world link 3 students book

I think Sugar Beach is a good / bad idea for item 1, have each student give just one piece of the answer:• in Toronto • on the waterfront • on a pier• in an industrial area Tell students

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JAMES R MORGAN NANCY DOUGLAS

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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: 978-0-357-50221-1 Student’s Book + My World Link Online:

ISBN: 978-0-357-50222-8

National Geographic Learning

200 Pier 4 Boulevard Boston, MA 02210 USA

Locate your local office at international.cengage.com/region

Visit National Geographic Learning online at ELTNGL.com

Visit our corporate website at www.cengage.com

National Geographic Learning,

a Cengage Company

World Link Level 3: Developing English Fluency,

Fourth Edition

Publisher: Sherrise Roehr

Executive Editor: Sarah Kenney

Senior Development Editor: Brenden Layte

Director of Global Marketing: Ian Martin

Heads of Regional Marketing:

Charlotte Ellis (Europe, Middle East and Africa)

Justin Kaley (Acting Head of Marketing, Asia)

Irina Pereyra (Latin America)

Senior Product Marketing Manager:

Caitlin Thomas

Content Project Manager: Beth Houston

Media Researcher: Stephanie Eenigenburg

Cover/Text Design: Lisa Trager

Art Director: Brenda Carmichael

Operations Support: Hayley Chwazik-Gee,

Avi Mednick, Katie Lee

Manufacturing Planner: Mary Beth Hennebury

Composition: MPS North America LLC

For permission to use material from this text or product, submit all requests online at cengage.com/permissions

Further permissions questions can be emailed to

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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; Migiel 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: 978-0-357-50221-1

Student’s Book + My World Link Online:

ISBN: 978-0-357-50222-8

National Geographic Learning

200 Pier 4 Boulevard Boston, MA 02210

USA Locate your local office at international.cengage.com/region

Visit National Geographic Learning online at ELTNGL.com

Visit our corporate website at www.cengage.com

National Geographic Learning,

a Cengage Company

World Link Level 3: Developing English Fluency,

Fourth Edition

Publisher: Sherrise Roehr

Executive Editor: Sarah Kenney

Senior Development Editor: Brenden Layte

Director of Global Marketing: Ian Martin

Heads of Regional Marketing:

Charlotte Ellis (Europe, Middle East and Africa)

Justin Kaley (Acting Head of Marketing, Asia)

Irina Pereyra (Latin America)

Senior Product Marketing Manager:

Caitlin Thomas

Content Project Manager: Beth Houston

Media Researcher: Stephanie Eenigenburg

Cover/Text Design: Lisa Trager

Art Director: Brenda Carmichael

Operations Support: Hayley Chwazik-Gee,

Avi Mednick, Katie Lee

Manufacturing Planner: Mary Beth Hennebury

Composition: MPS North America LLC

For permission to use material from this text or product, submit all requests online at cengage.com/permissions

Further permissions questions can be emailed to

permissionrequest@cengage.com

Printed in China

Print Number: 01 Print Year: 2020

L E A R N I N G

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SCOPE AND SEQUENCE UNITS 1-6

UNIT LESSON WARM-UP VIDEO VOCABULARY LISTENING GRAMMAR PRONUNCIATION SPEAKING READING WRITING ENGLISH ACTIVE ACADEMIC SKILL GLOBAL VOICES

p 3

Home improvements

p 4 (clutter, repaint, repair)

Public and private spaces p 9

(private property, public space, preserve)

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

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

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

p 18 (chat, talk, share)

Types of news

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

Talk about

mukbang videos

p 19

Newscast on unique news stories p 26

Subject relative

clauses with who and that p 21

Review of the present perfect

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

Life changes

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

Speech about accents and speaking a foreign language

p 33

Lecture about

“emerging adulthood” p 40

Review of future forms p 35 Object relative clauses with

where, when, and why p 41

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

Dating p 53 (ask

out, break up, turn down)

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

p 56

Adverbs used with the present perfect p 51 Phrasal verbs

p 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

Got Her Message to the World p 87

REAL WORLD LINK 2 Hiring in the Workplace p 88

Scope and Sequence | v

p 3

suggestions

p 6

p 10

p 14

Types of news

Talk about

mukbang videos

p 19

p 29

Life changes

p 33

Lecture about

needs p 34

p 38

Write about

p 42

p 36

p 42

p 47

p 56

p 58

p 49

LESSON A

LESSON B

p 61

p 63

+ infinitive /

Gerund + be +

Compound nouns

presentation

p 72

p 74

p 77

p 84

p 82

p 86

Word families

ACROSS CULTURES P 60

BUSINESS AND MARKETING P 74

MEN AND WOMEN P 46

iv

p 3

suggestions

p 6

p 10

p 14

Types of news

Talk about

mukbang videos

p 19

p 29

Life changes

p 33

Lecture about

needs p 34

p 38

Write about

p 42

p 36

p 42

p 47

p 56

p 58

p 49

LESSON A

LESSON B

p 61

p 63

+ infinitive /

Gerund + be +

Compound nouns

presentation

p 72

p 74

p 77

p 84

p 82

p 86

Word families

ACROSS CULTURES P 60

BUSINESS AND MARKETING P 74

MEN AND WOMEN P 46

iv

p 3

suggestions

p 6

p 10

p 14

Types of news

Talk about

mukbang videos

p 19

p 29

Life changes

p 33

Lecture about

needs p 34

p 38

Write about

p 42

p 36

p 42

p 47

p 56

p 58

p 49

LESSON A

LESSON B

p 61

p 63

+ infinitive /

Gerund + be +

Compound nouns

presentation

p 72

p 74

p 77

p 84

p 82

p 86

Word families

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p 3

(private property, public space,

Giving permission and expressing

prohibition p 13

suggestions

p 6

p 10

p 14

Types of news

p 23 (local / national / political /

sports news, investigate, get

Life changes

p 37 (enroll in college, get married,

start a family )

Speech about accents and

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

appearance

p 48 (brush your hair, wash your face,

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

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

+ 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 77

p 84

p 82

p 86

Word families

p 3

(private property, public space,

Giving permission and expressing

prohibition p 13

suggestions

p 6

p 10

p 14

Types of news

p 23 (local / national / political /

sports news, investigate, get

Life changes

p 37 (enroll in college, get married,

start a family )

Speech about accents and

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

appearance

p 48 (brush your hair, wash your face,

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

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

+ 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 77

p 84

p 82

p 86

Word families

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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

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

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

(budget, debt, money )

Ways to use and spend money

p. 141 (donate, invest, earn)

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

p. 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

Talk about a social science study where people “found”

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

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

say and tell p. 159

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

p. 169 (obstacle, structure, design)

Lecture about two unusual animals

p. 165

Story about floating hospitals

in Bangladesh

p. 172

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

p. 173

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

or bump fists?

p. 91

p 97 (stress management, staying healthy, wellbeing)

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

Problems

p. 98

Write about

p. 102

Word parts

a trip p. 111

recreational activities p. 107 Report about parkour p. 114

present perfect

p. 109

Adventures

in Wonderland

p. 112

p. 116

Understanding

p. 107

Gabby Salazar: Turn a Passion into

Social issues

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

p. 122

Introducing

outline p. 130

p. 124

Preview a text

LESSON A

LESSON B

p. 141

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

p. 142

p. 140

p. 146

Talk about a social science study where people “found”

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

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

say and tell p. 159

p. 151

LESSON A

LESSON B

p. 165

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

p. 170

Comment

p. 168

p. 172

Jennifer Adler: Conservation Photographer p. 175

WHAT ARE YOU INTO? P 104

OUR WORLD P 162 WELLBEING P 90

vi

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or bump fists?

p. 91

p 97 (stress management,

staying healthy, wellbeing)

Talk by a ranger about wilderness

safety p. 93 Conversation

Problems

p. 98

Write about

p. 102

Word parts

a trip p. 111

recreational activities p. 107

Report about parkour p. 114

present perfect

p. 109

Adventures

in Wonderland

p. 112

p. 116

Understanding

congestion, unaffordable

housing )

Social issues

(type 1) p. 129

p. 122

Introducing

outline p. 130

p. 124

Preview a text

LESSON A

LESSON B

p. 141

Lecture about whether

money can buy happiness p. 137

Interview about how rich people use money p. 144

p. 142

p. 140

p. 146

Talk about a social science

study where people “found”

wallets on the street p. 151

Podcast about the reliability of tech

and apps p. 158

Present unreal conditionals

(type 2) p. 153 Reported

p. 151

LESSON A

LESSON B

p. 165

in Bangladesh

p. 172

Subject and object relative

clauses p. 167 The passive with

p. 166

p. 170

Comment

p. 168

p. 172

Jennifer Adler:

Conservation Photographer p. 175

Scope and Sequence | vii

or bump fists?

p. 91

p 97 (stress management,

staying healthy, wellbeing)

Talk by a ranger about wilderness

safety p. 93 Conversation

Problems

p. 98

Write about

p. 102

Word parts

a trip p. 111

recreational activities p. 107

Report about parkour p. 114

present perfect

p. 109

Adventures

in Wonderland

p. 112

p. 116

Understanding

congestion, unaffordable

housing )

Social issues

(type 1) p. 129

p. 122

Introducing

outline p. 130

p. 124

Preview a text

LESSON A

LESSON B

p. 141

Lecture about whether

money can buy happiness p. 137

Interview about how rich people use money p. 144

p. 142

p. 140

p. 146

Talk about a social science

study where people “found”

wallets on the street p. 151

Podcast about the reliability of tech

and apps p. 158

Present unreal conditionals

(type 2) p. 153 Reported

p. 151

LESSON A

LESSON B

p. 165

in Bangladesh

p. 172

Subject and object relative

clauses p. 167 The passive with

p. 166

p. 170

Comment

p. 168

p. 172

Jennifer Adler:

Conservation Photographer p. 175

Scope and Sequence | vii

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UNIT 1

WARM-UP VIDEO

A This video is called The Rise of Open Streets

What do you think the video is going to be about? Tell a partner.

