world link 1 teachers book

Although English language teachers often do not think of their textbooks as part of their professional development, we believe that the World Link textbooks can and should be part of it,

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James R Morgan Nancy Douglas

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L E A R N I N G

ALL RIGHTS RESERVED No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S copyright law, without the prior written permission of the copyright owner

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World Link Level 1 Teacher’s Book: Developing

English Fluency, Fourth Edition

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Printed in Mexico

Print Number: 01 Print Year: 2021

For audio, video and other content go to

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Professional Development Pages by Dr Andy Curtis T12

A Quick Guide to Using the World Link Videos T300

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WORLD LINK PROGRAM WALK-THROUGH

Taking a break from going online

Carrying on traditions

C Watch the video again and complete these quotes.

1 “We know their family, we know their

friends, we know what they do and how

2 “Checkers back a camaraderie that you will never find

in life again.”

3 “I do not have a yet

I like to think that I’m waiting until I get

4 “He’s a friend of mine, but on the

, he wants to beat me bad

Of course, he gets every now and then.”

D Would you like to join the Checkers Club?

How important is it to have local communities like this? Discuss as a class.

Lesson A

/ Talk about your communities

/ Ask about free-time activities

Lesson B

/ Describe trends and tendencies

/ Argue for and against

For many years in Tarragona, Spain local communities, called Castellers, have come together and built these human towers.

LOOK AT THE PHOTO ANSWER THE QUESTIONS.

1 Why do you think this type of activity is good

for the local community?

2 When does your local community come

together for a special event or activity?

Updated “Can Do” Language Goals encourage students to mindfully interact with their learning and produce language

in real-world scenarios.

EXPLORE A COMPLETE UNIT

T2 |

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Listening and Reading input in Lessons A and

B preview the grammar structure students will study, building familiarity toward confident use

5. shared with other people

6. important and deep

7. maintain contact

8. close friends

9. people you know, but not close friends

10. spend free time with

C Work in pairs Ask and answer these questions.

1 How large is your actual circle of friends?

2 Where do you meet acquaintances and people from different walks of life?

3 Do you think you are part of a close-knit community?

4 How do you keep in touch with all your family and friends?

5 Who is one person you have a meaningful relationship with?

D In pairs, discuss these topics and find at least five things you have in common with each other.

• family and friends • local community • use of social media

• TV, films, books, music • sports and games • work and education

How large is your actual circle of

friends? 5? 15? More than 150?

According to one theory, humans can only keep in touch with a

maximum community of 150 people

at any one time So, while you might have thousands of so-calledfriends from different walks of life, you only have something in commonwith around 150 of them If you were planning a party, that number would be smaller—you’d invite about 50 friends and acquaintances In the evenings and on the weekends, you probably hang out with about 15 on a regular basis As for your close-knit

family and friends—most of us can count these meaningfulrelationships on one hand.

I have three brothers and

B Identify a speaker Listen to four interviews at a Comic-Con

event Match the speaker (1–4) to the statement There is one extra statement 2

a This person fell in love at Comic-Con

b It’s a chance to meet up with old friends

c. You can meet famous people and complete strangers.

d All the latest computer games are available to try out

e It’s an opportunity to express yourself once a year.

C Listen again Answer these questions Circle Yes, No, or Don’t know 2

1 Does Diego think that people are judged Yes / No / Don’t know for who they are at Comic-Con?

2 Do most of the people at Comic-Con Yes / No / Don’t know come from similar backgrounds?

3 Does Stella always come to the event Yes / No / Don’t know with her close friends?

4 Has someone taken Stella’s photo Yes / No / Don’t know this year?

5 Is the computer game voice-over artist Yes / No / Don’t know

8 Did they wear costumes at their wedding? Yes / No / Don’t know

D Work in pairs Ask and answer these questions.

1 In your school or place of work, do you think people can be themselves or are they judged?

2 Are you a member of a particular community, club, or group?

If so, are its members from similar backgrounds or do they come from different walks of life?

WORD BANK

camaraderie trust and friendship between people who spend a lot of time together

Comic-Con conventions around the world attract hundreds of thousands

of people each year They dress up as characters from their favorite books and movies and have the opportunity to meet some

of the actors and authors

Shown below: London.

Lesson A | 5

Sample pages shown are from Level 4, Unit 1

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The flexible grammar presentation and communicative practice in the lesson, combined with the additional presentation and practice support in the Grammar Reference appendix, is perfect for increasing classroom communication

or “flipping” the classroom.

Designed and tested for the virtual classroom, these exercises increase communication and are supported with implementation

suggestions in the Teacher’s Book

Updated Speaking

Strategy features,

now with model audio,

show students how

to move through

the stages of a

conversation

B Practice the conversation with a partner.

C Work in pairs Imagine you share an office

Choose one of these events and create a new

conversation similar to the one in A Include some

of the useful expressions from the box.

1 costume party

2 a Carnival or Mardi Gras parade

3 a 70’s party

D Get together with another pair

Pair 1: Perform your conversation for the other pair.

Pair 2: Listen Which useful expressions did you hear?

A Shawna and Keith work in the same office Listen to their

conversation Then answer the questions 3

Shawna: Hi How was your weekend?

Do anything fun?

Keith: Yeah, I did Actually, it’s a bit embarrassing.

Shawna: Go on Tell me!

Keith: Promise not to tell anyone who works in the office?

Shawna: I promise.

Keith: Well, a friend invited me to this event where

everyone dressed up as comic book characters.

Shawna: Oh, you mean Comic-Con! It’s a blast! Who did

you go as?

Keith: Well, there was a group of us, so we all went as a

superhero I was Captain America.

Shawna: You’re joking! I want to see photos!

Keith: I don’t have many This is a picture that shows

us when we arrived

Shawna: You look amazing Who are all these other people

with you?

Keith: They asked to have their photo taken with us

There were thousands of people there and

everyone was so friendly It was amazing!

Shawna: The next time you go, tell me!

1 Where did Keith go over the weekend?

2 Why do you think he doesn’t want Shawna to tell

anyone else?

SPEAKING A cosplayer dressed as Captain

America arrives at New York Comic-Con.

USEFUL EXPRESSIONS 5

Have a good weekend / evening?

Do anything fun?

Promise not to tell anyone?

A friend invited me to where everyone Who did you go as? / What did you wear?

This picture / photo shows us when

It was amazing! / It was a blast!

The next time you go, tell me!

SPEAKING STRATEGY 4

Omitting words

In everyday conversations with friends and colleagues, we often omit words and shorten sentences: Did you have a good weekend?

Did you do anything fun?

Do you promise not to tell anyone?

6 | UNIT 1

GRAMMAR

A Read the Unit 1, Lesson A Grammar Reference in the appendix Complete the exercises Then do the exercises below.

DEFINING RELATIVE CLAUSES

Main clause Relative clause

For people Don’t tell anyone who works in the office.

For possession I have a friend whose family is a group of

musicians.

For places It’s an event where everyone dresses up.

For time This was at the entrance when we arrived.

NON-DEFINING RELATIVE CLAUSES

My brother, who’s an accountant, loves going to Comic-Con (I have one brother.)

The whole performance was canceled, which was really annoying!

B PRONUNCIATION: Pausing The commas are missing in these sentences with non-defining relative clauses. Listen to where the speaker pauses and write in the commas Then listen again and repeat 6

1 I’ve invited over 50 people to my party which is probably enough

2 Miles who is probably my best friend can’t come to my wedding!

3 My father’s company which he set up thirty years ago is closing down.

4 Independence Day which is on September 7 th in my country is so much fun

5 A so-called friend ate my sandwich which is really annoying!

C Work in pairs First, individually write the names of an object, a famous person, and an annual event or celebration in your country Then, write a definition for each one using a defining relative clause Next, take turns reading your definitions aloud Can your partner guess the words?

It’s a thing that It’s a person who It’s an event where / when

D Rewrite the description below Make the description more natural and more interesting by adding new information using relative clauses.

For example: On the weekend, a man, who had just started a new job, moved into a new apartment, that was

On the weekend, a man moved into a new apartment He didn’t know anyone in the building His neighbors invited him to their party on the fifth floor The party started at eight o’clock He met lots of other people

E In groups, take turns reading your new descriptions How many new relative clauses have your classmates added? Are they defining or non-defining?

Lesson A | 7

Point-of-use pronunciation supports confident communication

T4 |

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Updated “Active English”

sections bring together the Language Goals of the lesson in a variety of guided, communicative exercises that teach learners to express themselves clearly.

