world link 2 teachers book

MAKE TEACHING AND LEARNINGWorld Link provides language instruction in print and digital that’s perfect for all classrooms.TEACH lively, engaging lessons that get students speaking.The Cl

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John Hughes Nancy Douglas James R Morgan

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L E A R N I N G

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

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Teacher’s Book ISBN: 978-0-357-50385-0

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World Link Level 2 Teacher’s Book: Developing

English Fluency, Fourth Edition

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Professional Development Pages by Dr Andy Curtis T12

A Quick Guide to Using the World Link Videos T306

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WORLD LINK PROGRAM WALK-THROUGH

Taking a break from going online

Carrying on traditions

C Watch the video again and complete these quotes.

1 “We know their family, we know their

friends, we know what they do and how

2 “Checkers back a camaraderie that you will never find

in life again.”

3 “I do not have a yet

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

4 “He’s a friend of mine, but on the

, he wants to beat me bad

Of course, he gets every now and then.”

D Would you like to join the Checkers Club?

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

LOOK AT THE PHOTO ANSWER THE QUESTIONS.

1 Why do you think this type of activity is good

for the local community?

2 When does your local community come

together for a special event or activity?

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

in real-world scenarios.

EXPLORE A COMPLETE UNIT

T2 |

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Listening and Reading input in Lessons A and

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

5. shared with other people

6. important and deep

7. maintain contact

8. close friends

9. people you know, but not close friends

10. spend free time with

C Work in pairs Ask and answer these questions.

1 How large is your actual circle of friends?

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

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

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

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

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

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

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

How large is your actual circle of friends? 5? 15? More than 150?

According to one theory, humans can only keep in touchwith a

maximum community of 150 people

at any one time So, while you might have thousands of so-called friends from different walks of life, you only have something in common with around 150 of them If you were planning a party, that number would be smaller—you’d invite about 50 friends and acquaintances In the evenings and on the weekends, you probably hangout withabout 15 on a regular basis As for your close-knit family and friends—most of us can count these meaningful relationships on one hand.

I have three brothers and two sisters Me, too

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

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

a This person fell in love at Comic-Con

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

c. You can meet famous people and complete strangers.

d All the latest computer games are available to try out

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

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

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

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

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

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

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

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

D Work in pairs Ask and answer these questions.

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

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

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

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

Comic-Con conventions around the world attract hundreds of thousands

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

of the actors and authors

Shown below: London.

Lesson A | 5

Sample pages shown are from Level 4, Unit 1

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

or “flipping” the classroom.

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

suggestions in the Teacher’s Book

Updated Speaking

Strategy features,

now with model audio,

show students how

to move through

the stages of a

conversation

B Practice the conversation with a partner.

C Work in pairs Imagine you share an office

Choose one of these events and create a new

conversation similar to the one in A Include some

of the useful expressions from the box.

1 costume party

2 a Carnival or Mardi Gras parade

3 a 70’s party

D Get together with another pair

Pair 1: Perform your conversation for the other pair.

Pair 2: Listen Which useful expressions did you hear?

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

conversation Then answer the questions 3

Shawna: Hi How was your weekend?

Do anything fun?

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

Shawna: Go on Tell me!

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

Shawna: I promise.

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

everyone dressed up as comic book characters.

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

you go as?

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

superhero I was Captain America.

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

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

us when we arrived

Shawna: You look amazing Who are all these other people

with you?

Keith: They asked to have their photo taken with us

There were thousands of people there and

everyone was so friendly It was amazing!

Shawna: The next time you go, tell me!

1 Where did Keith go over the weekend?

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

anyone else?

SPEAKING A cosplayer dressed as Captain

America arrives at New York Comic-Con.

USEFUL EXPRESSIONS 5

Have a good weekend / evening?

Do anything fun?

Promise not to tell anyone?

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

This picture / photo shows us when

It was amazing! / It was a blast!

The next time you go, tell me!

SPEAKING STRATEGY 4

Omitting words

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

Did you do anything fun?

Do you promise not to tell anyone?

6 | UNIT 1

GRAMMAR

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

DEFINING RELATIVE CLAUSES

Main clause Relative clause

For things This is a photo that shows my family.