B Watch the first part of the video Complete the definition of Open Streets.

Open Streets are when you temporarily (1.) a street to people (2.) , and then (3.)

it up for people (4.) , walking, skating, running—pretty much doing anything but driving a car!

C Watch the video and complete the quotes.

1 “You get young and old,

get everybody!”

2 “Summer Streets celebrates the concept

that streets are for ”

3 “It’s showing people that streets can have

different according to the

4 “It’s a great way to bring in new folks who

are maybe interested in

D What do you think of Open Streets? Where would you create an open street in your city?

LOOK AT THE PHOTO ANSWER THE QUESTIONS.

1 Who and where are these people? What are

they are doing? Have you ever done this?

2 Do you prefer going out to busy places or

staying at home? Why?

PUBLIC AND PRIVATE

1

/ Discuss home improvement ideas

/ Make and respond to informal suggestions

in New York City, US

ABOUT THE PHOTO

Around the world, cities and towns

are rethinking how public spaces

can be used to bring people

together, build community, and

promote wellbeing This photo

shows a movie night in Bryant Park

in New York City The land was first

designated for public use in 1686,

and saw a variety of uses before

a park was first built in 1847

The park is next door to the New

York Public Library, and when the

library needed more space, the

park was dug up and 84 miles of

bookshelves were built underneath

it The park was rebuilt with the

help of the Bryant Park Corporation

and reopened in 1992 Since then,

Bryant Park has been a destination

for people who want to relax, and it

also holds a variety of events, such

as movie nights, theater, dance

parties, musical performances,

exercise and martial arts classes,

and ice skating

INTRODUCE THE THEME

In this unit, students will discuss

private and public spaces The

language in the two lessons

will help students communicate

on these themes, including

discussing home improvement

ideas, making and responding to

informal suggestions, debating

uses for public and private spaces,

and stating rules for appropriate

behavior in public places

In the Warm-Up Video, students

will watch a video that talks about

open streets in cities around

the world Then, in Lesson A,

students will learn to talk about

making home improvements They

will listen to a lecture about the

color wheel and practice listening

for details and saying a series of

items They will also learn how

to suggest solutions to problems

by making informal suggestions

Finally, they will use the passive

voice to discuss problems with a

room and propose solutions

In Lesson B, students will learn

to talk about public and private

spaces They will learn about

the issue of public access to private

spaces and read about repurposing public spaces They will practice making and checking predictions and inferring information They will listen to a report about a place that had to change its rules for visitors, and practice listening for details They will also learn how to express permission and prohibition

Finally, they will write and talk about inappropriate behavior in public places

In Global Voices, students will learn about a tour guide in Shanghai, China who loves sharing her city

with tourists Then students will present their own tour

Look at the photo Answer the questions.

Call on students to describe what they see in the photo

Have students answer the questions individually or in pairs, then

compare answers with the class

Point out the unit goals and explain what students will learn Elicit any key vocabulary students already know, and write it on the board

Explain any unfamiliar phrases in the unit goals to the students

2 | Lesson Planner UNIT 1

Trang 10

WARM-UP VIDEO

A This video is called The Rise of Open Streets

What do you think the video is going to be about? Tell a partner.

B Watch the first part of the video Complete the definition of Open Streets.

Open Streets are when you temporarily (1.) a street to people (2.) , and then (3.)

it up for people (4.) , walking, skating, running—pretty much doing anything but driving a car!

C Watch the video and complete the quotes.

1 “You get young and old,

get everybody!”

2 “Summer Streets celebrates the concept

that streets are for ”

3 “It’s showing people that streets can have

different according to the

4 “It’s a great way to bring in new folks who

are maybe interested in

D What do you think of Open Streets? Where would you create an open street in your city?

1 Who and where are these people? What are

they are doing? Have you ever done this?

2 Do you prefer going out to busy places or

staying at home? Why?

PUBLIC AND PRIVATE

1

/ Discuss home improvement ideas

/ Make and respond to informal

night in Bryant Park

in New York City, US

C Watch the video and complete the quotes 10 min

Go over the quotes with the class and have them work out what kind of word they need for each blank by looking at what comes before and after the blank Play the full video

Tell students to write as they watch Have students compare their answers in pairs Check answers with the class, playing the video again

as necessary

WARM-UP VIDEO Warm-Up

Ask students about exercise they

do outside Prompt with specific

questions as necessary, Do you have a bike? Do you go jogging?

Do you walk? Once you have a

list of activities on the board, ask where they do the activities Write the places on the board 5 min

About the Video

Around the world, many cities are organizing open street days

On these days, main avenues are closed to cars and open to people People can walk, ride, skate, run, dance, do yoga and many other activities, and socialize with people from all over the city The concept began in Bogotá, Colombia, in the 1970s and has successfully spread

to other countries Closing the streets to cars gives citizens a chance to see their city, and their fellow citizens, from a different point of view It also promotes physical activity and exercise

A This video is called The Rise

of Open Streets What do you

think the video is going to be about? Tell a partner 5 min

Have students discuss the question in pairs Elicit their ideas and write them on the board to help students when they watch

B Watch the first part of the video Complete the definition

of Open Streets 10 min

Go over the paragraph with the class Have them think about what kind of word they might need in each blank by looking

at what comes before and

after the blank (e.g., the you before temporarily means the

blank probably needs a verb

to go with you) Play the full

video, telling students to write

as they watch Remind them that at this stage they shouldn’t worry about spelling; they can correct mistakes later Play the video again Have students compare answers in pairs; then check answers with the class

D What do you think of Open Streets? Where would you create an open street in your city? 10–15 min

Go over the questions with the class and give students

a moment to think about their answers Encourage them

to write a few notes to help them when they are speaking (key words, not complete sentences) Assign students to pairs to discuss the questions

Have pairs share their ideas and lead a class discussion on the topic of open streets

Lesson Planner UNIT 1 | 3

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A Look at the photo and read the text Answer the questions with a partner

B Read about making a small space better Look up any words you don’t know

Redecorating a small space can feel difficult You want it to be comfortable,

but not too cluttered What are your options? Here are some tips for creating

that perfect space!

1 To make the space

look bigger

• Keep the floor clean and free of clutter

• Install mirrors throughout your space

• Choose a large rug that goes well with everything

2 To make the space

look brighter

• Repaint one wall in a strong, bright color

• Recreate a sunny environment with lots of lights

3 To use the space

efficiently

• Get rid of one or two pieces of furniture and repair any broken items

• Replace big desks or chairs with folding pieces of furniture

• Rearrange the area around your bed so that you can store things underneath it

C Work in groups of three Each person chooses a category of advice

(1, 2, or 3) from B Close your books Practice telling your group

members the advice

D What is the best piece of advice? What advice do you want to try?

E Study the diagram

• How are the words space and room used differently?

Can you add information to the circles?

• Make your own diagram with get rid of and remove

How are the words different?

ACADEMIC SKILL

Using diagrams

Many words that have similar meanings are used differently You can use

a diagram to show these differences.

i The prefix re- can

mean to do something again, sometimes in a

different way: rebuild, redo

ROOM

control, ~ spare ~, stuffy ~

large ~ small ~

Many students live in small rooms to save money on rent What are the difficulties

of living in small spaces?

How can you make a small space better?

Victoria is a student in Los Angeles, California, in the United States

4 | UNIT 1

Trang 12

2 Decorators often use a color wheel in their work Why?

B Listen to the beginning of the lecture Circle

the correct answer 2

You want to rearrange / replacethe furniture

C Listen for details Listen to the full lecture

Complete the sentences 3

1 The warm colors create a feeling of and the cool colors are

2 The first group has the colors: red, blue, and yellow

3 We mix these colors together to get the colors

4 As you can see, when we red and blue, for example,

D PRONUNCIATION: Saying a series of itemsListen Pay attention to

the underlined words Then listen again and repeat 4

1 The primary colors are red, yellow, and blue

2 Our room has a sofa, a table, and two chairs

E Take turns telling a partner about the color wheel, first with your books

open, and then closed Use the information in C to help you.