ACTIVE ENGLISH Try it out!

A Read the text below and answer the questions.

1 What is the purpose of a Community Service Project? Who benefits?

2 How many relative clauses are there in the text? Underline them.

Developing a Community Service Project

Community service is work done by a person or group of people that benefits others It is often done near an area where you live, so it’s a great way to meet people from different walks of life and help your own community The people who often benefit most include children and senior citizens—and, of course, you also benefit by helping others and gaining work experience It’s also a great way to make new friends Here are six ideas for projects you could do:

a Organize a car wash and donate the profit to a charity

b Look after a neighbor’s pet when they are away

c Coach a youth sports team

d Paint over graffiti

e Go shopping for elderly people

f Plant trees in your local park

B Work in pairs Discuss and rank the community service projects in A in order of their usefulness

(1 = most useful, 6 = least useful) Think of another project that you and your friends could do in your local area.

C Work in groups Imagine your English class has the opportunity to do a community service project

and your school has offered its building for free.

1 Brainstorm ideas for different types of community service that would make good use of the school

2 Choose the best idea and prepare a list of reasons why it’s a useful community project.

D Present each of your ideas in C to the class Vote on which project is the best idea.

GOALS Now I can Talk about my communities Ask about free-time activities

A Look at the results of a survey and discuss these questions.

1 Do you think any of the results are surprising? Why?

2 These results are from the US How different do you think they would be in your country?

3 The chart doesn’t show results for Generation Z (people born after 1997) What do you think the percentages would be for that generation?

Connectivity in the United States

Generations own a

smartphone own a tablet computer se social media think the internet has mostly been

good for society

Source: Pew Research Center, Survey in 2019

B Read these sentences about the chart Write the names of the correct generations.

1 The overwhelming majority of Millennials and Generation X own a smartphone

2 Just over two thirds of own one

3 About three quarters of use social media and think the internet has been good for society

4 Approximately one third of own a tablet computer, whereas just over half of

own one

5 Nearly two thirds of think the internet has mostly been good for society

C Study the pairs of words Do they have a similar meaning or a different

D Carry out a similar survey by asking the four questions from the chart

For example: Do you own a smartphone? Do you think that the internet has been good ?

E Report the results of your survey to the class.

tendency when you often behave or do things in a certain way

connectivity the state of being connected to others

fractions one fifth, one quarter, a third, a half

The majority of us own Just over a third of us

Lesson B | 9

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CAN THE MILLENNIALS

UNPLUG IN THE PARKS?

As Timothy Egan sets off through the Grand Canyon, how will his millennial

son manage without connectivity?

READING

A Answer the questions in pairs.

1 Look at the photo How are the people

connected? How do they feel about it?

2 Read the title of the article What do

you think millennials are unplugged and disconnected from in the parks?

B Read the article about a father (F) and son (S)

Who feels the following? Write F, S, or both.

1 He is excited about the journey.

2 He spent the night before online.

3 He isn’t sure about not having the

internet for a few days.

4 After the first day, he wishes he could

2 Why does his son complain?

3 What two generations do they each belong to?

4 Where do they eat the night before they

4 But rather than rage against the times, the National Parks are now attempting to attract more school-aged “Generation Z” visitors by joining the digital age Visitors to their website can take a virtual tour of every national park, and their social media targets a generation that spends at least 50 hours a week in front of a screen—for children 11 to 14 years old, it’s nearly

6 “We should just let it go,” I suggested “Try to be mindful Stare at the stars Drift.”

7 “I get it,” replies Casey, “this thing about being disconnected But everyone I know likes to share—publicly—what we’re doing We are social travelers If you can’t share it now, is it really happening? Just a thought.” 7

1 On our journey through the Grand Canyon,

me and my son, Casey, will see ancient fossils

from a time when the rock was under the ocean

We’ll take a boat down the Colorado River and,

at night, we’ll sleep under the sky and look at

the universe As we get ready to leave, my son

complains he has no phone service and can’t

check the score for a game I tell him that’s a

good thing.

2 Casey is a millennial, in his mid-20s I’m a baby

boomer My generation loves the national parks

to death His generation will have to save them in

the future The night before, we gorged on social

media, sent our final text messages, used the

internet to find the best Mexican restaurant, and used our smartphone’s GPS to guide us back

to our hotel Now for the diet: a fast from our devices—our overconnectedness What could

be a better antidote to our eight-second attention span than a landscape that is nearly two billion years old?

3 I sense that Casey is not convinced And in that,

he is not alone A recent survey reported that the overhwelming majority of millennials—71%

—said they would be “very uncomfortable” on a

D Understand words from context

Circle the words and phrases that can replace the underlined words

Use the paragraph numbers to help you find them.

Paragraph 2

1 I like the national parks a lot

2 I’m not hungry today! I ate so much ice cream

last night!

3 Today I’m going to eat very little for a day

or so

Paragraph 4

4 Young people often get angry about the age

they are growing up in

E Read the last paragraph in the article again

Discuss the question in groups. Does

everyone you know like to share—publicly—

what they’re doing? What are the advantages and disadvantages of sharing online?

ACADEMIC SKILL

Understanding words from context

When you read a text with new words, try to guess their meaning from context before you look them up in a dictionary Then try to use the words in your own sentences.

Young adults hold hands at a campground

in Joshua Tree National Park, California

Updated Reading selections more closely reinforce the language goals, vocabulary, and grammar of the unit.

T6 |

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New Academic Skill features develop critical thinking and study skills.

Games are incorporated to make learning grammar and vocabulary in context fun

Members of an indigenous community called the Mbya Guaraní in Paraguay

LISTENING

A You are going to hear a news report about the community in the

photo What do you think the word indigenous means? What other

words might describe this community?

B Listen for the main idea Listen to the news report What do you

think is the main message of the report? 8

1 Modern technology has a negative effect on traditional communities.

2 Traditional communities fail because they don’t use technology.

3 Modern technology can be helpful in traditional communities.

C Listen again and answer the questions by writing notes 8

Where is the news report from?

What technology does Rumilda use?

What does a “forest monitor” do?

What is changing the community’s land?

What did the forest provide them in the past?

D How do you think digital and modern technology have improved people’s lives in your country or local community? Tell the class.

ACADEMIC SKILL

Note-taking

When you take notes, listen for key words, such as verbs and nouns The speaker stresses these types of words.

Each / Every student speaks two languages.

One of / None of our community uses a cell phone.

Two hundred kilometers / miles / meters isn’t a long way (with quantities and amounts) The United States / The United Nations has many states / members (with plural countries / organizations)

Subject + plural verb None of / Some of my family use technology.

Both my sister and my brother live with me in this apartment.

Subject + singular verb or plural verb Our community lives in this region (= the community as a whole) Our community live in houses around this region (= individual members of the community) The majority of my friends spend time on social media (majority of + plural count noun + plural verb) The majority of our time is wasted on social media (majority of + noncount noun + singular verb)

B Check ( ✓ ) the correct sentences and correct any mistakes.

1. One of my apps aren’t working properly

2. None of my class know how to answer this question

3. The whole family is going on vacation

4. Not everyone speak Spanish in Paraguay

5. One half of the students own a tablet

6. The country doesn’t agree on this political issue

7. The country has a public holiday today

8. The majority of millennials has grown up using a cell phone

C Match the sentences.

1. My soccer team is ready to start the game.

2. The team aren’t all here yet.

3. The team feels optimistic.

4. The team don’t all have their uniforms.

D Complete these sentences with information that is true for you, using an appropriate verb Make two sentences true and one sentence false.

E Work in pairs Take turns reading your sentences and guess which one is false.

a Two players are late.

b Two players forgot theirs

c Everyone is here

d They think they can win.

Lesson B | 13

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GOALS Now I can

Describe trends and tendencies

Argue for and against

1 Yes, I can.

2 Mostly, yes.

3 Not really

1B

ACTIVE ENGLISH Try it out!

A Look at the photo below and read the caption Do you think the older fans are

enjoying the moment more than the other fans? Why? Tell the class.

B WRITING Read the Unit 1 Writing Model in the appendix and answer the

questions below.

1 Is the writer for or against digital communities?

2 How many arguments does the writer give for her opinion?

3 Overall, do you agree or disagree with her views?

C Work in groups Brainstorm arguments for digital communities in response to the

writer of the paragraph in B.

D Choose the three best arguments from C and write your own paragraph.

