you do? Where do you live now?

D Interview a partner Use the questions in B as a model

(It’s) Silvia

(It’s) Costas

(It’s) 11-1212-4567

(It’s) silviaC@linkbook.com.br

She speaks three languages: Portuguese, Spanish, and English

From Salvador, Brazil Lives in São Paulo

silviaC@linkbook.com.br 11-1212-4567

See entire list

Contact me in Portuguese, Spanish, or English!

Studies at the English Institute

Works at World Cafe (part-time)

Contact me in Portuguese,

Spanish, or English

silviaC@linkbook.com.br 11-1212-4567

i Saying Email Addresses

silviaC@linkbook.com.br = silvia C (at) linkbook (dot) com (dot) b-r

email address languages

4 | UNIT 1

People can try food from all over the world at the Global Village

Festival in Seoul, South Korea.

LISTENING

A An interviewer is asking people questions at a festival in South Korea Listen

Then write the missing words

languages do you speak?

are you interested in?

your plan for today?

B Listen for details Listen again Complete the chart with each person’s

job and city only Write NM for information that is not mentioned

Person 1Person 2Person 3

C What is each person interested in at the festival? Write your answers in B

Then listen one more time and check your answers

D Imagine you can go to the festival What are you interested in? Tell a partner

3

3

3

I’m interested in the food What about you?

WORD BANK

I’m interested in Korean music and culture.

Lesson A | 5

B Practice the conversation in A with a partner Then

practice with your own information

C Introduce yourself to four classmates Ask them about

their jobs and complete the chart Use the Speaking

Strategy to help you

A Read the conversation and listen Are Danny

and Mariana meeting for the first time? How

do you know? 4

Mariana: Hi My name is Mariana I’m in

apartment 201

Danny: Hi, Mariana I’m Danny I’m in 302 It’s

nice to meet you

Mariana: Nice to meet you, too

Danny: So, are you a student, Mariana?

Mariana: Yeah, I study music at NYU

Danny: That’s interesting

Mariana: What do you do, Danny?

Danny: I’m a student at Hunter College I also work in an art gallery

SPEAKING

SPEAKING STRATEGY 5

Introducing Yourself and Asking Questions Introducing Yourself Asking Questions A: My name is

Mariana.

B: Hi, I’m Danny (It’s)

Nice to meet you.

A: (It’s) Nice to meet

you, too.

A: What do you do?

B: I’m a music

student.

When you are introducing yourself, My name

is and I’m can both be used.

A student plays a guitar in Washington Square Park in New York City, US—the location of Hunter College and New York University (NYU).

D Tell a partner about the classmates you talked to in C

C Complete questions 1–4 with the correct form of be or do Complete questions 5–8 with a Wh-

question word Then take turns asking and answering the questions with a partner

1 Steffi and Monika different?

2 Steffi an only child?

4 Monika and Steffi go to the same university?

D Complete each sentence with the affirmative or negative form of a verb

from the box to make it true for you

have like speak study

E How are you and your partner similar and different? Use your sentences in D to form

questions Ask follow-up questions

5 subject does Steffi study?

7 does Steffi live with?

GRAMMAR

A Read the Unit 1, Lesson A Grammar Reference in the appendix Complete the exercises

Then do the exercises below

B Read Steffi’s paragraph Write the correct form of each verb

REVIEW OF THE SIMPLE PRESENT

Yes / No Questions

Is he a student? Yes, I am /No, I’m not.

Yes, he is / No, he’s not.

Yes / No Questions

Does she speak English? Yes, I do / No, I don’t.

Yes, she does / No, she doesn’t.

What does she do? I’m a student.She’s a doctor

to Western University I (7.) (study) English literature Monika

TV together on the weekends

Do you have a middle name?

The Inside Out

project by French Artist JR allows people to share their own photo in a large artwork Here, people share their photos in Shanghai, China.

ACTIVE ENGLISH Try it out!

A Ask each question in the chart until you find a person who answers Yes

Write their name Then ask one follow-up question and write the extra

information

1 has a part-time job

2 speaks three languages

3 says their favorite subject is math

4 is interested in English

5 likes their hometown

6 knows a friend’s email address

7 doesn’t like big cities

8 eats breakfast every day

B Tell a classmate about the people in your chart

GOALS Now I can

Introduce myself and share personal information

Ask about a person’s job

Wh- questions allow you to get

more information than Yes / No

questions.

Nicholas doesn’t like big cities He doesn’t like the noise.