F Listen to the end of the lecture The rug and the curtains are green What

colors are suggested for the chair? Listen and point to the colors on the color wheel Then answer the question 5

What color is not recommended for the chair?

a green b blue c yellow

G What are your favorite color combinations? Why? How would you

redecorate a room in your home using the color wheel? Take notes and share your ideas with a partner

C OLO

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A Emilia has a new apartment Listen to and read

the conversation and answer the questions 6

Felipe: How’s the new place?

Emilia: I haven’t moved in yet There are some

things I need to do first

Felipe: Oh, really? Like what?

Emilia: I’m going to repaint the walls and install

new lights I’m also going to replace the shower curtain

Felipe: That makes sense

Emilia: I also need to fix the living room wall It’s

cracked

Felipe: Oh, no! Why don’t you just hang a picture over it?

Emilia: No, I can’t really It’s a pretty big crack

Felipe: Well, my friend Sam does home repairs

You could try calling him

Emilia: Thanks, but I think I should tell the building manager He needs to fix it

1 What is Emilia going to do in her apartment?

2 What’s the problem? Underline Felipe’s suggestions to solve it

3 How does Emilia respond to the advice?

Circle the sentences

B What would you do in Emilia’s situation?

Tell a partner Then practice the

conversation together

C Read the two situations Choose one

and role-play it with a partner

Then switch roles and role-play the

other situation

Student A: Tell your friend about your

problem

Student B: Make informal suggestions

to help solve the problem

You need to change a light in your kitchen,

but you can’t reach it

You want to brighten up your dark apartment, but you don’t have a lot of money

My apartment has really high ceilings I can’t reach!

Why don’t you fix it yourself?

SPEAKING

SPEAKING STRATEGY Making informal suggestions 7

Why don’t you (just) hang a picture over it?

I know what you should do Call my friend.

Have you thought about

hanging a picture over it?

(You could) try

calling my friend.

Strong yes: Good idea. /

That’s a great idea. /

Sounds good to me.

Weak yes / maybe: I guess it’s worth a try. /

Maybe I’ll do that.

No: I think I should (do something else) / I don’t think so. / No, I can’t.

8 | UNIT

6 | UNIT 1

Trang 14

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

exercises Then do the exercises below

STATIVE PASSIVE VOICE

I broke the window This sentence describes an action

The window is broken This sentence describes a state

B Complete the chart with the correct forms of the verbs Then listen and repeat 8

C What nouns can you use with the verbs in B? Make a list.

D Complete the sentences with the correct form of the word in parentheses

This house is a mess! The walls (1.) (crack) and the rug (2.) (stain) Some kids (3.) (jam) a plastic bag down the drain and now the sink (4.) (stop up) Someone (5.) (break) a couple of windows and they haven’t been fixed yet,

so they (6.) still (break)! Also, it rained a lot last night, so now the basement (7.) (flood) Oh, and the light in the hallway (8.) (burn out), too!

E Think of things in your home or school that are broken or not working properly

Write the problems in the chart below

Home

School

F Tell two classmates about your problems Ask for their advice and write it in E

Which suggestions do you like the most? Why?

Window goes together with break You can say

I broke the window.

UNIT 1 | 7

Trang 15

ACTIVE ENGLISH Try it out!

A Look at the photo above What do you like or not like about the room?

B You are going to have a party to celebrate the end of the school year You have been given a room

like the one above to use for free, but it needs some work Make some notes

• Use at least three words from Row A to talk about the room’s problems (Use the passive form.)

• Use at least three words from Row B to say how you will fix up the room

• Use at least two words from Row C to describe the color of the room

Row A break, burn out, clutter, crack, get rid of, stain, tear

Row B clean, install, rebuild, redecorate, repair, replace, repaint, rearrange

Row C primary / secondary color, color combination, add color, bright color

C Compare ideas with a partner

• Give and respond to suggestions to improve the room

• When you agree on an idea, write it down Make a list

D Choose your three best ideas and share them with another pair

GOALS Now I can

Discuss home improvement ideas

Make and respond to informal

The curtains look old and don’t go well with the rest of the room.

Why don’t we get rid of them? We can replace them with new ones.

That’s a great idea! Maybe we can choose something in a warmer color.

8 | UNIT 1

Trang 16

A Read the information in the Word Bank Then answer the questions

• Name a public space in your city Do you ever go there?

• What is an example of private property?

B Read about Martin’s Beach What’s the issue? Tell a partner in your

own words and explain the words in blue

Student A: Describe Martin’s Beach

Student B: Describe what happened in 2008

Martin’s Beach, surrounded by cliffs and farmland, is a wild and beautiful place There is only one road to the beach Even though this road goes through private property, the beach itself is open to the public For years, surfers, fishermen, and other people paid a small fee for public access to the beach

That changed in 2008, when a wealthy businessman paid a lot of money for the land around the beach, including the road to the beach He put up a gate and informed the public that the beach was closed Many people were upset They wanted to preserve this beach as a public space There was not a lot of public support for closing the beach

C In your opinion, should the general public be

able to visit Martin’s Beach, even when it is on

privately owned land? Why or why not?

Tell your partner

Martin’s Beach is open to the public That means anyone can go there But the road

WORD BANK

public related to people

in general: public support;

open to everyone: public access, public property, public space

the (general) public

all the people in a community

private belonging to one

person or group only; not

shared: private property, privately owned

Martin’s Beach is about

Trang 17

ABOUT THE PHOTO

Toronto, Canada, is a waterfront

city, but not a coastal city It’s

located on the northern shore

of Lake Ontario, one of the five

Great Lakes in North America

While Toronto isn’t a city that fills

your mind with images of warm,

sunny beaches like Miami or Rio

de Janeiro, like most of southern

Canada, Toronto has warm

summers with plenty of hot days

(but very cold and snowy winters)

WARM-UP

Have students keep their books

closed Tell them they’re going to

read about a beach called Sugar

Beach Ask them first why a

beach might be named this, and

ask where they think it’s located

Tell students to take guesses

Take any answers List some

on the board to refer to after

students read the text Then ask,

Does a beach have to have an

ocean? If students say no, ask

for explanations and examples

(e.g., lakes, rivers) Tell students

they’re going to read about a

unique beach 5 min

A Make predictions You are

going to read about a place

called Sugar Beach 10 min

Tell students to cover the text,

read the title, and look at the

photo Have them write brief

answers to the questions (notes

and incomplete sentences are

fine) and then share their ideas

with a partner Have pairs share

their ideas with the class

Point out the re- verb

repurpose in the title Ask for a

volunteer to explain or take a

guess at the meaning

B Check predictions Read the

article Discuss the questions

with a partner 9 10 min

Tell students to read the text

Pair students to answer the

questions Check the answers

with the class When calling

on students for answers for

Blue sky, pink umbrellas, white sand As you relax into your comfortable chair with a good book, you feel the cool breeze on your face.You’re so happy

to be at the beach.

But this isn’t just any beach It’s Sugar Beach, located on the waterfront in downtown Toronto, Canada The city of Toronto wanted to clean up the area and bring more people to the waterfront,

so they repurposed1 the space They got rid of the parking lot that was there before and built Sugar Beach Now everyone can enjoy this beautiful public space.

Sugar Beach is a fun and relaxing urban2 park that is open to the general public Visitors enjoy sunbathing, climbing on the rocks, walking under the trees, or just doing nothing as they watch boats pass by In the summer, there are concerts, outdoor movies, and other public events But there’s one thing you can’t do: you can’t swim

at Sugar Beach It’s built on top of a pier3 and jumping from the pier into the water isn’t allowed.

Sugar Beach has two neighbors On one side is Redpath Sugar, a privately owned sugar factory that was built in 1854 When the city replaced the parking lot with a beach, they wanted to preserve the waterfront’s industrial4 history They named the new beach after the sugar factory On the other side is a modern media company You could say that Sugar Beach is a bridge between the old and the new.

Just a few years ago, Sugar Beach wasn’t here It was an old parking lot only for people visiting the factory Now it’s a lovely park with tremendous public support It’s been described

as an “Instagrammer’s dream”—a way to take great photos and get away from the city without having to actually leave.

1To repurpose means to find a new use for something.

2Urban means “in or related to a city.”

3A pier is a platform from land over water It’s used for

getting on and off boats.

4An industrial area has lots of factories in it.

A Make predictions You are going to read

about a place called Sugar Beach.