E Work in two groups You are going to have a classroom debate and then

vote on this topic: “Digital communities and social media have had a positive

impact on humans.” One group is for digital communities and social media

The other group is against

1 Each group prepares its list of arguments either for or against You have

five minutes to prepare.

2 Each group takes turns presenting their main arguments Then they

discuss and ask questions about their opinions.

3 Take a class vote.

As a movie star arrives, almost everyone

is more interested in their phone than the

moment.

14 | UNIT 1

A Watch the video Number the events described (from 1 to 5) in the order you see them.

a K David Harrison introducing his organization and its purpose

b Young students learning words from their ancestors’ language

c A map of the world showing areas where languages are dying out

d Someone looking up words on the Talking Dictionaries website

e A father and son recording words and phrases from their language

B Watch the video again Circle the correct answer.

1 What is the main aim of the Living Tongues Organization?

a To teach disappearing languages

b To preserve endangered languages

c To save traditional communities

2 What is David Harrison’s opinion of technology?

a That it is good for teaching language

b That it is a very positive thing

c That it is a positive thing

in his work

3 Who usually records the endangered languages?

a Harrison and his colleagues

b The people who speak it

c Teams of experts

4 How do local communities benefit from the Talking Dictionaries website and app?

a They can share local news and information with each other

b They learn how to use modern technology

c They share their language and culture with the wider world

C Work in pairs David Harrison’s Living Tongues Organization sometimes asks people

to donate money so they can save languages Imagine you are going to advertise the work of Harrison’s organization in order to raise money Which benefits would you emphasize in your advertising? What slogan can you use in your advertisement?

1

GLOBAL VOICES

K David Harrison and Greg Anderson interview Ichiro John, a Mwoakilloan elder.

Lesson B | 15

Active English sections in Lesson B feature writing and an extended

communication task

This scaffolded sequence

of exercises gives learners

a reason to communicate

in a personalized way and supports them through the process

For improved output, an

updated Writing section

T8 |

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New “Real World Link” sections after every three units feature projects that practice the language in collaborative, relevant settings, helping learners to review and reinforce language lessons.

New “You Choose”

exercises develop learner autonomy

w

Fallas Festival

In the spring, the Spanish city of Valencia celebrates a huge street festival Known as Fallas (in Spanish) or Falles (in the local Valencian dialect), it lasts for five days and nights The Valencians and thousands of tourists enjoy live music, theater, fireworks, and parades with costumes Then,

on the final night, different local communities bring out huge sculptures that they have created and set fire to them.

Burning Man Festival

Every summer, 70,000 people from different walks of life build a temporary city of tents in the middle of the Nevada desert for the “Burning Man Festival.” Everyone is responsible for providing the entertainment and bringing what they need—including food and water Nothing is for sale, so money is useless And cell phones don’t work because there is no connectivity in the desert.

Sapporo Snow Festival

The very first Sapporo Snow Festival was started in 1950 by a group of high school students It has since grown into a major international winter festival For 7 days, around 2 million people from Japan and overseas visit Sapporo to look at hundreds of snow sculptures that might feature a special event or a famous place or person There are also different types of snow slides and snow mazes, which are popular with children

Children enjoying ice slides

at the Annual Snow Festival

In Sapporo, Japan

REAL WORLD LINK WORLD FESTIVALS UNITS 1–3

A Read about three festivals and complete the notes in the chart.

Time of year and location? Who is it for? What makes it special? What is the entertainment?

Fallas Spring in the city of ValenciaBurning Man No money, no

• what makes it special

• what you can see and do

C Work in groups and plan your own festival Brainstorm ideas and try to make the following decisions.

• What time of year does it take place?

• Where is it?

• Who is it for?

• What makes it special or different?

• What entertainment is there? (e.g., music, art, yoga)

• Other ideas?

D You Choose You need to advertise your new festival Choose an option

and create your advertisement.

Option 1 Write a description of the festival for a website.

Option 2 Record a short video to promote the festival.

Option 3 Make a slideshow with photos and a voice narration.

E Read or watch another group’s advertisement for their festival Answer the questions and tell another group your answers.

1 From the advertisement, did you understand the festival and who it is

for?

2 Do you think there is something new or original about the festival?

3 Would you like to go to the festival? Why or why not?

F Work with your group Discuss the feedback in E and decide if you need to

change or add something to your festival.

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MAKE TEACHING AND LEARNING

World Link provides language instruction in print and digital that’s

perfect for all classrooms

exercises that get students talking!

PLACE

students simply and reliably

Adaptive and mobile-friendly, the

National Geographic Learning Online

Placement Test places students in the

correct level of World Link, aligns to the

CEFR, and delivers a skill-specific diagnostic

report for each test taker

A fun, optional video program meets a variety of teaching and learning needs

> Increase meaningful communication in

class by giving students opportunities to connect about something interesting, like stories from National Geographic Explorers

in the new Global Voices videos

> Boost learner confidence by providing

natural models of spoken English

> Entertain and engage learners in fun,

familiar situations that present language

in the contexts where learners will use it most frequently

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MAKE TEACHING AND LEARNING

STAY CONNECTED AND

Sign up for the National Geographic Learning Webinar Series to develop virtual teaching skills, participate

in World Link-specific professional

development, and engage with a variety of other timely topics

ELTNGL.com/webinars

Visit National Geographic Learning’s

In Focus blog for a variety of 21st century instructional tips from experts

in English Language Teaching

ELTNGL.com/infocus

/ ELTNGL

LEARN AND TRACK

with My World Link Online Practice and Student’s eBook

For students, the mobile-friendly platform optimizes learning and practice through customized reteaching and adaptive practice For instructors, progress-tracking is made easy through the shared gradebook

Assessment Suite, available online

MORE ENGAGING

| T11

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The World Link Teacher’s Book Professional Development Pages by Dr Andy Curtis, Anaheim University

PART ONE: ENGAGING IN PROFESSIONAL DEVELOPMENT

This section of the World Link Teacher’s Book

is designed to help you make your World Link

textbook part of your professional development

Although English language teachers often do not

think of their textbooks as part of their professional

development, we believe that the World Link

textbooks can and should be part of it, and in this

section, we show you how

The exercises in this section were designed so you

can complete all of them individually, but if you can

find a colleague to do them together with you, you

will both learn more

In the first part of this section, Engaging in

Professional Development, we will look at the

following questions:

What kind of an English language teacher are you?

What does “professional development” mean to

you?

At the beginning of a course, we often ask our

students to describe themselves, but how often do

we describe ourselves?

TASK 1

Write an X on each of the lines below, nearest to the

end that best describes the kind of English language

teacher you are

new teacher experienced

teacherfocused on focused on

Circle a number for each statement that follows, to

show how you feel about each statement

A good English language teacher knows all the grammar rules of English

1 2 3 4

A good English language teacher is aware of his or her students’ feelings about English language and culture

1 2 3 4

A good English language teacher is aware of his

or her own feelings about English language and culture

of a good English language teacher, but the important point is to know what we mean when we think or talk about being a good English language teacher

TASK 3

Complete the statement below in 50 words or fewer, and share your completed statement with another teacher who has completed the same exercise

In my particular teaching and learning context, the ideal English language teacher is someone who

B STARTING YOUR OWN AUTOBIOGRAPHYMany English language teachers ask their students

to write about themselves, and most English language teachers ask their students to do fill-in-the-blank activities But how often do we write descriptions of ourselves and fill in the blanks?

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TASK 4

Fill in the blanks in the short passage below

I first became interested in being an English

/ place) My first position as an English language

teacher was in (place) I felt

(feelings) before my first lesson The students were

(adjective), and I felt

(feelings) when that first lesson was over! I now feel

when a lesson is over

I enjoy being an English language teacher because

(reason) One of the main challenges I face as an English language teacher

is (challenge) If I had the

chance, I would make the following changes to

my life and work as an English language teacher:

.This exercise is called Starting Your Own

Autobiography because it is just a beginning You

could continue, and write about your first day, first

week, or first semester as an English language

teacher Writing about our own early experiences as

a teacher is one way to reflect on those times and

to think about how we’ve changed since then—and

what has remained unchanged

So far, you have completed four short, simple

tasks to help you think about the kind of English

language teacher you are It’s important to know

who we are and what we do before we try to

develop professionally, because all professional

development is based on personal development

Try the next two tasks to help you describe who

you are and what you do as an English language

teacher

TASK 5

Imagine you meet someone at a party who’s never

heard of teaching English as a second or foreign

language They ask you what you do, and you tell

them, “I’m an English language teacher.” They reply,

“An English language teacher? What’s an English

language teacher? What do English language

teachers do? What do you do?”