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

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

musicians.

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

For time This was at the entrance when we arrived.

NON-DEFINING RELATIVE CLAUSES

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

The whole performance was canceled, which was really annoying!

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

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

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

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

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

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

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

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

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

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

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

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

Lesson A | 7

Point-of-use pronunciation supports confident communication

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Updated “Active English”

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

ACTIVE ENGLISH Try it out!

A Read the text below and answer the questions.

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

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

Developing a Community Service Project

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

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

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

c Coach a youth sports team

d Paint over graffiti

e Go shopping for elderly people

f Plant trees in your local park

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

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

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

and your school has offered its building for free.

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

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

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

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

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

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

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

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

Connectivity in the United States

Generations own a

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

good for society

Source: Pew Research Center, Survey in 2019

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

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

2 Just over two thirdsof own one

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

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

own one

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

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

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

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

E Report the results of your survey to the class.

S

GENERATIONS

1B

WORD BANK generation people born and living at about the same time

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

connectivity the state of being connected to others

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

The majority of us own Just over a third of us

Lesson B | 9

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CAN THE MILLENNIALS

UNPLUG IN THE PARKS?

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

son manage without connectivity?

READING

A Answer the questions in pairs.

1 Look at the photo How are the people

connected? How do they feel about it?

2 Read the title of the article What do

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

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

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

1 He is excited about the journey.

2 He spent the night before online.

3 He isn’t sure about not having the

internet for a few days.

4 After the first day, he wishes he could

2 Why does his son complain?

3 What two generations do they each belong to?

4 Where do they eat the night before they

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

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

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

1 On our journey through the Grand Canyon,

me and my son, Casey, will see ancient fossils

from a time when the rock was under the ocean

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

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

the universe As we get ready to leave, my son

complains he has no phone service and can’t

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

good thing.

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

boomer My generation loves the national parks

to death His generation will have to save them in

the future The night before, we gorged on social

media, sent our final text messages, used the

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

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

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

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

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

—said they would be “very uncomfortable” on a

D Understand words from context

Circle the words and phrases that can replace the underlined words

Use the paragraph numbers to help you find them.

Paragraph 2

1 I like the national parks a lot

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

last night!

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

or so

Paragraph 4

4 Young people often get angry about the age

they are growing up in

E Read the last paragraph in the article again

Discuss the question in groups. Does

everyone you know like to share—publicly—

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

ACADEMIC SKILL

Understanding words from context

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

Young adults hold hands at a campground

in Joshua Tree National Park, California

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

T6 |

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New Academic Skill features develop critical thinking and study skills.

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

Members of an indigenous community called the Mbya Guaraní in Paraguay

LISTENING

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

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

words might describe this community?

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

think is the main message of the report? 8

1 Modern technology has a negative effect on traditional communities.

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

3 Modern technology can be helpful in traditional communities.

C Listen again and answer the questions by writing notes 8

Where is the news report from?

What technology does Rumilda use?

What does a “forest monitor” do?

What is changing the community’s land?

What did the forest provide them in the past?

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

ACADEMIC SKILL

Note-taking

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

Subject + singular verb

Everyone / Someone / No one has a laptop.

Each / Every student speaks two languages.

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

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

Subject + plural verb

None of / Some of my family use technology.

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

Subject + singular verb or plural verb

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

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

1. One of my apps aren’t working properly

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

3. The whole family is going on vacation

4. Not everyone speak Spanish in Paraguay

5. One half of the students own a tablet

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

7. The country has a public holiday today

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

C Match the sentences.

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

2. The team aren’t all here yet.

3. The team feels optimistic.

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

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

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

a Two players are late.

b Two players forgot theirs

c Everyone is here

d They think they can win.

Lesson B | 13

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GOALS Now I can

Describe trends and tendencies

Argue for and against

1 Yes, I can.

2 Mostly, yes.

3 Not really

1B

ACTIVE ENGLISH Try it out!

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

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

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

questions below.

1 Is the writer for or against digital communities?

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

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

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

writer of the paragraph in B.

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

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

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

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

The other group is against

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

five minutes to prepare.

2 Each group takes turns presenting their main arguments Then they

discuss and ask questions about their opinions.