1 Where do you think the place is?

2 Why do you think the city built this place?

B Check predictions Read the article Discuss

the questions with a partner. 9

1 Where is Sugar Beach located?

2 Why did the city of Toronto create Sugar

Beach?

3 Who are the beach’s neighbors?

C Check (✓) the correct answer(s).

1 What can you find in the park?

chairs umbrellas sand

2 What kinds of public events are there?

concerts swim races movies

3 What do visitors like to do there?

walk under the trees climb on the rocks jump off the pier

D Complete this sentence.

Sugar Beach is called an Instagrammer’s dream because you can there.

E Brainstorm your ideas to answer 1 and 2 Then circle your answer for 3.

1 When the pier was a parking lot, how

did it benefit the public? What were the disadvantages of having a parking lot?

2 How does Sugar Beach benefit the public?

Can you think of any disadvantages?

3 I think Sugar Beach is a good / bad idea for

in A Ask for a show of hands of

students whose predictions for question 1 were correct and ask them to share those answers again Acceptable answers

include in a city, urban area

Then do the same for question 2

Check that students understand

the new vocabulary: repurpose, urban, pier, industrial area.

Make and check predictions.

Remind students that checking predictions after they have read a text enables them to see how predicting is useful, or, if their prediction wasn’t correct,

to analyze why the answer was not what they had predicted

10 | Lesson Planner UNIT 1, Lesson B

Trang 18

Blue sky, pink umbrellas, white sand As you relax into your comfortable chair with a good book, you feel the cool breeze on your face You’re so happy

to be at the beach.

But this isn’t just any beach It’s Sugar Beach, located on the waterfront in downtown Toronto, Canada The city of Toronto wanted to clean up the area and bring more people to the waterfront,

so they repurposed1 the space They got rid of the parking lot that was there before and built Sugar Beach Now everyone can enjoy this beautiful public space.

Sugar Beach is a fun and relaxing urban2 park that is open to the general public Visitors enjoy sunbathing, climbing on the rocks, walking under the trees, or just doing nothing as they watch boats pass by In the summer, there are concerts, outdoor movies, and other public events But there’s one thing you can’t do: you can’t swim

at Sugar Beach It’s built on top of a pier3 and jumping from the pier into the water isn’t allowed.

Sugar Beach has two neighbors On one side is Redpath Sugar, a privately owned sugar factory that was built in 1854 When the city replaced the parking lot with a beach, they wanted to preserve the waterfront’s industrial4 history

They named the new beach after the sugar factory On the other side is a modern media company You could say that Sugar Beach is a bridge between the old and the new.

Just a few years ago, Sugar Beach wasn’t here It was an old parking lot only for people visiting the factory Now it’s a lovely park with tremendous public support It’s been described

as an “Instagrammer’s dream”—a way to take great photos and get away from the city without having to actually leave.

1 To repurpose means to find a new use for something.

2 Urban means “in or related to a city.”

3 A pier is a platform from land over water It’s used for getting on and off boats.

4 An industrial area has lots of factories in it.

A Make predictions You are going to read

about a place called Sugar Beach.

1 Where do you think the place is?

2 Why do you think the city built this place?

B Check predictions Read the article Discuss

the questions with a partner 9

1 Where is Sugar Beach located?

2 Why did the city of Toronto create Sugar

Beach?

3 Who are the beach’s neighbors?

C Check (✓) the correct answer(s).

1 What can you find in the park?

chairs umbrellas sand

2 What kinds of public events are there?

concerts swim races movies

3 What do visitors like to do there?

walk under the trees climb on the rocks jump off the pier

D Complete this sentence.

Sugar Beach is called an Instagrammer’s dream because you can there.

E Brainstorm your ideas to answer 1 and 2 Then circle your answer for 3.

1 When the pier was a parking lot, how

did it benefit the public? What were the disadvantages of having a parking lot?

2 How does Sugar Beach benefit the public?

Can you think of any disadvantages?

3 I think Sugar Beach is a good / bad idea for

Check answers as a class Ask students why there aren’t swim races and why visitors can’t jump off the pier

D Complete this sentence

10 min

Students can complete this exercise on their own Check answers with the class

Ask students where in their city

or area is an Instagrammer’s dream Why? If anyone has photos of this place on their phone, ask them to show them

to the class

E Brainstorm your ideas to answer 1 and 2 Then circle your answer for 3 10 min

Tell students to try to think of as many answers as possible for the questions in items 1 and 2

Have students share their answers with a partner Take a few answers from pairs; then ask for students to share any answers that the class hasn’t heard yet

Ask for a show of hands of how many students answered

“good” for item 3 If anyone didn’t raise their hand, ask for their reasons why Sugar Beach isn’t a good idea for the waterfront

EXPANSION: Design a public park

As a class, brainstorm outdoor places in your students’ town or surrounding area that could be repurposed for use as a beach or public park Tell students to think

of land that isn’t being well used

or is not used at all—for example,

an empty space covered with weeds or an old parking lot If students can identify a few places for repurposing, the expansion exercise can be done in groups

If students agree that one place

is good for repurposing, do the exercise as a class Guide students through the steps needed to make the beach or park someplace people can enjoy

For example, planning clean

up and landscaping, activities people can enjoy there, and rules for using the park Have students create plans and drawings of the beach or park Each group can present its plan to the class, or in the case of one plan designed by the class, a few volunteers can present 25–30 min

Lesson Planner UNIT 1, Lesson B | 11

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c Why public access is important

d Why the islands were closed

e The culture of the islands

Part 1 Part 2

The Once Islands can

be reached by boat from Zamboanga City, Philippines.

C Listen again Answer the questions 10

1. People were damaging rocks on the island What other problem was happening?

2. What did the government do in response to those problems?

3. How many people can visit the Once Islands a day? How many islands can the public visit now?

4. What should you not bring to the island?

5. What is the government’s new GIGO plan?

D Summarize Summarize what happened on the Once Islands in a group Take turns, with each

person adding a detail

12 | UNIT 1

Trang 20

A Read the sentence Choose the option that means the same

1. Only 200 people a day are allowed to visit

a No more than 200 people a day can visit

2. Jumping from the pier into the water isn’t allowed

a It’s possible to jump, but it is against the rules

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

GIVING PERMISSION AND EXPRESSING PROHIBITION

You are(n’t) allowed to / permitted to bring glass bottles

’re not supposed to

Jumping is(n’t) allowed / permitted

from the pier

No jumping

C Write as many rules for each public place as you can Work with a partner You

have one minute for each place

1. your school

2. your classroom

3 on the bus, train, or subway

4. at the pool

5 at the movie theater

D Join another pair Take turns telling each other your rules For each rule, answer

these questions

1. Do you think it’s a good rule? Why or why not?

2. Do you always follow this rule? Explain your reasons

You’re not supposed to use your phone once the movie starts I think it’s a good rule, but a lot of people don’t follow

it I often see people texting during the movie.

b 199 people are not allowed to visit

b It is not possible to jump into the water

Lesson B | 13

Trang 21

GOALS Now I can

Debate uses for public and private spaces

State rules for appropriate behavior

1 Yes, I can

2 Mostly, yes

3 Not yet

1B

A You are going to do a role play First, read the notice below Then, read about the four different roles

Assign a role to each person in your group

Landowner, Vacationer, Scientist: Think of extra information you can use to win

Government Official: Think of questions you might ask each person

Notice to the general public

As of May 1, Borden Peak Trail is closed to everyone

Thank you for respecting our privacy

–The Landowner

Your situation You paid a lot of money for land

surrounding Borden Peak Trail You spent two

years (and a lot of money) cleaning up the area

so that you and your family could enjoy it You

don’t want people disturbing your privacy

Your situation You and your family have spent summers hiking on Borden Peak for the past

20 years The mountain is a public place Everyone enjoys hiking and picnicking there and should have the right to visit whenever they want to

Your belief It’s your right to close the trail to

the public Your beliefpublic The trail should be open to the

Use words like

Your situation You are studying a rare kind of

fox that only lives in the area around Borden

Peak You want to preserve the fox’s home in the

summer To do this, the trail must be closed to the

public for part of the year

Your situation The Landowner wants to keep people off the trail The Vacationer wants to continue using the trail The Scientist wants to close the trail for part of the year What should be done? You must decide!

Your belief The trail should be closed to the

public from April through July Your beliefprivate citizens and listen to public opinion. You want to respect the rights of

Use words like

B Do the role play

Landowner, Vacationer, Scientist: You each have one minute to explain your opinion to the

Government Official

Government Official: Listen, take notes, and ask questions At the end, make a decision Should

the trail stay open? Why or why not? Explain your reasons.

paragraph explaining your reaction to the decision Turn to the Writing appendix to see an example

Trang 22

A Watch the video about Shanghai Check (✓) the things Alice talks about.

a famous garden different types of architecture a famous river

a local sports team festivals a famous street

B Watch again Choose the correct answer

1. The neighborhood around Yu Garden is very

2. The area around Yu Garden is good for experiencing

a traditional Chinese culture b the new, modern side of China

3. Shanghai is famous for steamed

a dumplings b vegetables

4. The store that Alice is in shows Shanghai-style

a clothing b paintings

C Plan a similar tour of your neighborhood or another area that you know well

Use words from the unit

D Share your tour with a partner Ask questions about your partner’s tour

GLOBAL VOICES

The Yu Garden area in the Old City of Shanghai, China.