How would you reply?

As English language teachers, we work mostly

with words But English language teachers (and

students) are also often very visual, and many of us

use a lot of pictures, drawings, photographs, and other images in our classrooms

As we explained at the start of this section, you can complete exercises alone, but if you can find one

or more teachers to do them with, you will all learn more The Task 6 activity is a good example To learn the most about yourself from this activity, you and another teacher should each draw your spider map on large, blank sheets of paper, then show them to each other and talk about what each picture represents

DEVELOPMENT?

There is a strong link between personal and professional development So, it will help you to write your own personal definition of professional development here:

TASK 7

For me, “professional development” means

| T13

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It is important to stress that “professional development”

does not only mean going to conferences, reading

books, or writing papers Although these are very

helpful professional development activities, they are

just three possible ways from a large number and a

wide variety of different ways, which we will learn more

about in this section of the book

TASK 8

Check (✓) the professional development activities

that you have tried If you have tried the activity,

what did you learn? If you have not tried this activity

before, why not?

❑ Keeping a teaching journal/diary

Tried and learned

Not tried because

❑ Watching yourself teaching on video

Tried and learned

Not tried because

❑ Watching another teacher teaching

Tried and learned

Not tried because

❑ Having another teacher watch you teaching

Tried and learned

Not tried because

❑ Teaching together with another teacher

Tried and learned

Not tried because

❑ Creating a teaching portfolio

Tried and learned

Not tried because

Trust

Professional Development

❑ Writing a “teaching philosophy” (a statement of your pedagogic beliefs)

Tried and learned

Not tried because

The first few tasks in this section helped you to think about who you are and what you do Then we asked you to think about what you understand by the term professional development, what developmental activities you’ve engaged in, and what you have learned from those activities

Let’s now return to the question we asked at the very beginning: What is professional development?

Professional development is anything you choose

to do because you want to be better at what you

do Choice and trust are two essential features of professional development You can be required to have another teacher in your classroom, observing you But if you didn’t choose to have that person there, and if you don’t trust the person, there will be little or no development

Professional development is also about change But it’s not always about changing what you do It can

be about changing the way you think about what you do In this section, you have completed various tasks If you carried out these activities carefully and thoughtfully, then you were engaged in professional development If you learned anything about your professional self from doing these activities, then you were engaged in professional development

Drawing relationships: Bringing together the

Different parts of our work

As we mentioned earlier, English language teachers (and learners) are often very visual So, another way

of thinking about professional development is to use simple shapes to show complex relationships

Here’s an example, based on three key aspects of professional development we’ve discussed:

T14 |

Trang 17

One interpretation of this diagram might be: Trusting

yourself and others, engaging in professional

development because you choose to do so,

and willingness to change are all necessary for

professional development to take place

Another example:

An interpretation of the diagram above might be:

English language teachers and students work

together, using English language textbooks, to

teach and learn the language

TASK 9

Try to put into your own words what this next diagram

shows:

In professional development, teachers often talk

about reflective practice This means thinking about

what we do so we can understand more, and then

make changes so we can do what we do better

TASK 10

Think of three aspects of what you do as an English

language teacher, and label the three corners of the

triangle below In the middle of the triangle, write

what it is that connects the three corners, then write

a brief description of how the three are connected

Making ConneCtions: piCturing professional

DevelopMent

English language teachers also often make use of

analogies in their teaching so that simple language

can be used to express complex thoughts

Analogies are powerful ways of helping us understand what we think and mean and say For example, we could say, “Being an English language teacher is like being the captain of a ship, because

we are all working together on a voyage of discovery.”

a good analogy and then describe it in clear and concise language

Change anD professional DevelopMent

As we said earlier, development is all about change—changing what we do, how we do it, and how we think about what we do Before we can engage in professional development, we should take some time to look at our feelings about change

1 2 3 4Change takes a long time

1 2 3 4Change takes a lot of energy

1 2 3 4Change is complex

1 2 3 4Change is painful

1 2 3 4Change is usually negative

1 2 3 4

Textbook

English Language Teaching and Learning

Course

English Language Syllabus

| T15

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Once you have read all the statements on page T15

and circled a number for each one, add up your total

score If you have a total score of more than 20, you

have probably had a lot of experience of dealing with

challenging change If you have a total of between

12 and 15, the changes you have experienced may

have been largely positive, and with a score of 10

or less, you may have experienced relatively little

change or few changes, so far

Most of us tend to naturally resist change, as we are

often creatures of habit—we like things to stay the

same But change is one of the only things we can

be sure of in modern life It is sometimes even said

that “change is the only constant”!

TASK 13

Think of an important change in your life—either

personal or professional Was it difficult and

complicated? Did it take a lot of time and energy?

Are things better now, because of the change?

Make a few brief notes about this change How

would you describe it to a friend? Once you have

made a few notes, use these to describe your

change to a friend or colleague, and ask them to do

the same with you

Change may be difficult, and it may even be

painful, but the one thing worse than changing is

not changing As teachers, we are preparing our

students for a constantly changing world If we

are to help them, we must be willing and able to

change, grow, and develop It is even possible that

change is at the heart of all teaching and learning

Here are some ways to make change less difficult:

1 Break it down into small steps

2 Set yourself realistic, achievable goals at each

step

3 Expect resistance and identify where there will

be areas of resistance

4 Think of ways to overcome this resistance; for

example, think of the benefits of the change

5 Allow enough time for each step to be

completed

6 Reward yourself as you achieve each goal

and complete each step

DEVELOPMENTLike all professions, teaching has its own language which teachers can use to talk about teaching

Within this language of the profession there are a number of words and phrases that are commonly used when talking about professional development

As a language teacher you know that when learning

a language, it is not necessary to remember all the meanings of all the words, but it is important

to be familiar with them This task has, then, been created to help you become more familiar with some commonly used terms related to teacher professional development

As English language teachers, we often ask our students to complete “matching” activities, linking

a word with its meaning So, let’s do one of those activities here

TASK 14

Match some simple definitions with some of the words and phrases most commonly used to describe different approaches to professional development for language teachers (Check your answers on page T22.)

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a Structured, systematic ways of thinking

about what we do and who we are

b A diary of significant events and moments

in our teaching day

c Short stories based on real teaching and

learning events with different endings

and unfamiliar language

e Being conscious of your psychological

state and of your external environment

f A set of skills acquired for the completion

of particular tasks

g Two (or more) teachers observing each

other’s teaching and giving feedback

h A collection of documents and texts that

illustrate different aspects of our work

i Two (or more) teachers planning, preparing, and teaching together

j A senior teacher helps a junior teacher to develop his or her knowledge and skills

k A structured, step-by-step investigation

of some aspect of our teaching, our students, and so on

l Two teachers at the same level help each other to develop in a number of different and agreed-upon areas

m Becoming better at what you do through

growth and change

n Ways of understanding and responding to

ourselves, others, and events

E PAINLESS PROFESSIONAL

DEVELOPMENT: IS IT REALLY POSSIBLE?

There are many reasons why many English

language teachers do not engage in as much

professional development as they might like to do

As we discussed earlier, development requires

change, and change can be difficult Two other

common problems are a lack of time and a lack

of money What are some of the obstacles to

professional development that you face in your

teaching and learning context?

Although there may be challenges to overcome,

there are many reasons why we should engage in

professional development

TASK 15

Circle a number for each of the statements that follow to show whether each reason for engaging in professional development is important for you or not

In the same way that change does not have to be painful, professional development does not necessarily need a lot of additional time and money It is possible

to engage in professional development by doing what we are already doing, but doing it with more awareness and more reflection than we usually do

| T17

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F MAKING YOUR TEXTBOOK

PART OF YOUR PROFESSIONAL

DEVELOPMENT

To review some of the main points we have

discussed so far:

Professional development is anything you choose to

do because you want to be better at what you do

Professional development does not only mean

going to conferences, reading books, or writing

papers There are many different ways to grow

professionally

We also touched upon various types of professional

development activities, such as the following:

But one method that few English language teachers

think of is using their English language textbook as

part of their professional development

In these pages, you have so far completed

15 different tasks If you completed each of these

tasks carefully and thoughtfully, you were actively

engaged in professional development

But what about the textbook itself? How can an

English language textbook be part of an English

language teacher’s professional development?