8 | UNIT 1

A Complete the sentences about the people in the photo

Use the words in the Word Bank Then tell a partner about each person

1 Albert Lin is a scientist He is weight He

2 Ami Vitale is a photographer She has ,

hair

3 Ronan Donovan is a photographer He’s not short

4 Kimberly Jeffries is a diver Her hair isn’t curly It’s

5 Renan Ozturk is a rock climber He was born in 1980

B Choose four or five words from the Word Bank Tell a

partner about yourself

I have brown hair

height.

C Who do you look like? Tell a partner

I look like my cousin We have the same color eyes and the same hairstyle

APPEARANCE

1B

i Word Order

Notice the word order to describe appearance:

long (size), blond (color) hair

average weight heavy

long short straight curly hair short

average height tall

black / brown blond / red hair look like to be similar in appearance to

Lesson B | 9

ABOUT THE PHOTO

A fake photo refers to a photo

that has been created or altered

with the aim of deceiving people

The main image shows a pixilated

face, representing the process

of a fake photo being produced

from millions of photos of real

faces On the right are three

photographs of young women,

two of which are fake In the first

image, the mismatched glasses

and ears are the giveaway, while

the strange background in the

third shows us that it is a fake

WARM-UP 5 min

Write fake photos on the board

and elicit from students what

fake photos are Ask students

why they think people make

fake photos and how they do it

Ask them if they can think of any

famous examples of fake photos

You could print some examples

of fake photos and discuss with

students what they think has been

changed and how realistic they

think the photos are

A Describe the people in the

photos in your own words

5 min

Ask students to work in pairs

Have them cover the text

and look at the photos and

describe the three people

Remind them to use some

of the vocabulary that they

looked at in the Lesson B

Vocabulary section Ask

them to guess which photo or

photos they think are fake and

why Don’t reveal the answers

yet; tell students they will get

more information in the text

that will help them identify the

fake photos

B Read the first paragraph of the

article Are your descriptions in

A the same? 5 min

Have students read just the

first paragraph of the text

Ask them to talk to their

partner about how similar

their descriptions were to the

HOW TO SPOT A FAKE PHOTOREADING

Look at the three photos The woman at the top has long, black hair She is wearing glasses She is also wearing earrings The woman in the middle has curly, black hair She has brown eyes She is in her thirties The woman at the bottom has blond hair She’s young She is in her twenties She has green eyes.

One of the photos shows a real person Two of the photos do not show real people The photos are from a computer, and they are fake.

Some people use computers to make fake photos of other people They scan millions of photos of real faces and then make new ones.

It can be difficult to tell the difference 1 between a real photo and a fake photo

Here are some things to look for:

Look closely at the left and right sides of a person’s glasses In some fake photos, they don’t match They’re different.

Also, a person’s two earrings and eyes can be different in a fake photo.

Finally, in a fake photo, the background 2 can be strange It doesn’t look right.

Look at the three photos again Which two are fake? How do you know? 6

1 If you can tell the difference, you can see that two things are not the same.

2 The background is the area behind the person or thing in a photo.

A Describe the people in the photos in your own words.

B Read the first paragraph of the article Are your descriptions in A the same?

C Check understanding Find the words in the

article Choose the correct answers.

1 They are fake means

a they aren’t real.

b they are from a computer.

2 Look closely means

a look for a short time.

b look for a long time.

3 They don’t match means

a they are the same.

b they aren’t the same.

D Read the rest of the article Choose T for true

C Check understanding Find

the words in the article Choose the correct answers 5 min

Ask students to choose the answers that they think are correct Then have them find the words in the text and

use the context to help them check the meaning Have them compare answers with

a partner and then conduct feedback as a whole class

Check understanding When

students read texts, there may

be vocabulary or phrases that are new to them Confirming what these new words or phrases mean helps with comprehension It also helps students communicate new ideas in their own words

10 | Teacher’s Book UNIT 1, Lesson B

2 You can use computers to T F

make fake photos.

3 It is easy to tell the difference T F

between real and fake photos.

4 A person’s glasses or earrings T F

may not match in a fake photo.

5 The background looks the same T F

in real and fake photos.

E Work with a partner Which photos are fake? Take

turns Give your reasons Check your answer at the

bottom of the page.

Answ

er

E: The t

op photo is f ake.

o is also fak

e The

backg round looks str ange.