UNIT 1 | 15

Trang 23

/ Explain simple news stories

/ Report a news story

WARM-UP VIDEO

A The video is about a town in a quiet zone

What do you think a quiet zone is?

B Watch the video and complete the sentences.

1 “Just listen to all around you.”

2 “No one here has a .”

3 “There’s a long list of

conveniences that we can’t utilize here.”

4 “We can’t because I don’t have service.”

5 “I really enjoy it because it’s , it’s peaceful, it’s ”

C What are some of the pros and cons of living

in a quiet zone? Use your answers in B to

help Can you think of others? Fill in the chart.

D Would you want to live in a quiet zone?

Why or why not?

Students at a tech leadership program in Nairobi, Kenya

2

1 What are the students doing? How many kinds

of communication can you see?

2 How do you usually communicate with people?

Is it different for friends, family, and coworkers

or classmates?

GETTING INFORMATION

ABOUT THE PHOTO

These students are in the Technical

Leadership Program at Andela, a

development company in Nairobi,

Kenya The four-year program trains

students in software development

The program is unique because

it pays the students as they learn

The students learn to work with a

number of programming languages,

and they are guaranteed a job

when they finish The photo was

taken by National Geographic

photographer Ciril Jazbec

In this unit, students will talk about

getting and sharing information

The language in the two lessons

will help students communicate on

this theme, including explaining

who people are or what something

is, expressing uncertainty, and

talking about how we get news

and information They will also

explain and report news stories

In the Warm-Up Video, students will

watch a video that shows life in a

town in the US without cell phones

Then, in Lesson A, students will

learn to describe ways of talking to

people They will practice listening

for details, and they will also learn

how to express uncertainty Finally,

they will learn how to explain who

people are or what something is,

as well as how to describe people

In Lesson B, students will learn

to talk about and describe news

programs and news stories They

will read two unusual viral news

stories, and then listen to two

news stories and use context

clues to understand them They

will also report a news story they

feel is important

In Global Voices, students will

learn about linguist and National

Geographic Explorer K David

Harrison’s work to record and

share languages and cultures

from around the world

Look at the photo Answer the

questions

Call on students to describe

what they see in the photo Have

students answer the questions

individually or in pairs; then compare answers with the class

Point out the unit goals and explain what students will learn Elicit any key vocabulary students already know (words to describe news stories, for example) and write it on the board Explain any unfamiliar phrases in the unit goals

WARM-UP VIDEO About the Video

The small town of Green Bank, West Virginia, in the United States, is home to the Robert C

Byrd Green Bank Telescope,

an almost 500-foot (152-meter) tall radio telescope with a dish

as big as a football field This high-tech telescope is used by astronomers to detect and study objects in space, so it is extremely sensitive to even very faint radio waves from space This means that it is also very sensitive to interference from electronic devices, such as cell phones, digital cameras, televisions, and modems Consequently, people who live in the 13,000-square-mile National Radio Quiet Zone that the telescope is in have to agree,

Trang 24

/ Explain simple news stories

/ Report a news story

WARM-UP VIDEO

A The video is about a town in a quiet zone

What do you think a quiet zone is?

B Watch the video and complete the sentences.

1 “Just listen to all around

you.”

2 “No one here has a .”

3 “There’s a long list of

conveniences that we can’t utilize here.”

4 “We can’t because I don’t

have service.”

5 “I really enjoy it because it’s ,

it’s peaceful, it’s ”

C What are some of the pros and cons of living

in a quiet zone? Use your answers in B to

help Can you think of others? Fill in the chart.

D Would you want to live in a quiet zone?

Why or why not?

Students at a tech leadership program in Nairobi, Kenya

2

LOOK AT THE PHOTO ANSWER THE

QUESTIONS.

1 What are the students doing? How many kinds

of communication can you see?

2 How do you usually communicate with people?

Is it different for friends, family, and coworkers

or classmates?

GETTING

INFORMATION

compare sentences in pairs

Play the video again and check answers with the class

C What are some of the pros and cons of living in a quiet zone?

Use your answers in B to help

Can you think of others? Fill in the chart 10 min

Check that students understand

the meaning of pros and cons

Call on volunteers to explain:

pros = positive things and cons = negative things If

students need help, add one or two items to the chart as a class

D Would you want to live in a quiet zone? Why or why not?

to share their opinions and discuss the concept of living in

a quiet zone as a class

by law, to live without electronic devices In this video, some of the residents of Green Bank share their views on life in the Quiet Zone and the irony of being without modern gadgets right next door to some of the world’s most sophisticated technology

Warm-Up

Ask students to count how many

of the following electronic gadgets are in their homes: cell phones, televisions, Wi-Fi modems, and digital cameras Take counts from a few volunteers Then ask students to share what they think it would be like to live without those things 5 min

TEACHING TIP: Cultural context clues

Videos can provide an entry point for talking about culture When you watch something, how do you know which country it is in

or where the people are from?

What are the cultural clues?

the way people talk? how they are dressed? the buildings and landforms? How do students know that these people / clothes / buildings / landforms are from a certain country or culture?

A The video is about a town in a

quiet zone What do you think a

quiet zone is? 5–10 min

Elicit ideas from students about what a quiet zone could

be Write their ideas on the board

B Watch the video and complete the sentences. 5–10 min

Go over the sentences and make sure students understand that they need

to take notes as they watch

in order to complete the sentences Remind them to try

to work out what kind of word they need in each blank and have them explain how they

know (e.g., a noun after listen to) Play the video twice Give

students time to complete the sentences; then have them

Trang 25

A Look at the Word Bank The verbs are all about

communication Then look at the pairs of verbs

below Write the correct verb for each definition

chat / talk

1. Which word always means “to have a quick,

friendly, light conversation with someone”?

2. Which word can mean “to communicate with

someone online”?

3. Which word is more general and means “to

have a conversation about light or serious topics”?

describe / explain

4. Which word means “to give a reason or to make something easier to understand”?

5 Which word means “to say what something is like”?

discuss / share

6. Which word means “to talk in detail about something with others”?

7. Which word means “to tell others your ideas or something personal”?

B Find and correct the mistake in each question Write the correct

question

1. Can you explain me the difference between talk and chat?

2. What is something you want to discuss about with your class?

3 Can you describe your best friend me?

4. Do you ever share personal information to others online?

5 Before class, do you ever chat classmates? What do you talk?

C Check your answers in B with a partner Then ask and answer the questions.

D Look up the verb gossip in a dictionary Then answer the questions below.

1. How are gossip and talk similar in meaning? How are they different?

2. Which smaller words (e.g., with) are used with gossip?

3 Use the word gossip in a sentence Share your sentence with a partner.

EXPLAIN IT TO ME

2A

K WORD BAN

chat talk* (ab outsomething) with

someone

describe explain

something

to discuss

to keep a talk interesting

When you learn synonyms, pay attention to word meaning and collocations*

For example, talk and discuss

are similar in meaning, but they are followed by different words.

You talk about something.

Not: discuss about something

* Collocations are words that

go together.

18 | UNIT 2

Trang 26

A Look at the photo below What is the person doing? Tell a partner

B Listen for details Read the questions Then listen to the beginning of

a talk about a video trend called mukbang Answer the questions 11

1. Where did mukbang start?

2. In mukbang videos, what do hosts do?

C Cover D below Then tell a partner why you think people watch

mukbang videos

D Read the sentences (a–f) Then listen Match the sentences with a

reason the speaker gives Two sentences are extra 12

Reason 1:

Reason 2:

Reason 3:

Reason 4:

Reasons mukbang is popular

a Some hosts discuss interesting topics

b Hosts explain how to make certain foods

c Hosts chat with celebrities

d Some mukbang videos are eating challenges

e It’s fun to see the food and hear the hostdescribe it

f Hosts do restaurant reviews

E Answer the questions with a partner

1. Why are mukbang videos popular? Explain using ideas

from D and your own words.

2. Would you watch a mukbang video? Why or why not?

WORD BANK

On a show or in a video,

a host is a person who

talks to viewers (the people watching)

USEFUL EXPRESSIONS

As you listen for reasons, pay attention to these phrases:

One of the main reasons is

In addition,

A third reason is And finally,

Some mukbang hosts do challenges from viewers—like adding a lot of hot pepper to the food.

Lesson A | 19

Trang 27

SPEAKING STRATEGY Expressing Uncertainty 15 Saying you don’t know

I don’t know.