Most English language teachers do not think of their

textbooks as tools for professional development

Some of the reasons are:

1 Textbooks are used to teach students, so they

are not thought of as ways for teachers to learn

about teaching

2 Textbooks are part of our regular, routine,

everyday classroom work

3 Professional development is still often thought

of as doing something different, something

“extra,” or going somewhere else, away from

where we are now

But here are some reasons why you should think

of your textbooks as a part of your professional

development

1 Careful and thoughtful use of any kind of

teaching material can be part of a teacher’s

professional development process

2 Deciding which textbook to use is in itself

a professional decision, drawing on your knowledge, skills, and experience

3 The way in which a textbook is used—

which units are used, which are not, what supplementary material you provide, and so forth—also requires a lot of knowledge, skills, and experience

PART TWO: PURSUING

PROFESSIONAL DEVELOPMENT USING YOUR TEXTBOOK

At the end of Part One, we said:

Careful and thoughtful use of any kind of teaching material can be part of a teacher’s professional development process.

Also in Part One, we defined reflective practice as

a set of structured and systematic ways of thinking about what we do as English language teachers, including the ways in which we use materials

Reflective practice is an important component of professional development, and can be thought of as

a kind of “stepping back.” As we do this, we create the necessary distance to see ourselves, and what

we do, more clearly

If you take time to reflect on the ways in which you use your English language textbook, you can make this part of your professional development Part Two: Pursuing Professional Development Using Your Textbook has been created and designed to help you do this

At the end of Part One, we also said:

Deciding which textbook to use is in itself a professional decision, drawing on your knowledge, skills, and experience.

It is true that not all English language teachers are allowed to choose the textbooks they believe would work best for them and for their students

Many teachers are simply given books selected by someone else, or textbooks assigned according

to standardized, national exams But even if we do not choose the textbook we work with, there are ways, even in this situation, to create opportunities for professional development In Part Two, we will explore some of these opportunities

If you do decide or help to decide which English language textbooks you and your students use, then you are making important decisions because the textbooks we choose and use can directly affect the quality and quantity of English language teaching and learning in our classrooms

T18 |

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There are as many different meanings of teaching

as there are teachers, because teaching—like

learning—is a personal experience As it is a unique

experience, it is never exactly the same for any

two teachers or for any two students Compare

your definition with the description below of how

teaching and learning happens

Teaching and learning are the result of a series of

choices and decisions, made by the teacher and by

the students Sometimes, the choices and decisions

are made together, between students and teachers,

and sometimes they are made independently

Teaching—like learning—is about making choices

and making decisions.

In a single English language lesson, the teacher—

and the students—may make hundreds of

moment-to-moment choices and decisions

ABOUT TEXTBOOKS AS PART OF OUR PROFESSIONAL DEVELOPMENT

Although choices and decisions are similar, they are

not exactly the same For example, in an English

language class, a teacher may choose between

one student and another, both of whom have raised

their hands to answer a question But decisions in

classrooms are often a little more complicated, for

example, deciding whether or not to continue with

a particular activity, as your decision here will affect

the timing for the rest of the lesson

In the English language classroom, there are so

many decisions being made that teachers are

unaware of many—or even most—of them But away

from the classroom, we can reflect on our decisions

so we can understand better why we decided to

follow one course of action rather than another

So, if we think carefully about why we decide to use

one textbook over another, we are engaged in a

professional development process

If we think and talk with other teachers about

the strengths and weaknesses of one textbook

compared to another, we are engaged in

professional development

If we read a short article about how to evaluate textbooks, so that our decisions are informed not only

by our knowledge, skills, and experiences, but also

by a systematic way of assessing textbooks, then we are also engaged in professional development

Thinking about the decisions we make when we select an English language textbook can become part of our professional development But once the decision about which textbook to use has been made, there are many other decisions that need to

be made as well

C SHARING AND CHARTING YOUR PROFESSIONAL DEVELOPMENTThese activities are designed so that they can be carried out by one person, but as teaching and learning are interactive events, you will learn more from these activities if you work on them with another teacher, or with a group of teachers, that you know and trust

Sharing is an important part of your professional development Even if you are all using different English language textbooks, you can still learn

a lot from each other by exchanging ideas and experiences, as the challenges you face and the decisions you make are often similar

We have left spaces for you to write your responses

to the different tasks and activities in this section for two reasons

First, your notes will help you share your thoughts with other teachers But your notes may also form

an important part of documenting your professional development, even if you work by yourself

Development, growth, and change—like teaching and learning—are often invisible, so it is important

to keep a record of your development, for yourself and for others

TASK 17

If you decided to use this World Link textbook, on

what did you base that decision?

I decided to use this World Link textbook because

If the decision to use this textbook was made by someone else, talk with them about that decision

| T19

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TASK 18

Think of some other English language textbooks you

have used recently How is this World Link textbook

similar to those other textbooks, and in what ways is

it different from those textbooks?

A good English language textbook should help the

teacher and the students learn more, and learn

more effectively and more enjoyably Your textbook

should add to your lesson, not detract from it

TASK 19

How could this World Link textbook help develop

your English teaching?

E GETTING TO KNOW YOUR WORLD

LINK TEXTBOOK

When we make decisions, we generally base

those decisions on our knowledge, skills, and

experiences

If we are to make the most of our textbooks and use

them as part of our professional development, we

must have a thorough knowledge of the textbook

How well do you know your World Link textbook?

Q2 True or False? The first part of each unit is called

Lesson A and is made up of six main parts

Q3 Can you name all the parts of Lesson A in the right order?

Q5 Can you name all the parts of Lesson B in the right order?

Q6 Can you give the unit number and title of two of

the units in your World Link textbook?

Q8 Who are the writers of this textbook?

Q9 Where, when, and by whom was this textbook published?

T20 |

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ASKING QUESTIONSThe key to making your textbooks part of your

professional development is to keep asking

questions that explore the decisions you make as

you use the textbook

Before you use a textbook, it is important to

consider it in its entirety, then make decisions about

individual units, and finally make decisions about

the different parts within each unit

TASK 21

Here are some examples of questions you should

consider before starting to use your World Link

textbook

Q1 Do you plan to use all 12 of the units in the

textbook? If so, why? If not, which units will you not use, and why?

Q2 Do you intend to use the units in the order in

which they are presented? If yes, why?

Q3 If you plan to change the order of the units and

present them in a different sequence, why, and what sequence do you plan to use?

Reason(s) for changing the sequence:

Alternative sequence:

ENGLISH LANGUAGE TEXTBOOKThe questions in Task 21 are related to adapting

your World Link textbook to your local teaching

and learning context, as every student and every teacher is unique, as we discussed earlier, and every teaching and learning context is unique

Because of this uniqueness, once a textbook has been chosen, or adopted, it may also then need to

be “localized,” or adapted

TASK 22

What are some aspects of your English language teaching and learning environment that make it different from others?

TASK 23

Describe the students with whom you expect you will

be using this book

Q1 First language:

Q2 Age range:

Q3 Number of years they have studied English:

Q4 English language ability levels:

Q5 Reasons for learning English:

Q6 What makes these students different from other students?

Q7 You are unique, too! What makes you different from other English language teachers you work with?

| T21

Trang 24

In Part One, we talked about the importance of

change in professional development

TASK 24

Are there any changes you plan to make to your

World Link textbook to adapt it to your English

language teaching and learning environment?

If so, what kinds of changes will you make?

TASK 25

Are there any changes you will make to your World

Link textbook to adapt it to your English language

students?

TASK 26

Are there any changes you will make to your World

Link textbook to adapt it to your teaching style(s)?

There are other questions you could ask yourself

as well, including: What local objects and artifacts

can I—and my students—bring in to supplement

and localize the material in the textbook? These

“pedagogical artifacts” are sometimes called

“realia.”

Another way of using our textbooks as part of your professional development is to make it a focus of your pre-lesson, during-lesson, and post-lesson reflection

We have already looked at many examples of some

of the questions you might ask before and during the lesson, related to your textbook But there are many questions you should ask afterwards These include:

• Did that unit or lesson work the way I thought it would? If not, how was it different? It is important

to remember here that a lesson may go better than you thought it would, so “different” can be

“different but better” as well as “different and worse” than you thought it would be!

• If I had to reteach the same lesson, using the same unit, what would I do the same, what would I do differently, and why?

• Were the materials at the right level for my students? If so, how do I know? If not, what changes can I make so that the material matches the students’ levels more closely?

• Did students appear to understand all of the instructions for all of the exercises?