Lesson B | 11

D Read the rest of the article

Choose T for true or F for false

5 min

Have students quickly scan the article to find the relevant information for each question and choose their answers Ask students to compare answers with a partner, encouraging them to explain why they think each sentence is true or false

Call on students to share their answers with the class

E Work with a partner Which photos are fake? Take turns

Give your reasons Check your answer at the bottom of the page 5–10 min

Ask students, What advice does the article give for spotting a fake photo? Answers

include checking that both sides of a person’s glasses match, checking that earrings and eyes are the same, and checking for any abnormalities

in the background Have students look at the photos and decide which are fake Have them check their answers at the bottom of the page, then ask for a show of hands to see how many students identified the fakes

CULTURE TIP: Fake Photos

Along with fake news, fake photos are an increasingly common feature of our times, thanks in a large part to social media sites that provide a platform for such photos and allow them to go viral

Fake photos are also sometimes

referred to as hoax photos or doctored images, or it may be

said that an image has been

Photoshopped, referring to the

popular computer software used

to edit photographs

LANGUAGE TIP: Fake

The term fake generally refers to

something that is not authentic or

real but is made to look or seem

real (for example, a fake designer

handbag, fake fur, fake news, or

a fake passport) A person can

also be described as fake for the

same reasons, as can gestures,

such as a smile or cry

Teacher’s Book UNIT 1, Lesson B | 11

A The words in the box describe a person’s appearance Do you know what they mean? Listen Then

practice saying them with your teacher 7

good-looking handsome petite pretty

B Listen to the first part of a podcast Complete the sentences 8

My name is Emi, and this is English Express: a short, daily podcast

about (1.) Today, we’re talking about describing

hair? Are they wearing (5.) ? There are many ways to

describe a person’s appearance

C Listen to the complete podcast Who do the words describe? Write M for men, W for women, or

D Complete the sentences Give reasons for your choices

My reason:

My reason:

E Interview five classmates Find out who they think is handsome and pretty Take notes on their answers

In your opinion, who

F Work with a partner Look at your notes from E Complete

1 and 2 Then discuss 3

1 In your notebook, make a list of men your class thinks are

handsome

2 In your notebook, make a list of women your class

thinks are pretty

3 Why are these people popular?

You don’t have to be perfect to be pretty Princess Eugenie of the British Royal Family wears a wedding dress that reveals a scar on her back.

WORD BANK

A: Can you describe her?

B: Sure She’s tall and wears glasses

Some men grow a beard

or mustache.

12 | UNIT 1

A Read the Unit 1, Lesson B Grammar Reference in the appendix Complete

the exercises Then do the exercises below

young / in his teens

long / straight / black hair

B Work with a partner Practice the conversation Can you guess the person?

Check your answer at the bottom of the page

A: I’m thinking of a famous person.

A: No, he’s not He’s a little short.

C Think of a famous person Complete the notes Do not show them to anyone

D Work with a partner Ask seven Yes / No questions about their famous person Write down

the information you learn

A: No, I think he’s in his thirties.

B: Does he have long hair?

GOALS Now I can

ACTIVE ENGLISH Try it out!

A Look at the photo Choose two of the people Write key words about

B Work with a partner Complete the task Then change roles

Student A: Tell your partner about one of the people Start each sentence

with This person Use your notes from A.

Student B: Which person is it? Guess.

C Work on your own Find a personal photo with people in it Make notes

about the questions

1. Who is in the photo?

2. Where are the people in the photo?

3. What does each person look like? Describe them

D Work with a new partner Take turns asking and answering questions

about your photos

E Look again at your partner’s photo Answer the three questions in C

Can you remember the answers?

F WRITING Write a description of your photo Turn to the

Writing appendix to see an example Then

use your notes from C to write your description

Lucy (far left) and Maria (far right) Alymer with their family

Lucy and Maria look different, but they are twins!

How old are you there?

About ten years old.

14 | UNIT 1

GLOBAL VOICES

A Watch the speakers in Lima, Peru Which country is each person from? Complete the sentences

Brazil Colombia Peru

B Choose the correct answer(s)

1 Abel likes salsa music / soccer / to run 2 Yasbeth likes salsa music / soccer / to run.

C Watch the speakers in Lisbon, Portugal Match them with the languages they speak

Usani

CatalanEnglishFrenchAdrià

PortugueseRussianSpanish

D Choose the question that best matches what the speakers in China say

E Think about your own answer to the question you chose in D Then tell a partner

is from Colombia

People from lots of different countries live in Lisbon, Portugal.