3 Take a class vote.

As a movie star arrives, almost everyone

is more interested in their phone than the

moment.

14 | UNIT 1

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

a K David Harrison introducing his organization and its purpose

b Young students learning words from their ancestors’ language

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

d Someone looking up words on the Talking Dictionaries website

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

B Watch the video again Circle the correct answer.

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

a To teach disappearing languages

b To preserve endangered languages

c To save traditional communities

2 What is David Harrison’s opinion of technology?

a That it is good for teaching language

b That it is a very positive thing

c That it is a positive thing

in his work

3 Who usually records the endangered languages?

a Harrison and his colleagues

b The people who speak it

c Teams of experts

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

a They can share local news and information with each other

b They learn how to use modern technology

c They share their language and culture with the wider world

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

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

1 GLOBAL VOICES

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

Lesson B | 15

Active English sections in Lesson B feature writing and an extended

communication task

This scaffolded sequence

of exercises gives learners

a reason to communicate

in a personalized way and supports them through the process

For improved output, an

updated Writing section

T8 |

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

New “You Choose”

exercises develop learner autonomy

w

Fallas Festival

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

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

Burning Man Festival

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

Sapporo Snow Festival

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

Children enjoying ice slides

at the Annual Snow Festival

In Sapporo, Japan

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

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

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

• what makes it special

• what you can see and do

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

• What time of year does it take place?

• Where is it?

• Who is it for?

• What makes it special or different?

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

• Other ideas?

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

and create your advertisement.

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

Option 2 Record a short video to promote the festival.

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

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

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

for?

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

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

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

change or add something to your festival.

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MAKE TEACHING AND LEARNING

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

perfect for all classrooms

exercises that get students talking!

PLACE

students simply and reliably

Adaptive and mobile-friendly, the

National Geographic Learning Online

Placement Test places students in the

correct level of World Link, aligns to the

CEFR, and delivers a skill-specific diagnostic

report for each test taker

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

> Increase meaningful communication in

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

in the new Global Voices videos

> Boost learner confidence by providing

natural models of spoken English

> Entertain and engage learners in fun,

familiar situations that present language

in the contexts where learners will use it most frequently

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MAKE TEACHING AND LEARNING

STAY CONNECTED AND DEVELOP TEACHING SKILLS.

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

in World Link-specific professional

development, and engage with a variety of other timely topics

ELTNGL.com/webinars

Visit National Geographic Learning’s

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

in English Language Teaching

ELTNGL.com/infocus

/ ELTNGL

LEARN AND TRACK

with My World Link Online Practice and Student’s eBook

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

Assessment Suite, available online

MORE ENGAGING

| T11

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

PART ONE: ENGAGING IN PROFESSIONAL DEVELOPMENT

This section of the World Link Lesson Planner

is designed to help you make your World Link

textbook part of your professional development

Although English language teachers often do not

think of their textbooks as part of their professional

development, we believe that the World Link

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

section, we show you how

The exercises in this section were designed so you

can complete all of them individually, but if you can

find a colleague to do them together with you, you

will both learn more

In the first part of this section, Engaging in

Professional Development, we will look at the

following questions:

What kind of an English language teacher are you?

What does “professional development” mean to

you?

At the beginning of a course, we often ask our

students to describe themselves, but how often do

we describe ourselves?

TASK 1

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

end that best describes the kind of English language

teacher you are

new teacher experienced

teacherfocused on focused on

Circle a number for each statement that follows, to

show how you feel about each statement

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

1 2 3 4

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

1 2 3 4

A good English language teacher is aware of his

or her own feelings about English language and culture

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

TASK 3

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

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

B STARTING YOUR OWN AUTOBIOGRAPHYMany English language teachers ask their students

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

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TASK 4

Fill in the blanks in the short passage below

I first became interested in being an English

/ place) My first position as an English language

teacher was in (place) I felt

(feelings) before my first lesson The students were

(adjective), and I felt

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

when a lesson is over

I enjoy being an English language teacher because

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

is (challenge) If I had the

chance, I would make the following changes to

my life and work as an English language teacher:

.This exercise is called Starting Your Own

Autobiography because it is just a beginning You

could continue, and write about your first day, first

week, or first semester as an English language

teacher Writing about our own early experiences as

a teacher is one way to reflect on those times and

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

what has remained unchanged

So far, you have completed four short, simple

tasks to help you think about the kind of English

language teacher you are It’s important to know

who we are and what we do before we try to

develop professionally, because all professional

development is based on personal development

Try the next two tasks to help you describe who

you are and what you do as an English language

teacher

TASK 5

Imagine you meet someone at a party who’s never

heard of teaching English as a second or foreign

language They ask you what you do, and you tell

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

“An English language teacher? What’s an English

language teacher? What do English language

teachers do? What do you do?”

How would you reply?

As English language teachers, we work mostly

with words But English language teachers (and

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

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

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

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

DEVELOPMENT?

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

TASK 7

For me, “professional development” means

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It is important to stress that “professional development”

does not only mean going to conferences, reading

books, or writing papers Although these are very

helpful professional development activities, they are

just three possible ways from a large number and a

wide variety of different ways, which we will learn more

about in this section of the book

TASK 8

Check (✓) the professional development activities

that you have tried If you have tried the activity,

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

before, why not?

❑ Keeping a teaching journal/diary

Tried and learned

Not tried because

❑ Watching yourself teaching on video

Tried and learned

Not tried because

❑ Watching another teacher teaching

Tried and learned

Not tried because

❑ Having another teacher watch you teaching

Tried and learned

Not tried because

❑ Teaching together with another teacher

Tried and learned

Not tried because

❑ Creating a teaching portfolio

Tried and learned

Not tried because

Trust

Professional Development

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

Tried and learned

Not tried because

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

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

Professional development is anything you choose

to do because you want to be better at what you

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

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

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

Drawing relationships: Bringing together the

Different parts of our work

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

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

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

T14 |

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One interpretation of this diagram might be: Trusting

yourself and others, engaging in professional

development because you choose to do so,

and willingness to change are all necessary for

professional development to take place

Another example:

An interpretation of the diagram above might be:

English language teachers and students work

together, using English language textbooks, to

teach and learn the language

TASK 9

Try to put into your own words what this next diagram

shows:

In professional development, teachers often talk

about reflective practice This means thinking about

what we do so we can understand more, and then

make changes so we can do what we do better

TASK 10

Think of three aspects of what you do as an English

language teacher, and label the three corners of the

triangle below In the middle of the triangle, write

what it is that connects the three corners, then write

a brief description of how the three are connected

Making ConneCtions: piCturing professional

DevelopMent

English language teachers also often make use of

analogies in their teaching so that simple language

can be used to express complex thoughts

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

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

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

Change anD professional DevelopMent

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

1 2 3 4Change takes a long time

1 2 3 4Change takes a lot of energy

1 2 3 4Change is complex

1 2 3 4Change is painful

1 2 3 4Change is usually negative

1 2 3 4

Textbook

English Language Teaching and Learning

Course

English Language Syllabus

| T15

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Once you have read all the statements on page T15

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

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

have probably had a lot of experience of dealing with

challenging change If you have a total of between

12 and 15, the changes you have experienced may

have been largely positive, and with a score of 10

or less, you may have experienced relatively little

change or few changes, so far

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

often creatures of habit—we like things to stay the

same But change is one of the only things we can

be sure of in modern life It is sometimes even said

that “change is the only constant”!

TASK 13

Think of an important change in your life—either

personal or professional Was it difficult and

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

Are things better now, because of the change?

Make a few brief notes about this change How

would you describe it to a friend? Once you have

made a few notes, use these to describe your

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

the same with you

Change may be difficult, and it may even be

painful, but the one thing worse than changing is

not changing As teachers, we are preparing our

students for a constantly changing world If we

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

change, grow, and develop It is even possible that

change is at the heart of all teaching and learning

Here are some ways to make change less difficult:

1 Break it down into small steps

step

be areas of resistance

example, think of the benefits of the change

completed

and complete each step

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

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

As a language teacher you know that when learning

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

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

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

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

TASK 14

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

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about what we do and who we are

in our teaching day

learning events with different endings

and unfamiliar language

state and of your external environment

of particular tasks

other’s teaching and giving feedback

illustrate different aspects of our work

preparing, and teaching together

develop his or her knowledge and skills

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

other to develop in a number of different and agreed-upon areas

growth and change

ourselves, others, and events

E PAINLESS PROFESSIONAL

DEVELOPMENT: IS IT REALLY

POSSIBLE?