We hope we have helped you to start thinking of

your World Link textbook as part of your professional

development By using your textbook carefully, thoughtfully, and reflectively, your textbook can help you learn as well as help you teach Good luck!

Enjoy!

Dr Andy Curtis is the 50th President of the TESOL International Association (2015–2016) He is also a professor in the Graduate School of Education at Anaheim University in California.

Answers to Task 14

1 c, 2 k, 3 h, 4 j, 5 m, 6 a, 7 b, 8 d, 9 g, 10 i, 11 f, 12 l,

13 e, 14 n

T22 |

Trang 25

JAMES R MORGAN NANCY DOUGLAS

Trang 26

ALL RIGHTS RESERVED No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S copyright law, without the prior written permission of the copyright owner

“National Geographic”, “National Geographic Society” and the Yellow Border Design are registered trademarks of the National Geographic Society

® Marcas Registradas

Student’s Book ISBN: 978-0-357-50213-6 Student’s Book + My World Link Online:

ISBN: 978-0-357-50214-3

200 Pier 4 Boulevard Boston, MA 02210 USA

a Cengage Company

World Link Level 1: Developing English Fluency,

Fourth Edition

Caitlin Thomas

Printed in China

L E A R N I N G

Trang 27

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

except as permitted by U.S copyright law, without the prior written permission of the copyright owner

“National Geographic”, “National Geographic Society” and the Yellow Border Design are registered trademarks of the National Geographic Society

® Marcas Registradas

Student’s Book ISBN: 978-0-357-50213-6

Student’s Book + My World Link Online:

ISBN: 978-0-357-50214-3

200 Pier 4 Boulevard Boston, MA 02210

USA

a Cengage Company

World Link Level 1: Developing English Fluency,

Fourth Edition

Caitlin Thomas

Printed in China

L E A R N I N G

Trang 28

SCOPE AND SEQUENCE UNITS 1–6

UNIT LESSON WARM-UP VIDEO VOCABULARY LISTENING GRAMMAR PRONUNCIATION SPEAKING READING WRITING ENGLISH ACTIVE AND READING LISTENING

SKILLS

GLOBAL VOICES LESSON A

Getting To Know You p 4

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

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

The Smile Test

p 16 A street scene

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

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

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

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

LESSON B

Taking a Trip

p 53

Going Somewhere

Connecting ideas

with but, or, and

so p 51

Possessive adjectives and possessive pronouns p 57

Sentence stress

responding to advice p 50

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

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

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

(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

affirmative and negative statements (irregular verbs)

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

REAL WORLD LINK 2 Profile a Role Model p 88

Scope and Sequence | v

SKILLS

at a festival p 5 Podcast about language learning

p 12

p 7

be / have p 13

How to Spot

a Fake Photo

p 10

of a photo

p 14

p 5

The Smile Test

p 18 (laughing,

Feelings p 23

nervous, sad )

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

affirmative and negative statements p 21 Subject and object pronouns

p 27

p 22

p 28

p 29

LESSON A

p 32

LESSON B

What is Your Least Favorite Part of Going

to the Store?

p 30

on )

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

p 40

p 35

Quantifiers with affirmative and negative

statements p 41

things you need

p 34

p 38

LESSON B

Taking a Trip

p 53

Going Somewhere

so p 51

Possessive adjectives and possessive pronouns p 57

Sentence stress

Getting Ready!

Interview with

a photographer

p 63

Podcast about small acts of kindness p 70

The simple past

with be p 65

statements p 71

Simple past -ed

with an opinion

p 64

Pay it Forward

p 68

Write a letter

remember )

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

affirmative and negative statements (irregular verbs)

certainty p 78

experience

p 86

HEROES P 60

THE MIND P 74 VACATION P 46

iv

p 3

Home improvements

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

Saying a series of items p 5 Making informal

suggestions

p 6

Repurposing Public Space

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

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

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 29

K David Harrison: Language and the Environment p 29

p 33

Lecture about

“emerging adulthood” p 40

Review of future forms p 35 Object relative clauses with

where, when, and why p 41

Emphasizing content words p 33 Talking about plans and

needs p 34

Almost Identical Strangers

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

REAL WORLD LINK 1 Set Up a Community Center p 44

p 47

Ways to improve and change appearance

p 56

Adverbs used with the present perfect p 51 Phrasal verbs

p 58

Draw conclusions

p 49

Use context clues p 55

Women in Fire p 59

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

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 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

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

p 81 How Melati Wijsen

Got Her Message to the World p 87

REAL WORLD LINK 2 Hiring in the Workplace p 88

ACROSS CULTURES P 60

BUSINESS AND MARKETING P 74

MEN AND WOMEN P 46

iv

p 3

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

suggestions

p 6

p 10

p 14

Talk about

mukbang videos

p 19

p 29

K David Harrison: Language and the Environment p 29

p 33

Lecture about

Review of future forms p 35 Object relative clauses with

needs p 34

p 38

Write about

p 42

p 36

p 42

p 47

Ways to improve and change appearance

p 56

Adverbs used with the present perfect p 51 Phrasal verbs

p 58

p 49

LESSON A

LESSON B

p 61

Appropriateness and respect across cultures

Conversation about classroom respect norms

p 63

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

+ infinitive /

Gerund + be +

adjective p 65 Present and future time clauses with

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

Compound nouns

presentation

p 72

Aziz Abu Sarah: Getting Over Cultural Barriers

p 74

p 76 (employee,

audience)

p 77

p 84

p 82

p 86

Word families

Trang 29

SKILLS

at a festival p 5 Podcast about

language learning

p 12

p 7

be / have p 13

How to Spot

a Fake Photo

p 10

of a photo

p 14

p 5

The Smile Test

p 18 (laughing,

Feelings p 23

nervous, sad )

Livestream from a race p 19

People explaining how they feel and

why p 26

statements p 21 Subject and

object pronouns

p 27

p 22

p 28

p 29

LESSON A

p 32

LESSON B

What is Your Least Favorite

Part of Going

to the Store?

p 30

on )

Conversation about going to the

store p 33 Conversations

about buying and returning items

p 40

p 35

Quantifiers with affirmative

and negative

statements p 41

things you need

p 34

p 38

LESSON B

Taking a Trip

p 53

Going Somewhere

so p 51

Possessive adjectives and

possessive pronouns p 57

Sentence stress

Getting Ready!

Interview with

a photographer

p 63

Podcast about small acts of

statements p 71

Simple past -ed

with an opinion

p 64

Pay it Forward

p 68

Write a letter

remember )

Radio show about memorizing

words in a new language p 77

Lecture about sleep and energy

patterns p 84

statements (irregular verbs)

certainty p 78

experience

p 86

p 3

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

suggestions

p 6

p 10

p 14

investigate, get news)

Talk about

mukbang videos

p 19

speaking a foreign language

p 33

Lecture about

Review of future forms p 35

Object relative clauses with

needs p 34

p 38

Write about

p 42

p 36

p 42

Bring You Love

p 47

Ways to improve and change

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 58

p 49

LESSON A

LESSON B

p 61

Appropriateness and respect

across cultures

Conversation about classroom

respect norms

p 63

Lectures about small talk, body

language, and eye contact p 70

+ infinitive /

Gerund + be +

adjective p 65 Present and future

time clauses with

when, before, after, as soon as /

once p 71

Compound nouns

presentation

p 72

Aziz Abu Sarah:

Getting Over Cultural Barriers

Tea Leaves

p 74

p 76 (employee,

audience)

p 77

p 84

p 82

p 86

Word families

Trang 30

SKILLS

My Neighborhood

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

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

Sports and activities p. 106

Verb + infinitive and verb + noun

p. 109

Questions and answers with

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

p 126

Melati Wijsen: Changemaker

p. 137

A relaxation exercise p. 144

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

a memorable experience p. 158

Using can and

could for ability

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

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

Discuss favorite movies p. 174

Listen for signposts p 165 Discuss findings

p 171

My Favorite Movie

p. 175

REAL WORLD LINK 4 What Did You Learn? p 176

Scope and Sequence | vii

SKILLS

My Neighborhood

p. 98

p. 102

p. 109

p. 110

p. 130

p 126

Melati Wijsen: Changemaker

p. 137

p. 142

Write about

p. 146

p. 140

Using can and

future p. 160

p. 154

p. 151

p. 163

Types of movies

p. 164 (action

Review a movie

p. 169 (boring,

Conversation between two people choosing

p. 165

Conversation between two people discussing new movies p. 172

The present continuous as future p. 167

-ed and -ing

p 171

p. 175

ALL ABOUT YOU P 104

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

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

p. 93 Juan Martinez:

Outdoor Learning Experiences p. 103

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

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

p. 107

Gabby Salazar: Turn a Passion into

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

Using pauses in public speaking

p. 122

Introducing

a topic and giving an overview of a talk p. 122

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

p. 126 Sylvia Johnson:

Mermaids against Plastic p 131

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

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

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

p. 151

What fact about you would surprise people? p. 161

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

in Bangladesh

p. 172

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

p. 173

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

REAL WORLD LINK 4 Track Your Food Waste p 176

WHAT ARE YOU INTO? P 104

OUR WORLD P 162 WELLBEING P 90

vi

Trang 31

SKILLS

My Neighborhood

p. 98

p. 102

Conversation about finding a

roommate p. 114

p. 109

p. 110

Radio interview about an

p. 130

healthy in space

p. 137

p. 142

Write about

p. 146

p. 140

artist p. 151 Story about

Using can and

future p. 160

p. 154

p. 151

p. 163

Types of movies

p. 164 (action

Review a movie

p. 169 (boring,

Conversation between two

people choosing

p. 165

Conversation between two

people discussing new movies p. 172

The present continuous as

p 171

p. 175

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

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

p. 93 Juan Martinez:

Outdoor Learning Experiences p. 103

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

p. 109

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

unaffordable housing )

Social issues

p. 125 (interact,

provide, support )

Lecture about light pollution

(type 1) p. 129

Using pauses in public speaking

p. 122

Introducing

a topic and giving an overview of a talk p. 122

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

p. 126 Sylvia Johnson:

Mermaids against Plastic p 131

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

money can buy happiness p. 137

Interview about how rich people use money p. 144

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

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

p. 151

What fact about you would surprise people? p. 161

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

in Bangladesh

p. 172

Subject and object relative

clauses p. 167 The passive with

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

REAL WORLD LINK 4 Track Your Food Waste p 176

Trang 32

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

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

Trang 33

People visit an art exhibition in Spain.

A Watch the video with the sound off Check (✓)

the green things you see.

cars

clothes

glasses

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?

✓

EXTRA! Post-viewing 5 min

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

Trang 34

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

3 What’s her number?

4 What’s her address?

5 Where is she from?

6 Where does she live now?

7 What does she do?

8 How many does she

speak?

9 What does she do for fun?

C PRONUNCIATION: Question Intonation Read the questions Then listen and

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

She’s in a band with her , Yumi and Matteo

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)

email address languages

first name last name phone email

Trang 35

1A GETTING TO KNOW YOU

VOCABULARY

Write social media on the board and elicit platforms

students know Discuss what the preferred social

media sites are in the class Write the word profile

on the board and ask students if they know what this means If they don’t know the word, explain that it is a personal page on a social media platform where people can share information about themselves Elicit the kind of information you can find on a social media profile You may also want

to discuss the advantages and disadvantages of making personal information like this public

A Look at Silvia’s profile Practice saying the words

in blue 5 min

Ask students to look at the words in blue on Silvia’s profile Read the words aloud one at a time and have students repeat them Check that they understand the meaning of all the words in

blue It may be useful to clarify first name and last name (see Culture Tip) Also point out that hometown is where you are from and lives refers

to where you currently live

CULTURE TIP: First Name and Last Name

English speakers often use the terms first name (given name) and last name (surname or family

name) Some other cultures don’t fit this pattern In Asian countries, the family name is often written first (Park Yong-Jun: Park = family name; Yong-Jun = first name) In Spanish-speaking countries, some people use both their father’s and mother’s family names (Teresa Sanchez Rios: Teresa = first name;

Sanchez = father’s family name; Rios = mother’s family name) In Islamic countries, some people use their father’s first name after their own first name (Rashid Omar al-Arabi: Rashid = first name; Omar = father’s first name; al-Arabi = family name)

TEACHING TIP: Pronunciation Practice

Having students repeat the words in A gives the

teacher the opportunity to identify and correct any pronunciation issues before students use the

vocabulary independently in B Make sure that you

provide a clear model of the words for your students

to copy, highlighting where the word stress is Have students repeat the words as a whole class to build

up confidence before asking individual students to pronounce the words

B Work with a partner Complete the questions and answers about Silvia with the words in blue from

A 10–15 min

With the class, read one or two of the questions and complete them together Have students complete the rest with a partner Then check answers with the class Read the questions and answers aloud for students to repeat in chorus

Review the information about how to say email addresses, and write more addresses on the board for the class to practice saying them Discuss with the class whether students feel comfortable saying their own email addresses If they do not feel comfortable giving out such personal information, have students invent email addresses to practice saying them Use the information note to remind students how we say certain email addresses:

.edu = dot e-d-u; net = dot net; uk = dot u-k

C PRONUNCIATION: Question Intonation Read the questions Then listen and repeat Notice the intonation 2 5–10 min

Have students read the directions Then play the audio track, and ask students to repeat each question Help them notice how the intonation falls

at the end of Wh- questions Write the questions

on the board and draw arrows to show the intonation Remind students about intonation—the rising and falling in our speaking—and that every language has different intonation Explain to the class that practicing intonation will make their English sound more natural

TEACHING TIP: Intonation

To highlight the correct intonation of different types

of sentences, demonstrate by raising and lowering your hand and moving it left to right as you say the sentence, showing the “contour” of the sentence

Repeat and have students follow along with their hands Have them say the phrases or sentences to

a partner, using their hands for emphasis as well

D Interview a partner Use the questions in B as a

model 15 min

Model the exercise by having a student ask you the questions Then assign students to pairs and have them ask each other the questions

Encourage them to take notes so they can present their partner to the class When all pairs have finished, call on students to share one or two pieces of information about their partner Tell students to invent any personal information they

do not feel comfortable providing

EXTRA! Class Contact List 15 min

Have each student make a class list in their notebook with each student’s first name and last name

Students may also share email addresses and telephone numbers if they feel comfortable doing so

They should go around the class asking for people’s information until they have a complete list

VOCABULARY

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

3 What’s her number?

4 What’s her address?

5 Where is she from?

6 Where does she live now?

7 What does she do?

8 How many does she

speak?

9 What does she do for fun?

C PRONUNCIATION: Question Intonation Read the questions Then listen and

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

She’s in a band with her , Yumi and Matteo

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)

Yumi

Matteo

Silvia Costas big sister, English student, music lover

Silvia Costas

Big sister, English student,

music lover From Salvador, Brazil

Lives in São Paulo Studies at the English Institute

Works at World Cafe (Part-time)

com (dot) b-r

email address languages

phone email

Trang 36

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

I’m interested in the food What about you?

WORD BANK

I’m interested in Korean music and culture.

your name you from Are you

you do How many

What Where What’s

Draw students’ attention to the photo and the

caption Ask them to tell you about any similar

festivals they know Elicit what people usually do at

these festivals

A An interviewer is asking people questions at a

festival in South Korea Listen Then write the

missing words 3 5 min

Write the incomplete questions on the board

Tell students that they are going to listen to an

interviewer asking people these questions at a

festival in South Korea Tell them that first, they

are going to predict what words complete the

sentences (see Teaching Tip) Ask for volunteers

to make predictions and write them on the board

Tell students that they will now listen to the audio

track and complete the sentences with what

they hear Play the audio track, then have them

compare their answers with a partner Check the

answers with the class

TEACHING TIP: Predicting

Predicting what we are going to hear helps activate

related vocabulary and other useful background

information that is stored in our brains This helps us

understand what we are listening to You can help

students at the predicting stage in A by having them

think about what kind of word they would expect to

find in each blank (e.g., a Wh- question word).

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 3

5–10 min

Tell students that they will listen to the audio track

again, and this time, they have to fill in the Job

and City columns of the chart Remind them to

write NM if the information is not mentioned, and

that they don’t need to fill in the Interest column

of the chart yet Play the audio track and have

them compare their answers with a partner If

necessary, play the audio track again to give

them a second chance to complete the exercise

Listen for details When we listen for details, we

are trying to identify the specific information that

we need to complete a task, instead of focusing

on the big picture Before listening, elicit from

students the important details they are listening

for (job and city) Remind them that they don’t

need to understand every word; they just need to

focus on this key information

C What is each person interested in at the festival?