Lesson B | 15

UNIT 2

BEHAVIOR

2

WARM-UP VIDEO

A Look up the words smile and happy in a

dictionary Then smile for a partner.

B Read the sentences and choose your own answers Choose T for true and F for false.

1 When people are happy, they smile T F

2 When you smile, you start to feel T F

happy.

C Watch the video Check your answers in B.

D Watch the video again Complete each sentence with one word.

1 The same is true of how you

and walk

2 If you put energy into your voice and a

spring in your step, you’ll much better

E Try the smile test for 30 seconds Then complete the task.

1 Read the second sentence in B Was this

true for you?

2 Read the sentences in D Do you agree?

LOOK AT THE PHOTO ANSWER THE QUESTIONS.

1 What are the people doing?

2 Why are they doing this?

ABOUT THE PHOTO

The photo shows South African

fans celebrating their team’s

victory against England in the

2019 Rugby World Cup final

Their pure joy and exhilaration

can clearly be seen in their

faces and through their gestures

For many fans, sports provide

the opportunity to let themselves

go emotionally, providing a

release for the frustrations of

everyday life

INTRODUCE THE THEME

In this unit, students will learn to

talk about what they are doing,

to express their feelings, and to

find out how others are feeling

Recognizing and managing

our actions and our emotions

are important skills As well as

through our words, we can also

show our feelings through our

gestures, and in this unit, students

will explore some vocabulary for

gestures and other actions that

we do with our bodies

In Lesson A, students will start

by exploring verbs relating to

actions we do with our bodies

They will practice greeting people

and asking how they are, along

with appropriate answers to this

question They will also learn how

the present continuous is formed

and when it is used

In Lesson B, students will learn

how to express their feelings

in English They will practice

a listening strategy related

to inference, and the reading

strategy of making predictions

They will also practice using

subject and object pronouns

WARM-UP 5 min

As a class, discuss the term

behavior In addition to coming

up with a class definition, you

may want to talk about different

feelings and what influences

them Have students give reasons

and provide examples for their

WARM-UP VIDEO About the Video

This video features Professor Richard Wiseman, a prominent

British psychologist who has earned an international reputation for his research into unusual areas

of psychology, such as deception, luck, humor, and the paranormal

In this short video, Professor Wiseman instructs the viewer to carry out a simple exercise They should force their face into a smile and hold the expression The idea

is that just as we smile when we are happy, it also works the other way around—we feel happy when

we smile

16 | Teacher’s Book UNIT 2

GOALS Lesson A

/ Greet people and ask how they are / Talk about actions happening now and these days

EXTRA VIDEO VOCABULARY

doseenergyexpressionfaceforceholdhopeoppositeresearchvoice

TEACHING TIP: Using Videos

Videos provide an excellent source of authentic listening practice, but they can be challenging Remind students

to focus on understanding the main idea and not to worry about trying to understand every word they hear when they watch something Tell students to read any questions or captions before watching, whenever possible

This will give them some needed context to help them understand what they will see

much-A Look up the words smile and happy in a dictionary Then

smile for a partner 5 min

Write the word smile on the

board Have students look up the word and demonstrate the gesture to each other

Alternatively, elicit the word from students, asking them

to smile at you, and smiling

at them to demonstrate the meaning Ask how students feel when they smile

B Read the sentences and choose your own answers

Choose T for true and F for

false 5 min

Tell students that they are going to watch a short video about smiles, but first they will choose their own answers for the two sentences Have students choose their answers

C Watch the video Check your answers in B 5 min

Play the video Then request

a show of hands to see how many people guessed the correct answers

D Watch the video again

Complete each sentence with one word 5 min

Have students read through the sentences and work in pairs to discuss what words could complete them Play the video again and have students complete the sentences Check answers with the whole class

E Try the smile test for 30 seconds

Then complete the task 5 min

Tell the class that everyone will now try out the advice in the video Play the video again and have students follow the instructions Request a show

of hands to get responses for the first question Then read the second question to students and have them discuss it as a class

Teacher’s Book UNIT 2 | 17

A Say the verbs in the Word Bank with your teacher Which ones do you know?

Watch your teacher perform each action

B Work with a partner Look at the photo Where are the people?

C Read the sentences Choose the ones that are true

1 a They’re looking at the camera b They’re watching the race

2 a They’re running in the race b They’re stopping for a photo

3 a They’re wearing the same glasses b They’re wearing the same shirts

D Match each sentence (1–4) to a person in the photo Write the number

1 She’s laughing 2. He’s smiling 3. She’s waving 4. He’s shouting

E Work with a partner Cover the sentences in C and D

What’s happening in the photo? Take turns explaining

WHAT ARE YOU DOING?