There are many reasons why many English

language teachers do not engage in as much

professional development as they might like to do

As we discussed earlier, development requires

change, and change can be difficult Two other

common problems are a lack of time and a lack

of money What are some of the obstacles to

professional development that you face in your

teaching and learning context?

Although there may be challenges to overcome,

there are many reasons why we should engage in

professional development

TASK 15

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

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

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

| T17

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F MAKING YOUR TEXTBOOK

PART OF YOUR PROFESSIONAL

DEVELOPMENT

To review some of the main points we have

discussed so far:

Professional development is anything you choose to

do because you want to be better at what you do

Professional development does not only mean

going to conferences, reading books, or writing

papers There are many different ways to grow

professionally

We also touched upon various types of professional

development activities, such as the following:

But one method that few English language teachers

think of is using their English language textbook as

part of their professional development

In these pages, you have so far completed

15 different tasks If you completed each of these

tasks carefully and thoughtfully, you were actively

engaged in professional development

But what about the textbook itself? How can an

English language textbook be part of an English

language teacher’s professional development?

Most English language teachers do not think of their

textbooks as tools for professional development

Some of the reasons are:

1 Textbooks are used to teach students, so they

are not thought of as ways for teachers to learn

about teaching

2 Textbooks are part of our regular, routine,

everyday classroom work

3 Professional development is still often thought

of as doing something different, something

“extra,” or going somewhere else, away from

where we are now

But here are some reasons why you should think

of your textbooks as a part of your professional

development

1 Careful and thoughtful use of any kind of

teaching material can be part of a teacher’s

professional development process

2 Deciding which textbook to use is in itself

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

3 The way in which a textbook is used—

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

PART TWO: PURSUING

PROFESSIONAL DEVELOPMENT USING YOUR TEXTBOOK

At the end of Part One, we said:

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

Also in Part One, we defined reflective practice as

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

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

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

we do, more clearly

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

At the end of Part One, we also said:

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

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

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

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

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

T18 |

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There are as many different meanings of teaching

as there are teachers, because teaching—like

learning—is a personal experience As it is a unique

experience, it is never exactly the same for any

two teachers or for any two students Compare

your definition with the description below of how

teaching and learning happens

Teaching and learning are the result of a series of

choices and decisions, made by the teacher and by

the students Sometimes, the choices and decisions

are made together, between students and teachers,

and sometimes they are made independently

Teaching—like learning—is about making choices

and making decisions.

In a single English language lesson, the teacher—

and the students—may make hundreds of

moment-to-moment choices and decisions

ABOUT TEXTBOOKS AS PART OF OUR PROFESSIONAL DEVELOPMENT

Although choices and decisions are similar, they are

not exactly the same For example, in an English

language class, a teacher may choose between

one student and another, both of whom have raised

their hands to answer a question But decisions in

classrooms are often a little more complicated, for

example, deciding whether or not to continue with

a particular activity, as your decision here will affect

the timing for the rest of the lesson

In the English language classroom, there are so

many decisions being made that teachers are

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

from the classroom, we can reflect on our decisions

so we can understand better why we decided to

follow one course of action rather than another

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

one textbook over another, we are engaged in a

professional development process

If we think and talk with other teachers about

the strengths and weaknesses of one textbook

compared to another, we are engaged in

professional development

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

by our knowledge, skills, and experiences, but also

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

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

be made as well

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

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

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

We have left spaces for you to write your responses

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

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

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

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

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

TASK 17

If you decided to use this World Link textbook, on

what did you base that decision?

I decided to use this World Link textbook because

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

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TASK 18

Think of some other English language textbooks you

have used recently How is this World Link textbook

similar to those other textbooks, and in what ways is

it different from those textbooks?

A good English language textbook should help the

teacher and the students learn more, and learn

more effectively and more enjoyably Your textbook

should add to your lesson, not detract from it

TASK 19

How could this World Link textbook help develop

your English teaching?