Write your answer in B Then listen one more time and check your answers 3 5 min

Write interested in on the board and elicit the

meaning (If you are interested in something, you want to give your attention to it and know more about it.) Ask students to tell you some things that they are interested in (see Language Tip)

Have them listen to the audio track once more

and fill in the Interest column in the chart in B

Check the answers with the class

LANGUAGE TIP: Interested in

Draw students’ attention to the preposition in that often follows interested Adjectives are often followed by prepositions, such as in, of, or on

Unfortunately, there isn’t a fixed rule to tell us which preposition goes with which adjective Therefore, it’s useful to encourage students to note the preposition that goes with the adjective when recording new vocabulary

D Imagine you can go to the festival What are you interested in? Tell a partner 5–10 min

Have students work in pairs Ask them to imagine that they can go to the Global Village Festival and get them to tell their partners what they are interested in Encourage them to ask follow-up questions For example, if they are interested in trying food from around the world, what kind of food would they most like to try? Call on one or two students to share their partner’s answer with the class

TEACHING TIP: Comparing Answers with a Partner

Before conducting whole-class feedback on exercises that students have completed individually,

like A, give students time to compare answers in

pairs first This can help them feel more confident when participating in whole-class feedback and provides an extra opportunity for students to communicate in English

TEACHING OPTION

If students are finding the listening exercises difficult, you can help them by pausing the audio track after each speaker You could also play the audio track an extra time, if necessary

5a | Teacher’s Book UNIT 1 , Lesson A

Trang 37

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

I’m interested in the food What about you?

WORD BANK

I’m interested in Korean music and culture.

your name you from Are you

you do How many

What Where What’s

Trang 38

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

Introducing Yourself and 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

Mariana is a student

She studies music.

They are meeting for the first time because Mariana says, “My name is Mariana.”

Also Danny says, “It’s nice to meet you.”

6 | UNIT 1

Trang 39

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

Introducing Yourself and 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

Mariana is a student

She studies music.

They are meeting for the first time because Mariana says, “My name is Mariana.”

Also Danny says, “It’s nice to meet you.”

SPEAKING

Write Meeting for the first time in a circle on the

board You could also display a visual of two people meeting for the first time on the board to help introduce the topic Draw some lines coming out from the circle and ask the class to tell you some things that people might say when meeting for the first time Write down each suggestion at the end of

a line, creating a mind map on the board Possible

answers could include Hello, / Hi, my name is What’s your name? Nice to meet you / Pleased to meet you / Good to meet you.

A Read the conversation and listen Are Danny and Mariana meeting for the first time? How do you know? 4 10 min

Have students look at the photo Elicit information about the man, such as how old he

is and what he is doing Tell them that he is a university student and elicit different subjects that people can study at university Tell students that they will listen to a conversation between two people who live in the same apartment building Ask students to listen and decide if the people are meeting for the first time Play the audio track, then check the answers Possible answers for how we know they are meeting for the first time are that they exchange names, they tell each other which apartment they are in, and

they say, Nice to meet you.

B Practice the conversation in A with a partner

Then practice with your own information 10 min

Assign students to pairs and ask them to practice the conversation twice, switching roles the second time Then, with the class, read through the conversation and have students underline the information that will change when they make their own conversation (the names, apartment numbers, and occupations) Give students a minute to think about the information they will substitute into the conversation Have students practice the new conversation with their partners Ask several pairs to present their conversations to the class

C Introduce yourself to four classmates Ask them about their jobs and complete the chart Use the Speaking Strategy to help you 10–15 min

With the class, read through the questions and answers in the Speaking Strategy Point out that these expressions were used in the

conversation in B Model the expressions with

several students Explain that What do you do?

asks about a person’s work or studies and is a common question when native English speakers

meet someone for the first time Where are you from? is another common question to ask when

you meet someone Tell students to stand up with their books and walk around the class, talking with their classmates When they are finished, they should sit down (see Teaching Tip)

TEACHING TIP: Mingling

In mingling exercises, where students are required

to speak to several different classmates, it is fun

to have students stand up and walk around the classroom instead of just talking to people sitting near them This can give them the opportunity to talk to a greater variety of people and inject some extra energy into the class If this is not possible due to space restrictions, try to get the class seated next to new people at the start of the exercise A simple way to do this is to assign each student a letter (A, B, C, or D, for example) and have students with the same letter sit together

Play the audio track of the phrases in the Speaking Strategy Draw attention to the word stress Play the expressions again, pausing after each one so that students can listen and repeat

D Tell a partner about the classmates you talked to

in C 10–15 min

Assign students to new pairs Point out that they need to use the third person to tell their partner about other people in their class On the board,

write, Danny works in an art gallery and Mariana studies music Help students notice how the

verbs change in the third person (by adding

either s or ies) After pairs have finished, call on

students to tell the class one interesting thing they learned about a classmate

ONLINE TEACHING OPTION

You can carry out mingling exercises in online classes by using breakout rooms It is best to keep the numbers of students in each breakout room fairly low (4–5 people) to allow each student the chance to participate and to make it easy for them

to manage the conversation

Teacher’s Book UNIT 1, Lesson A | 6a

Trang 40

GRAMMAR

On the board, write down two or three sentences

about what students in the class do (e.g., Ana

works in a bank David studies photography

Julia teaches French.) You will have learned

this information in the Speaking section, but you

can pick out students and ask them if you don’t

remember Ask if anyone knows what verb form is

used in these sentences (simple present)

A Read the Unit 1, Lesson A Grammar Reference in

the appendix Complete the exercises Then do the

exercises below 20–30 min

Go through the charts in the Grammar Reference

with the class Highlight the differences between

I /you / we / they and he / she / it in both the

affirmative and negative columns Guide them

through the Yes / No questions with be and

other verbs, and point out that if the question

has do / does, the short answer has it, too

Point out how Wh- questions are formed, paying

attention to word order Have them complete the

practice exercise in pairs, first completing the

questions and answers with the correct words,

then matching the questions with the appropriate

answers Instead of doing this in class, you

could ask students to work through this section

before class, leaving more time in the classroom

for communicative exercises

B Read Steffi’s paragraph Write the correct form of

each verb 15 min

Before students complete the sentences, remind

them to think about spelling changes between

the first- and third-person grammatical forms

Model the first one or two items Have students

complete the answers with the correct form of

each verb After students write their answers,

have them compare with a partner Then check

answers as a class by writing them on the board

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 10–15 min

Have students read the questions and complete

them Ask them to compare their answers with a

partner, then check answers with the class and

write them on the board Then have them ask

each other the questions You could have

Partner A ask questions 1–4 and Partner B

ask questions 5–8 Then ask students to

say how they are similar to or different from

Steffi and Monica

D Complete each sentence with the affirmative or negative form of a verb from the box to make it true for you 5–10 min

Model two different sentences about yourself to demonstrate how the sentences can be formed with the affirmative or negative form of a verb from the box Have students write the correct form of the verb, affirmative or negative, so the sentences are true for them Call on volunteers to share one sentence with the class

E How are you and your partner similar and different? Use your sentences in D to form questions Ask follow-up questions 10 min

Have students read the directions Then read the example question and follow-up question aloud with a student Go through the sentences and elicit the question and a possible follow-up question for each one Then assign students to pairs and have them ask each other questions about each sentence to find out how similar or different they are Call on different pairs to tell the class their similarities and differences (see Teaching Option)

TEACHING OPTION

To encourage students to ask several questions, you could challenge them to find five similarities and five differences, or have a competition to see which pair can find the most things in common You could also put students into new pairs after they have finished and have them tell their new partner about the similarities and differences that they found

GRAMMAR TIP: Simple Present

The simple present is used for general truths and facts (Most Americans speak English.); routines and habitual events (I get up at 6:00.); and with stative verbs—verbs that describe mental processes (That soup smells good.)

EXTRA! Partner Facts 20 min

Tell students to write a paragraph about their partner, including the information from the interview

in E and any other facts they know A fun way

to round off this exercise could be to collect the paragraphs and read them aloud (or have other students read them aloud) without reading the name The rest of the class could listen and guess who is being described

7a | Teacher’s Book UNIT 1 , Lesson A

Tiêu đề	World Link 1 Teacher’s Book: Developing English Fluency
Tác giả	James R. Morgan, Nancy Douglas
Trường học	National Geographic Learning
Chuyên ngành	English Fluency
Thể loại	teacher's book
Năm xuất bản	2021
Thành phố	Boston

Định dạng
Số trang	504
Dung lượng	93,1 MB