Some students are at the Color Run They are standing together.

18 | UNIT 2

A Look at the photos Why do the people have colored powder on their clothes? Guess

B Read the sentences Then listen and choose T for true or F for false 10

3 All of the people the man can see are running in the race T F

5 At the finish line, people are shouting and waving T F

C Listen again Correct the false sentences in B in your notebook 10

D Listen Write a number or word to complete the information 11

The Color Run happens in over (1.) countries It’s

everyone has to wear a (4.) T-shirt There are (5.) winners or losers in the race People do it for

E Answer the questions with a partner

1 What happens at the Color Run?

2 Do you think the Color Run is a fun activity? Why or why not?

The Color Run happens in lots of different countries, like here, in England.

WORD BANK

You can throw

something in your hands at another person

or thing.

Lesson A | 19

B PRONUNCIATION: Contractions Use contractions in spoken English Notice that some

expressions always use a contraction Listen and say the sentences 13

1 How is it going? / How’s it going?

2 I am studying / I’m studying.

3 You are working hard / You’re working hard.

4 What’s up?

5 Let’s get (coffee).

C Practice the conversation in A with a partner Then make a

new conversation Use the situations and the Speaking Strategy

Situation 1

Student A: You feel

Student B: You feel You’re doing homework You have

a lot

Situation 2

Student A: You feel You’re working extra hours at your

part-time job

Student B: You feel

D Greet four classmates and ask how they are How are people in your class doing today?

A Read the conversation and listen How is

Tomás? How is Carla? Why does she feel

that way? 12

Tomás: Hey, Carla

Carla: Hi, Tomás How’s it going?

Tomás: OK How are you doing?

Carla: So-so

Tomás: Yeah? What’s up?

Carla: Oh, I’m studying for a big test

Tomás: Another test? You’re working really hard these days

A: Hi, How’s it going?

B: Fine / OK / All right / Pretty good

How are you (doing)?

A: I’m fine.

A: Hi, How are you doing?

B: So-so.

A: Yeah? What’s up?

B: I have a lot of homework.

Taking a break is important when you’re busy and don’t feel great.

20 | UNIT 2

A Read part of a conversation Answer the questions

A: I’m studying for a big test

B: Another test? You’re working really hard these days

1 Which sentence is about something happening right now?

2 Which sentence is about something happening for a longer period of time in the present?

B Read the Unit 2, Lesson A Grammar Reference in the appendix Complete the

exercises Then do the exercises below

THE PRESENT CONTINUOUS: AFFIRMATIVE AND NEGATIVE STATEMENTS

I’m / You’re / She’s / They’re (not) studying for a big test.

working hard these days

YES / NO AND WH- QUESTIONS

studying?

Yes, I am No, I’m not

studying?

(I’m studying) English

Why are they (They’re studying) Because they have a test.

C Work with a partner Use the words to complete the Yes / No questions with the

present continuous

D Work with your partner Complete the task

Student A: Ask your partner questions 1–3 from C For each question, ask a

follow-up Wh- question with the present continuous

Student B: Answer with your opinion Then change roles and ask questions 4–6 in C.

Are you studying

Are you studying English for your job?

No, I’m not.

I’m preparing for

an exam.

Why are you studying English?

Lesson A | 21

GOALS Now I can

Greet people and ask how they are

Talk about actions happening now and these days

1 Yes, I can

2 Mostly, yes

3 Not yet

2A

ACTIVE ENGLISH Try it out!

A Look at the picture Where are the people? What are they doing?

B Work with a partner Complete the conversation Then practice it

Mei: Felipe?

Felipe: So, (6.) (you, live) in the school dorm this year, Mei?

Oh, and this is my roommate, Naoko Naoko, this is Felipe

C With your partner, choose two people from the picture Make a conversation (8–10 sentences)

• Greet each other and ask how the other person is

• Use three examples of the present continuous

D Perform your conversation for another pair of students Answer the questions when you listen

1 Who is talking in the picture?

2 What are they talking about?

GOALS Now I can

Greet people and ask how they are

Talk about actions happening now and these days

A Say the words in blue Watch your teacher perform each feeling

afraid angry bored excited happy

nervous relaxed sad tired worried

HOW DO YOU FEEL?

2B

C Work with a partner Complete the task Then change roles and repeat

Student A: Choose six words in blue from A Perform each feeling.