E GETTING TO KNOW YOUR WORLD

LINK TEXTBOOK

When we make decisions, we generally base

those decisions on our knowledge, skills, and

experiences

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

them as part of our professional development, we

must have a thorough knowledge of the textbook

How well do you know your World Link textbook?

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

Lesson A and is made up of six main parts

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

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

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

the units in your World Link textbook?

Q8 Who are the writers of this textbook?

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

T20 |

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ASKING QUESTIONSThe key to making your textbooks part of your

professional development is to keep asking

questions that explore the decisions you make as

you use the textbook

Before you use a textbook, it is important to

consider it in its entirety, then make decisions about

individual units, and finally make decisions about

the different parts within each unit

TASK 21

Here are some examples of questions you should

consider before starting to use your World Link

textbook

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

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

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

which they are presented? If yes, why?

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

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

Reason(s) for changing the sequence:

Alternative sequence:

ENGLISH LANGUAGE TEXTBOOKThe questions in Task 21 are related to adapting

your World Link textbook to your local teaching

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

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

be “localized,” or adapted

TASK 22

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

TASK 23

Describe the students with whom you expect you will

be using this book

Q1 First language:

Q2 Age range:

Q3 Number of years they have studied English:

Q4 English language ability levels:

Q5 Reasons for learning English:

Q6 What makes these students different from other students?

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

| T21

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In Part One, we talked about the importance of

change in professional development

TASK 24

Are there any changes you plan to make to your

World Link textbook to adapt it to your English

language teaching and learning environment?

If so, what kinds of changes will you make?

TASK 25

Are there any changes you will make to your World

Link textbook to adapt it to your English language

students?

TASK 26

Are there any changes you will make to your World

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

There are other questions you could ask yourself

as well, including: What local objects and artifacts

can I—and my students—bring in to supplement

and localize the material in the textbook? These

“pedagogical artifacts” are sometimes called

“realia.”

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

We have already looked at many examples of some

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

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

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

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

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

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

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

We hope we have helped you to start thinking of

your World Link textbook as part of your professional

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

Enjoy!

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

Answers to Task 14

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

13 e, 14 n

T22 |

Trang 25

JOHN HUGHES NANCY DOUGLAS JAMES R MORGAN

Trang 26

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

Student’s Book ISBN: 978-0-357-50217-4 Student’s Book + My World Link Online:

ISBN: 978-0-357-50218-1

200 Pier 4 Boulevard Boston, MA 02210 USA

a Cengage Company

World Link Level 2: Developing English Fluency,

Fourth Edition

Development Editor: Katie Davis

Heads of Regional Marketing:

Charlotte Ellis (Europe, Middle East and Africa)

Caitlin Thomas

Printed in Mexico

L E A R N I N G

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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; Miguel Rodriguez, BUAP, Puebla; Nelly Romero, ICPNA, Lima; Yesenia Ruvalcaba, Universidad de Guadalajara, Guadalajara; Eva Sanchez, BUAP, Puebla; Marina Sánchez, Instituto Domingo Savio, Mexico City; Thais Scharfenberg, Centro Europeu, Curitiba; Pilar Sotelo, ICPNA, Lima; Rubén Uceta, Centro Cultural Domínico Americano, Santiago De Los Caballeros; Italia Vergara, American English Overseas Center, Panama City; Maria Victoria Guinle Vivacqua, UNICAMP, Sao Paulo

United States and Canada

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

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

Acknowledgments | iii

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

Student’s Book ISBN: 978-0-357-50217-4

Student’s Book + My World Link Online:

ISBN: 978-0-357-50218-1

200 Pier 4 Boulevard Boston, MA 02210

USA

a Cengage Company

World Link Level 2: Developing English Fluency,

Fourth Edition

Development Editor: Katie Davis

Heads of Regional Marketing:

Charlotte Ellis (Europe, Middle East and Africa)

Caitlin Thomas

Printed in Mexico

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

The Fearless Educator p 2

People I know

p 4 (classmate, coworker, friend )

Classes and lessons p 9

(get good grades, prepare for exams, take classes)