I have no idea. (informal)

I have no clue. (informal)

Saying you might know*

If I remember correctly,

I’m pretty sure (that) .

I’m not sure, but I think

*With these sentences, you can add right:

(If I remember correctly,) he invented the Web, right?

B PRONUNCIATION: Rising intonation on tag

question right When you think something is

true, you can add right to the end of a sentence

to confirm When you say right, your intonation

rises Listen and repeat the sentences 14

He’s the guy that invented the Web, right?

It was in the late 1980s, right?

C Practice the conversation in A with a partner.

D Read the questions with a partner Use expressions from the Speaking Strategy in your answers

1. Who is Mohamed Salah?

2. Is Mexico in North or South America?

3. What is Kyoto?

4. Who gave us this famous equation: E = mc2 ?

5. What is a tarantula?

6. Which country is pop singer Rosalia from?

7. What is a big mouth?

8. Who are Batman and Superman?

9. On which continent is the Sahara Desert?

10 Were dinosaurs reptiles or mammals?

Who is Mohamed Salah?

I’m pretty sure that he’s a , right?

E Check your answers on page 210 Each correct answer gets one point

A Ana and Luis are studying Listen to and read the

conversation Then answer the questions 13

Ana: OK, let’s see The last test question is “Who is Tim

Berners-Lee?”

Luis: We were discussing him in class last week I’m pretty

sure he’s the guy that invented the Web, right?

Ana: I have no idea I don’t have anything in my notes

Luis: Let’s look it up online

Ana: Good idea

Luis: What’s the answer?

Ana: You were right He’s a computer scientist who

invented the World Wide Web

Luis: OK, but when and where? We’ll have to explain

on the test

Ana: Uh, I’m not sure, but I think it was in the late 1980s

I’ll check

1. What test question does Ana ask at the start?

2. Does Luis know the answer? What about Ana?

Underline their responses

3. What’s the answer to the question?

20 | UNIT 2

Trang 28

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

SUBJECT RELATIVE CLAUSES WITH WHO AND THAT

Tim Berners-Lee is a scientist

who / that invented the Web.

Oceanographers are scientists study the ocean

Mukbang is a video trend

that started in South Korea.

Hosts chat about things are interesting

*Do not repeat the subject: He is a scientist who he invented

B Turn to page 210 Read the sentence pairs Then write each sentence on a

small piece of paper, as in the example You will have 20 pieces of paper

C Read the directions Then close your books and play Concentration

1 Mix the 20 pieces of paper from B.

2. Put each piece of paper face down on the desk

3. One student begins Turn over two pieces of paper

• If they are a match, make a sentence with who or that.

• If your sentence is correct, take the two papers

• If the pieces of paper don’t match, turn them back over

4. The next student takes a turn Repeat Step 3

5. At the end, the winner is the person with themost pieces of paper

Kyoto is a city that’s

Trang 29

Do you know someone who’s a night owl?

Can you explain the meaning of night owl again?

Oh, right My sister is a night owl She Sure, it’s someone

A Work in a group of three Follow the steps below

1. Earlier, you learned the expression a big mouth It describes a person.

Do you remember what it means?

2. Now look at the expressions to the right What do they mean?

Discuss your ideas with your partners

What’s an early bird?

I’m not sure, but I think

I have no idea.

3. Each group member chooses three expressions You should all have

different words

B Work on your own Write definitions for your three expressions below

using subject relative clauses Use a dictionary for help

Definition:

C Explain your definitions to the group The others will write them in their

notebooks When you have all nine definitions, discuss the questions

1. Which expressions are positive, negative, or neutral in meaning?

2. Are any expressions similar in meaning? Are any of them opposites?

D Follow the steps below with your group

• Student A: Choose one of your expressions and ask your group:

Do you know someone who is a(n) ?

• Students B and C: Close your notebooks Answer Student A’s

question

• Then switch roles and repeat

GOALS Now I can

Explain who people are or what something

Trang 30

A With a partner, choose three types of news from

Column A in the Word Bank Write a sentence about a current news story for each one Share one of your ideas with the class

For example: Sports news: Right now, the Copa America soccer tournament is in the news.

B Complete the question and statements with verbs

from Column B Use your dictionary to help you

Question: How do people news and information?

1. News sites (like the BBC or Al Jazeera) local, national, and international news

2. Regular people information on social media

3. On political talk shows, guests with different opinionsabout an issue

4. On news shows or podcasts, reporters interesting stories

C Ask and answer the questions with a partner

1. How do you get your news? What kind of news do you usually read?

2. When was the last time you posted a news story on social media?

What was it about?

3. Do you ever argue with friends or people on social media aboutthings in the news?

HAVE YOU HEARD THE NEWS?

2B

WORD BANK

local national internationalnews

entertainment political sportsnews

argue (withsomeone

about something)

get news and information investigate(something)

post(something online)

report(news)

report

The Copa America soccer tournament, held every four years, is one of the biggest sports stories in the world.

I get my local news from

Lesson B | 23

Trang 31

ABOUT THE PHOTO

The Republic of Vanuatu is an

archipelago of islands in the

Pacific Ocean There are 13

larger islands and a number of

smaller ones The islands were

formed by volcanoes and there

are still active volcanoes on some

of the islands The country has

a population of about 218,000,

and over 113 languages are

spoken there Most of them are

local Melanesian languages

and dialects The three official

languages are Bislama, English,

and French Vanuatu is very

popular with tourists because of

its tropical climate and beautiful

landscape and beaches The

underwater postcard mentioned

in the article was issued in

December 2017

WARM-UP

Ask students to think for a minute

about an interesting or unusual

news story they’ve heard or read

Ask volunteers to share them with

the class, but be prepared to

share one or two in case students

can’t think of any (you can find

examples online) 5 min

A Look at the title A viral news

story spreads quickly, usually

online, and becomes very

popular Do you know any news

stories like this? 5–10 min

Have students look at the title

and explain what a viral news

story is Then assign them to

pairs to share viral stories they

have read or heard about Call

on different students to tell

the class about the viral news

story their partner told them

about Have other students

heard the story? Where did

they hear about it? Why do

stories go viral?

Use background knowledge.

Students bring to any text

the knowledge they already

have about life and the world

in general, as well as any

knowledge they have about

the specific topic of the text

READING

The underwater post office is near Hideaway Island, off the coast of Port Vila, Vanuatu.

News story 1:

This feel-good story about a family pet comes

to us from a local news station in Australia

Lulu is a kangaroo She has lived with the Richards family since she was a baby The family adopted Lulu after they found her next

to her dead mother, not far from the Richards family’s home in New South Wales, Australia.

Ken Richards is a farmer He was working on his farm when a heavy tree branch suddenly fell on him and he passed out 1 Lulu stood next

to Mr Richards She started barking and didn’t leave his side.

After 15 minutes, the Richards family went to investigate “I’ve never heard Lulu bark like that

She sounded like a dog,” explained Celeste,

Mr Richards’s daughter “She barked and didn’t stop She saved my father.”

Craig Middleton, a veterinarian, says that Lulu’s story is rare “I have never seen a kangaroo act like that Maybe Lulu helped Ken because the Richards family is the only family she has ever known.”

1If you pass out, you fall down and lose consciousness.

News story 2:

Some people on social media have argued that this next story is fake news But, in fact, the place is real.

Recently, the Republic of Vanuatu has been in the news—but not for the usual reasons.

Approximately 275,000 people live in the Republic of Vanuatu, an island chain east of Australia It is a popular tourist destination because there’s a lot to do there: you can visit waterfalls, go horseback riding, or go scuba diving and snorkeling.

To draw attention to these popular water sports, Vanuatu has created a world’s “first”: an underwater post office.You have to be a trained scuba diver to work there The office is three meters (about ten feet) below the surface in an area that is outside Port Vila, the capital city Post office employees work in a room that

is surrounded by the beauty of Vanuatu’s underwater world People buy waterproof postcards on land and then dive down to the post office to get a special waterproof stamp!

A Look at the title A viral news story spreads

quickly, usually online, and becomes very popular Do you know any news stories like this?

B Work in pairs Read your news story Answer the questions 16

Student A: Read news story one

1 Where is the news story from?

2 Who is Lulu? Who is Ken Richards?

3 What happened to Ken?

4 What did Lulu do?

5 Lulu’s story is a feel-good story What

does that mean?

Student B: Read news story two.

2 Why is this place popular?

3 What has the government done?

4 How will people use this place?

5 Some people thought this story was fake news What does that mean?

C Ask your partner the questions in B about his

or her news story Take notes Then read the story and check your partner’s answers.

D With your partner, invent a headline (title) for each story Tell the class your ideas Vote on the best title for each story

E Summarize Why do you think these two news

stories went viral and were shared by so many people?