Student B: Close your book Guess your partner’s feelings.

D Answer the questions using the words in blue from A Explain your answers

How do you feel

• when you’re waiting for the bus? • before a big exam? • about summer vacation?

• when a friend is always late? • when you speak English? • right now?

B Look at the photos How does each person feel? Guess Then check your

answers in the Information Gap Activities appendix

Lesson B | 23

ABOUT THE PHOTO

The bear in this photo was trained

by Ruth LaBarge, an animal

trainer Ruth trains bears for the

entertainment industry, and they

frequently appear in TV shows

and movies

WARM-UP 5 min

On the board, write afraid and

some common things that people

are afraid of, such as spiders, the

dark, and flying Elicit the meaning

of the word afraid Brainstorm

other common things that people

are afraid of and write them on

the board Ask students if they are

afraid of any of those things and

have them explain why

A Complete the sentence so that

it is true for you Look up new

words in a dictionary Tell a

partner your answer 5–10 min

Model the sentence, making it

true for you and giving some

extra details Have students do

the same with their partners,

telling them what they are

afraid of Tell them that it could

be something from the list

or something different and

suggest they look up any

words that they don’t know in

a dictionary Encourage them

to provide more details about

why they are afraid of the thing

that they chose

B Make predictions Read

the title, the subtitle, and the

sentences in bold Guess T for

true or F for false 5–10 min

Have students look at the title

and subtitles and use that

information to guess whether

the sentences are true or false

Note that each subheading

relates directly to one of the

four questions

Make predictions Remind

students that making

predictions before they read

a text helps them prepare for

what they are about to read

READING

Fear can help and hurt us

We need fear to live We see a big dog running at us, for example, and we feel afraid

This animal can hurt us, so we move away quickly Other things can be dangerous: 2

swimming in deep water or driving a car fast

When we do these things, we feel afraid, so

we are very careful doing them, or we stop doing them.

Some things aren’t dangerous, but sometimes,

we are afraid of them: talking in class, meeting other people, or taking an exam We think something bad can happen, and then we feel worried When we feel this way for a long time, it can hurt us

Most fears are learned

Some things naturally scare 3 all people:

loud sounds, falling, and some animals, like snakes and spiders We learn to be afraid of everything else

You can control your fear

To feel less afraid of something, ask these

questions: Why am I afraid of this thing? and

What can I do about it?

Don’t run from your fear Do something about

it Are you afraid to talk in class? Learn to

do it The more you do something, the more relaxed—and less afraid—you will feel. 15

1 Fear is a strong nervous feeling We feel it when something bad happens, or when we think it can happen.

2 If something is dangerous, it can hurt you.

3 When something scares you, it makes you feel afraid.

and what can we do about it?

WHAT ARE YOU

Have students read the article

and check their answers in B

Encourage them to underline the answers in the text Remind them that they don’t need to understand every word to complete the task When they have finished reading, call on students to share their answers with the class

D Work with a partner Ask and answer the questions 5–10 min

First have students read the text again and highlight where they think the answer to each question can be found in the text Next, have students work in pairs to ask and answer the questions When they have finished, conduct feedback with the whole class, encouraging them to tell you where in the text they found the answers

24 | Teacher’s Book UNIT 2, Lesson B

A Complete the sentence so that it is true for

you Look up new words in a dictionary Tell a

partner your answer

B Make predictions Read the title, the subtitle,

and the sentences in bold Guess T for true

and F for false.

1 Some people aren’t afraid of T F

anything.

2 Fear is always bad T F

3 You can learn to be afraid of T F

things.

4 You can change how you feel T F

about a fear.

C Read the article Then check your ideas in B

D Work with a partner Ask and answer the questions

1 How does fear help us?

2 How does fear hurt us?

3 What things are all people afraid of?

4 To feel less afraid of something, what can

you do?

E Look at your answer in A Answer the three

questions Then tell your partner

1 What are you afraid of?

2 Why are you afraid of it?

3 What can you do about it?

A trained bear roars at a group of boys

Why are you afraid of it?