C Ask your partner the questions

in B about his or her news

story Take notes Then read the story and check your partner’s answers 15 min

Student A asks Student B the questions about news story two

Student A takes notes on the answers Student B gives and then reads the story in order to see if the answers are correct

Then they repeat the process with Student B asking the questions about news story one

24 | Lesson Planner UNIT 2, Lesson B

Trang 32

The underwater post office is near Hideaway Island, off the coast of Port Vila, Vanuatu.

News story 1:

This feel-good story about a family pet comes

to us from a local news station in Australia.

Lulu is a kangaroo She has lived with the

Richards family since she was a baby The

family adopted Lulu after they found her next

to her dead mother, not far from the Richards

family’s home in New South Wales, Australia.

Ken Richards is a farmer He was working on

his farm when a heavy tree branch suddenly

fell on him and he passed out 1 Lulu stood next

to Mr Richards She started barking and didn’t

leave his side.

After 15 minutes, the Richards family went to investigate “I’ve never heard Lulu bark like that.

She sounded like a dog,” explained Celeste,

Mr Richards’s daughter “She barked and didn’t stop She saved my father.”

Craig Middleton, a veterinarian, says that Lulu’s story is rare “I have never seen a

kangaroo act like that Maybe Lulu helped Ken because the Richards family is the only family

she has ever known.”

1If you pass out, you fall down and lose consciousness.

News story 2:

Some people on social media have argued that this next story is fake news But, in fact, the place is real.

Recently, the Republic of Vanuatu has been in the news—but not for the usual reasons.

Approximately 275,000 people live in the Republic of Vanuatu, an island chain east of Australia It is a popular tourist destination because there’s a lot to do there: you can visit waterfalls, go horseback riding, or go scuba diving and snorkeling

To draw attention to these popular water sports, Vanuatu has created a world’s “first”: an underwater post office You have to be a trained scuba diver to work there The office is three meters (about ten feet) below the surface in an area that is outside Port Vila, the capital city.

Post office employees work in a room that

is surrounded by the beauty of Vanuatu’s underwater world People buy waterproof postcards on land and then dive down to the post office to get a special waterproof stamp!

A Look at the title A viral news story spreads

quickly, usually online, and becomes very

popular Do you know any news stories like this?

B Work in pairs Read your news story Answer

the questions. 16

Student A: Read news story one

2 Who is Lulu? Who is Ken Richards?

3 What happened to Ken?

4 What did Lulu do?

5 Lulu’s story isa feel-good story What

does that mean?

Student B: Read news story two.

2 Why is this place popular?

3 What has the government done?

4 How will people use this place?

5 Some people thought this story was fake

news What does that mean?

C Ask your partner the questions in B about his

or her news story Take notes Then read the story and check your partner’s answers.

D With your partner, invent a headline (title) for each story Tell the class your ideas Vote on the

best title for each story.

E Summarize Why do you think these two news

stories went viral and were shared by so many people?

D With your partner, invent a headline (title) for each story

Tell the class your ideas Vote

on the best title for each story

5–10 min

Talk with students about news headlines Show a current headline as an example Help students understand that the purpose of a headline is to get people to read the story To that end, a headline is short and catchy and summarizes the main idea of a news article

Point out that headlines are often short, incomplete sentences and in the simple present:

Local Teacher Wins Lottery Kangaroo Saves Family Farmer Senate Approves Budget

Note that smaller words (like articles and prepositions) are often omitted

Students can use words from the articles to help them write their headlines, for example,

Kangaroo Saves Family Farmer (Students will be doing

more with writing headlines on the Active English page at the end of this lesson.)

E Summarize Why do you think

these two news stories went viral and were shared by so many people? 10–15 min

Explain to students that summarizing means to explain the main ideas and supporting details of a text in your own words Tell them to think about what makes the stories interesting and include that information in their summaries

Summarize. Summarizing helps consolidate information and comprehension This is particularly true when done in pairs or groups, as students can fact-check each other when something is missed and reinforce each other when something has been correctly interpreted

LANGUAGE TIP: like that

The story about Lulu uses the

phrase like that In this context,

says, “But, in fact, the place is real.” (In other words, the news story is legitimate, not fake.)Here are some tips for

recognizing news that is fake:

Does the story come from a reliable news source?

Does the story appear in more than one newspaper, magazine, website, or news program?

Is the story supported with facts and quotes from sources or experts? Or is it just the author’s opinion?

Richards is talking about Lulu’s behavior: “I’ve never heard Lulu

bark like that.” and “I’ve never seen

a kangaroo act like that.” In both of

these examples like that means “in

that way” or “as she did.”

TEACHING TIP: Help students recognize fake news

The term “fake news” is in the introduction to the story about the post office Students should be able to infer the meaning of the term because the next sentence

Lesson Planner UNIT 2, Lesson B | 25

Trang 33

A Read the sentences Then listen and choose the best answer

for each 17

1. The speaker is going to talk about two news stories

a political b scandalous c international

2 people have heard these news stories

a Very few b.About 1,000 c.Many

B Use context clues You are going to hear two news stories Follow the

steps below 18

1. Read about the stories below Can you guess any of the answers?

2. Listen and write a word or number in each blank

News story 1

Where the UK

What people do Many people use (1.) ID instead of a password on their phone

The problem A woman found that (2.) using (4.) . could (3.) her phone

The solution The company says it is (5.) the problem

News story 2

Where (6.)

What people did People planted over (7.) million trees in (8.) day(s)

Why they did it They did it to fight against (9.) change

The problem Today, trees cover only (10.) percent of the country

C Listen again Fill in any information you

missed 18

D Summarize the news stories with a partner

Do you think these stories are important?

Why or why not?

scandal a shocking

event, usually involving

a famous or important person

scandalous shocking

People planted a record

amount of trees in Addis

Ababa, the capital of Ethiopia

26 | UNIT 2

Trang 34

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

the exercises below

REVIEW OF THE PRESENT PERFECT

Question

Have you heard the news? Yes, I have I heard it this morning.* No, I haven’t What happened?

How long have you used WeChat? (I’ve used it) for six months.

has she (She’s used it) since May.

*When you use a specific time expression, use the simple past in your response:

A: Have you heard the news?

B: Yes I heard it this morning

i The question Have

you ever ? asks if

something happened at any time in your life.

B Unscramble the questions Use the correct past participle form of the verb

1. read / you / any funny / have / recently / news stories

2. in English / ever / have / you / watch / the news

3 you / see / have / a fake news story / ever / on social media

4. study / how long / you / English / have

5 you / how long / your / have / know / best friend

6 online / have / in / you / English / ever / chat

C Ask a partner the questions in B For each, also ask a follow-up question.

Then write your partner’s answers in your notebook

Have you ever watched the news in English?

No, I haven’t, but I’ve listened

D Tell a different classmate one thing you learned about your partner Include

his or her answer to your follow-up question

Min hasn’t watched the news in English, but he has listened to podcasts His favorite is

Lesson B | 27

Trang 35

GOALS Now I can

Explain simple news stories

Report a news story

1 Yes, I can

2 Mostly, yes

3 Not yet

2B

A Work with a partner Answer the questions

1. What is a news story (from your school, neighborhood, city, or country)

that you want people to know about? It can be about a person or an

event Write your idea

2. What type of news story is it? Circle all that are true

local entertainment national art / culturescience / technology sports political feel-good business other:

3. What is your news story about? Use the question starters to help you

think about the main details Take some notes

Who ? What ? Where ? When ? Why ? How ?

WORD BANK

lottery a game in which people buy tickets to win prizes

EXAMPLE News storyShop Local Lottery

Type of news story local, business, feel-good

Questions to think about

What is the Shop Local Lottery?

Why should people play it?

Who can play?

How do you play?

What can you win?

How has it helped our city?

B WRITING Using your ideas from A, write a short article about your news

story Turn to the Writing appendix and follow the directions there

C Get together with another pair Take turns explaining (not just reading) your

news story to them They will listen, take notes, and ask you questions

Have you heard about the

What is it?

Yes I’ve played it!

D Repeat C with three more pairs At the end, review your notes and discuss

the questions with a partner

1. What’s one new thing you learned from your classmates?

2. Which of your classmates’ news stories would you share with others?

28 | UNIT 2

Trang 36

A Read the sentences with a partner Discuss your ideas using expressions from the

Speaking Strategy box on page 20 Circle the correct answer

1. A linguist is someone who speaks many / studies different languages.

2. An endangered language is one that is spoken by very few / a lot of people.

3. A lexicographer is a person who describes different sounds /

writes dictionaries

4. The environment is the man-made / natural world.

5. Indigenous people are people who are native / new to a certain place.

B Watch the video Check your answers in A Then complete the sentence.

David Harrison is a who languages

C Answer the questions in your notebook Use your own words

1. In his work, what has David Harrison learned?

2. What is one thing you’ve learned from watching this video?

3. Do you think you can learn new things from people even if they thinkabout things in a different way? Why or why not?

4. Will you share this information with others? Why or why not?

D Ask a partner the questions in C Use your notes to help you, but don’t

just read them to your partner

GLOBAL VOICES

ACADEMIC SKILL

Investigate and Report

1 Are any languages

in your country endangered? If yes, name one.

2 Are people trying to preserve (save) this endangered language?

If yes, how?

3 Where did you get your information (for questions 1 and 2)?

Viktor Batyrovich Okchayev and Dmitriy Sergejevich Sharayev are musicians and members of the Kalmyk people in Russia.

UNIT 2 | 29

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UNIT 3

/ Identify coming-of-age events

/ Make predictions and discuss future needs and plans

Lesson B

/ Explain generational trends

/ Describe important milestones in your life

A woman poses in her wedding dress in Havana, Cuba.

3

1 A milestone is an important life event What

milestone is pictured here?

2 How do the people in the photo feel?

3 What are some other important milestones?

MILESTONES

WARM-UP VIDEO

WORD BANK retirement community a place where older people live

stuck unable to move from a place

A Watch the first part of the video about Evelyn

Write the missing words.

1 We used to have a here to take people to the grocery store.

2 A lot of people were

around here.

3 I said, “Joyce, I’ll get you to the grocery

4 I lost my driver’s license because somebody

5 I went to it

6 And I it.

B Read the quotes from Evelyn Then watch the rest of the video and answer the questions

What do the quotes mean? What do you think

of Evelyn? How would you describe her?

“I don’t have money to give, but I can give myself, and my time.”

“I don’t do this so you think I’m great.”

C Retell the full story with a partner Take turns and use your own words.

ABOUT THE PHOTO

This photo is part of a series

taken of a wedding in Cuba The

wedding itself took place at a

resort in the town of Varadero, but

the day after, the photographer,

Dmitri Markine, and the newlyweds

went to Havana, the capital, for

what wedding photographers

call the “trash the dress” session

Here the bride sits on a stone

bench with a group of women

from Havana, taking a break from

their daily business The contrast

of a young woman in her bridal

gown with the elderly women in

their everyday pants and sneakers

creates an interesting comparison

of the different stages in our lives

In this unit, students will explore

life’s milestones The language in

the two lessons will help students

communicate on this theme,

including identifying

coming-of-age events, making predictions

and discussing future needs and

plans, explaining generational

trends, and describing important

milestones in their lives

In the Warm-Up Video, students

will watch a video about a retired

woman overcoming a challenge to

help a friend Then, in Lesson A,

students will learn about

coming-of-age events They will also

practice listening for details, and

they will learn how to talk about

plans and necessities Finally, they

will make predictions about the

future

In Lesson B, students will learn to

talk about changes in life They

will read about two men who look

identical, but are not related They

will consider ideas about when

adolescence ends and adulthood

begins They will practice telling

stories with object relative clauses

and discussing milestones in their

own lives Finally, they will write

about an important event in their

lives In Global Voices, students

will learn about ecologist and

National Geographic Explorer

Dominique Gonçalves and a

Point out the unit goals and explain what students will learn

Elicit any key vocabulary students already know (words to describe life events and plans, for example) and write it on the board Explain any unfamiliar phrases in the unit goals

WARM-UP VIDEO Warm-Up

Ask, Can you drive? How do you get to where you need to go?

After hearing from some students,

ask, In general, is it easy for you to find ways to get around?

Students may reply affirmatively

or negatively, and answers may vary within the class After

students reply, ask, Which age groups find it difficult to get around? If students don’t include

elderly people in their answer, try

to bring them around to it 5 min

Trang 38

GOALS Lesson A

/ Identify coming-of-age events

/ Make predictions and discuss future needs and plans

Lesson B

/ Explain generational trends

/ Describe important milestones in your life

A woman poses in her wedding dress in Havana, Cuba.

3

LOOK AT THE PHOTO ANSWER THE

QUESTIONS.

1 A milestone is an important life event What

milestone is pictured here?

2 How do the people in the photo feel?

3 What are some other important milestones?

MILESTONES

WARM-UP VIDEO

WORD BANK

retirement community a place where

older people live

stuck unable to move from a place

A Watch the first part of the video about Evelyn

Write the missing words.

1 We used to have a here to

take people to the grocery store.

2 A lot of people were

around here.

3 I said, “Joyce, I’ll get you to the grocery

4 I lost my driver’s license because somebody

5 I went to it

6 And I it.

B Read the quotes from Evelyn Then watch the

rest of the video and answer the questions

What do the quotes mean? What do you think

of Evelyn? How would you describe her?

“I don’t have money to give, but I can give

myself, and my time.”

“I don’t do this so you think I’m great.”

C Retell the full story with a partner Take turns

and use your own words.

Play the first part again as necessary Discuss students’

ideas as a class

C Retell the full story with a partner Take turns and use your own words 10–15 min

Have students practice retelling the story, first with their books open (referring to

sentences 1–6 in A) and then

with their books closed

TEACHING TIP: Using English videos

Remind students to look at what

is happening around the person who is talking in a video: where the person is, what objects or other people are around, and what the other people are doing

Noticing these aspects will help students understand the context

of what they are listening to and therefore help them understand what is being said Additionally, it will help them guess the meaning

of words they are not familiar with

About the Video

Evelyn and Joyce, 70, live in the same retirement community

When the bus service that takes them once a week to do their grocery shopping is terminated, Joyce feels she will have to move Without the bus, she has

no way of getting her shopping done Evelyn believes in helping others, so she decides to solve her friend’s problem and drive her

to the supermarket once a week

However, to do this, she needs to get her driver’s license back—it was taken away because she was considered too old to drive Evelyn passes her driving test and is able

to keep her promise to Joyce

Evelyn’s message is simple: give

to others however you can; age does not need to be a restriction!

A Watch the first part of the video about Evelyn Write the missing words 5–10 min

Tell students to read through the sentences and circle any unfamiliar words Students can ask you what they mean or look them up in a dictionary Have students read the definitions

in the Word Bank, then call

on a student to explain what

a retirement community is

Ask if retirement homes and communities are common in students’ country or countries

Tell students that they are going to watch a video about Evelyn, who lives in a retirement community She decides to fix a problem Play the video, then have students fill in the missing words

B Read the quotes from Evelyn Then watch the rest

of the video and answer the questions What do the quotes mean? What do you think

of Evelyn? How would you describe her? 10–15 min

Go over what Evelyn says with the class and tell them to think about the questions as they watch the rest of the video

Trang 39

GROWING UP

3A

Inuit boys spend several days in the Arctic wilderness of Northern Canada when they are 11 or

12 years old They live in tents with their fathers and learn how to hunt and fish as part of a

A Look at the photo and read the text What coming-of-age traditions

or events do you know? What happens?

B Complete the coming-of-age events with a word or phrase from the box

Then circle the ones that you have done

credit card date election entrance exam job test weekend

1 apply for a credit card

C Look at your answers in B Discuss your experiences with a partner.

• For the items you circled, tell your partner one more piece of information

I applied for a credit card three months ago I used it to buy books for school.

• For the items you haven’t circled, explain why you haven’t done them

I haven’t voted in an election yet I’m too young.

32 | UNIT 3

Trang 40

A Imagine you can go anywhere in the world on vacation Where would

you go? What would you do there? Share with a partner

B Listen to the first part of a speech Complete the sentences 19

The audience is a group of They are going

C Listen for details.Listen to the full speech Circle the two correct answers

for each sentence 20

1. Many of your classmates are

a studying for their driving test b going on a first date c getting a part-time job

2. Some of you may feel

a brave b excited c nervous

3 Trying hard to English is wonderful

4. Don’t just

a read English b stay at home c speak with people from your country

5 Ludwig Wittgenstein was

a Austrian b.a philosopher c born 100 years ago

D Listen again Complete each quote from the speech What do you think the

sentences mean? Do you agree with them? 20

1. Do you know what an accent is? It’s a sign of

2 A foreign language is like a If you don’t use it, it gets weaker

3 When you learn a new language, it’s like joining a

4. Speaking English is going to open many new for you

5 The limits of my language are the limits of my

E PRONUNCIATION : Emphasizing content words Listen to and repeat the sentences Notice

how the underlined words are stressed 21

1. A foreign language is like a muscle

2. They’re always arguing like cats and dogs

3 Your explanation is as clear as mud

4. Last night, I slept like a log

stronger.

i A simile uses like or

as to compare two things

in an interesting way.

Find two similes in D.

Students take photos in Walker Canyon, California The “super bloom” of flowers is popular with both visitors and locals.

Lesson A | 33

Tiêu đề	Developing English Fluency
Tác giả	James R. Morgan, Nancy Douglas
Chuyên ngành	English
Thể loại	Student's Book
Năm xuất bản	2020
Thành phố	Boston, MA

Định dạng
Số trang	226
Dung lượng	87,06 MB