Lesson B | 25

E Look at your answer in A

Answer the three questions

Then tell your partner 10 min

Have students think about the

answer that they gave in A

Tell them that they are going

to answer the three questions about that fear, and refer them

to the example Encourage them to give each other advice about how to overcome their fear (It might be helpful to provide them with a useful phrase for giving advice, such

as, You should ) Model the

exercise with a student, and then have students carry out the exercise in pairs When they have finished, call on a few students to tell the class about their discussion

TEACHING TIP: Using Headings and Subheadings

It is a good idea to highlight how useful headings and subheadings can be in understanding a text They can give students an idea of what the text is about before they start reading and can help them locate specific information in

a text This can be very useful

in many international English examinations, when students will

be required to answer questions

on a much longer test and won’t have time to read every word

LANGUAGE TIP: Afraid

Afraid is followed by the preposition of when it preceeds

a noun (e.g., afraid of spiders) It

can also be followed by a verb in

the infinitive form (e.g., I am afraid

to go back) Scared is a common synonym of afraid and is also followed by the preposition of.

TEACHING TIP: Sensitive Content

There may be some students who

do not wish to share experiences that may be considered sensitive

Encourage these students to share experiences of others or to invent a scenario to practice the language

EXTRA! Unusual Fears

10 min

Print out some pictures of some

unusual things that people are

afraid of and display them on the

board Have partners discuss

what the picture represents and

why they think some people might

have this fear Have them tell their

partner if they are afraid of anything

that may be considered unusual

Examples of unusual fears include

balloons, puppets, cheese, being

without a phone, and clowns

Teacher’s Book UNIT 2, Lesson B | 25

WORD BANK

If you misssomething, you are unhappy because it is not near you.

LISTENING

A Read sentences 1a–4a Then listen Choose the correct answers 16

1 a The woman feels nervous / relaxed 3 a The woman is afraid / angry

2 a The man is very angry / happy 4 a The man is a little bored / sad

B Listen again Complete sentences 1b–4b 16

C Listen one more time Complete each expression with one word 16

D Understand meaning Match each expression in C (1–4) with its meaning (a–e) One answer is extra.

a Relax!

b I’m really happy!

c I don’t know

d Be strong Things will be better soon

e I hope you do well

E Work with a partner Complete the task

1 Look again at the expressions in C Are there similar expressions in your language?

2 Choose an expression from C and use it in a short conversation with your partner.

People on a roller coaster at an amusement park in Shanghai, China How do they feel?

26 | UNIT 2

A Look at the pronouns in the chart Read the sentences and choose the

correct answers

1 Object pronouns come after / before a verb.

2 No / Two object pronouns are the same as the subject pronouns.

B Read the Unit 2, Lesson B Grammar Reference in the appendix Complete

the exercises Then do the exercises below

C With a partner, complete the sentences with object pronouns Notice the

underlined words

1 I speak English at school I speak outside class, too.

2 When I speak English, I feel nervous It’s hard for

3 Some people speak very fast I can’t understand

4 My sister hates spiders, but I’m not afraid of

5 I have a test coming up I’m not worried about

6 We are studying English It can help get jobs

7 Maria is my best friend I text every day

8 Can you speak Italian? I can teach some words

D Which sentences in C are true for you? In your notebook, rewrite the ones

that are not true for you so that they are

E Work with a partner Take turns saying your sentences from D Your partner

can ask questions

I use it at work

How about you?

Lesson B | 27

GOALS Now I can

Explain how I feel

Talk about things I am afraid of

1 Yes, I can

2 Mostly, yes

3 Not yet

2B

ACTIVE ENGLISH Try it out!

white squares Turn to the Writing appendix to see an example

B Play the game with a partner

1 Student A goes first Flip a coin (Heads = move one space;

Tails = move two spaces)

2. When you land on a square, complete the task If you do it

correctly, you get one or two points (see box)

3 Play until you reach the “FINISH” square The person with

the most points wins

START

Act out the

sentence: I’m tired.

are afraid of dogs

Are you afraid of them? Explain

a job interview today Complete the expression:

3

Your friend

is sad because her dog is sick

Complete the expression

there!

speak English, how

do you feel? Why?

man smiling and laughing He probably feels

sentence: I’m bored.

Why?

shouting in class

Complete the expression:

GLOBAL VOICES

A You are going to watch people talking about their feelings How do they feel about each activity?

Guess Put the activities into the categories

dancing getting on an airplane planning a vacation shopping alone trying new food

B Watch the video Check your answers in A How many are correct?

C Watch the video again Choose T for true and F for false

D Complete the sentences so that they are true for you

E Work with a partner Take turns telling each other your sentences from D

People dance at a silent disco

in Edinburgh, Scotland How do

you feel when you’re dancing?

Lesson B | 29

C Watch the video again Use the words in the box to complete each sentence.

break drives looks makes takes waits

long line of people

of cereal

woman arrives home.

1 What are the people doing?

2 What is a similar place where you live?

ABOUT THE PHOTO

Located in the heart of Rotterdam,

Netherlands, the spectacular

Market Hall building is home to a

mix of restaurants, living spaces,

stores, and, of course, the market

It is a striking building, with the

market occupying the open

space in the middle A huge,

colorful artwork featuring fruits,

grains, and vegetables covers the

inner walls

INTRODUCE THE THEME

In this unit, students will focus on

the topic of shopping Knowing

how to talk about shopping is a

useful skill for English learners

Being able to discuss shopping

habits and preferences helps us

share more information about

ourselves with others

In Lesson A, students will start by

reviewing food vocabulary before

going on to listen to a conversation

about grocery shopping They will

practice talking about things they

need and will learn about count

and noncount nouns

In Lesson B, students will learn

how to talk about their shopping

habits and preferences They

will read about shopping in

Muscat, Oman, and they will

practice skills related to checking

comprehension They will also

practice using quantifiers

in affirmative and negative

sentences Students will then

discuss different places to shop

and what they sell, and practice

skills related to understanding

context Finally, they will write

about their own favorite places

to shop

WARM-UP 5–10 min

Stick Display Agree and Disagree

signs on opposite walls of the

classroom Read some statements

about shopping aloud and have

students position themselves in

the room depending on how much

they agree or disagree Start

with an easy example to check

understanding For example,

Shopping is fun I spend too much

money on clothes Most of the food that I buy is healthy After

each statement, choose one or two students to give an example

to explain their response

Look at the photo Answer the questions 5 min

Draw students’ attention to the photo Elicit what kind of place it

is and which country it is in Elicit some words that describe Market Hall Assign partners and have them discuss the two questions

Ask for volunteers to share their answers with the class

WARM-UP VIDEO About the Video

This animation features a woman doing her grocery shopping and highlights many of the annoyances associated with this activity These include a lack

of parking, squeaky shopping carts, standing in line to pay, and getting home only to find that you have forgotten something important

30 | Teacher’s Book UNIT 3

EXTRA VIDEO VOCABULARY

There is no spoken English

in the video, but the following things are featured and may come up in

discussion:

carry (the groceries)forget (something on the list)parking spot

shopping cartstand in linetraffic

EXTRA! Post-viewing 5–10 min

Discuss the questions below with the class You may also choose

to have students discuss the questions in small groups

Do you enjoy grocery shopping?

Why or why not?

What kinds of things do you usually buy?

What do you think about online grocery shopping?

Should supermarkets be open

24 hours a day? Why or why not?

A Work with a partner Make a list of things you like and dislike about grocery shopping 5 min

Have students write things that they like and dislike about going grocery shopping Then assign partners and have them discuss their lists Ask students

to look for similarities and differences Ask for volunteers

to share their answers with the class

B Watch the video What does the woman dislike about grocery shopping? Does she dislike the same things as you and your partner? 5–10 min

Although there is no speaking

in the video, it does move quite quickly from one dislike to the next Play the video more than once to give students a chance

to write everything down Have students compare answers

in pairs and discuss if the woman in the video dislikes the same things they do Conduct feedback with the whole class

C Watch the video again Use the words in the box to complete each sentence 5–10 min

Have students read through the sentences and predict which word goes in each of the blanks

Ask them to compare their answers with a partner Then play the video again and have students check if they were correct

D Watch the video one more time Put the sentences in C in the correct order 5–10 min

Play the video Ask students

to compare answers with a partner Then check answers with the whole class

Teacher’s Book UNIT 3 | 31

A Practice saying the food items in the picture Which ones do you eat? Do

you eat any of them every day? Tell a partner

AT THE SUPERMARKET

3A

B Complete the chart with examples for each type of food Use words from

the picture and your own ideas

C Work with a partner Ask and answer questions about your foods in B

1 What is one food in your chart that is not in the picture?

2 Which items in your chart do you like? Are there any items you don’t like?

WORD BANK

fresh frozen food

32 | UNIT 3

A Practice saying the words aloud Then listen and repeat 17

1 fish 2 soda 3. potato

does it have: one, two, or three? Guess Then listen and check your answers 18

C Allison is going to the store Listen Choose the items that she and her mom talk about 19

bread lettuce

D Allison is at the store Listen Complete the sentence 20

E How do Allison and her mom talk about the foods they need? Complete the sentences

bunch carton head loaf