Conversations about people’s relationships p 5 Interview with a student about her school p 12

The simple present vs

the present continuous p 7 Review of the simple past p 13

Question stress p 5 Introducing

a person to someone else and responding to introductions

p 6

Try, Try Again! p 10 Write about something you

learned to do

p 14

Ask questions to get to know your classmates p 8 Talk about past school experiences p 14

Healthy habits

p 23 (diet, health benefits, lifestyle )

Conversation about regional dishes p 19 Talk about dinner times in different cultures p 26

The comparative form of adjectives p 21 The superlative form of adjectives p 27

Sentence stress

responding to suggestions

p 20

The Best Foods to Eat

p 24

Write a restaurant review p 28

Make a radio ad for a new restaurant p 22 Create a restaurant menu and compare places to eat p 28

Word webs

How to Make an Omelet p 29

The Luckiest Unlucky Man to Ever Live p 30

Lucky or unlucky?

p 32 (by chance, good / bad luck, on purpose )

Solving mysteries

p 37 (explanation, investigate, proof )

Talk about making your own luck p 33 News report

on changes in human behavior during a full moon

p 40

Stative verbs

p 35

Modals of present

possibility p 41

Dropped syllables

something is likely or not likely p 34

Mysterious Artwork

p 38

Write about

an unsolved mystery p 42

Play a game of chance and guess information about group members

p 36

Identify and present possible theories and explanations for mysteries p 42

Using synonyms

p 37

Predicting information

p 39

Nora Shawki: Mysteries from the Past p 43

REAL WORLD LINK 1 Create a TV Quiz Show p 44

The Future of the American Mall p 46

Describing trends

p 48 (about, exactly, increase )

Fashion p 53

(inexpensive, style, unique )

Talk about online shopping trends

p 49

Conversation about an online clothing service

p 56

Quantity expressions p 51 Advice with

could, should, ought to, and had better p 57

Unstressed of p 51 Polite / direct

disagreement

p 50

The Facts about Fast Fashion

p 54

Fill out a style profile p 58 Discuss shopping experiences p 52

Give advice as a personal shopper

p 58

Scanning p 55 Infer meaning from context

p 56

Amanda Cosco: The Trend of Rental Fashion

p 59

LESSON A

Chores and Errands p 62

LESSON B

Getting Around

p 67

A Whirlwind Look at Shanghai p 61

Doing chores and running errands

p 62 (do laundry, make dinner, sweep )

Getting around

p 67 (cyclists, get around, sidewalks )

Conversations about appointments

p 63

Podcast about

a popular neighborhood

p 64

Flying to Work p 68 Write about a neighborhood

p 72

Create your own service and role-play making appointments

p 66

Play a game

to describe a neighborhood p 72

Listening for words connected to a topic p 70

Welcome to Lima! p 73

Applying to college p 76

(apply, consider, decide )

Life after graduation p 81

(do an internship, opportunity, someday )

Podcast about an unusual school

p 77

Conversation about future plans p 84

Plans and

decisions with be going to and will

p 79

Predictions with

be going to and will p 85

Reduced forms of

going to and will

p 79

Responding to bad news and offering to help

p 78

Life’s Essential Questions

p 82

Write a personal profile p 86

Interview classmates about future plans

p 80

Talk about personal profiles and ask a partner for personal information p 86

Retelling p 83 Getting Started

with Your Goals

p 87

REAL WORLD LINK 2 Design a Survey p 88

Scope and Sequence | v

People I know

p 6

learned to do

p 14

Healthy habits

Sentence stress

p 20

p 24

Word webs

p 40

Stative verbs

p 35

p 38

Write about

p 36

Using synonyms

p 37

p 39

Fashion p 53

p 49

p 56

disagreement

p 50

p 54

p 58

p 56

p 59

LESSON A

LESSON B

Getting Around

p 67

Getting around

p 63

Podcast about

p 64

p 72

p 66

Play a game

p 77

Plans and

p 79

p 78

p 82

p 80

with Your Goals

p 87

MY NEIGHBORHOOD P 60

GOALS P 74 TRENDS P 46

People I know

p 6

learned to do

p 14

Healthy habits

Sentence stress

p 20

p 24

Word webs

p 40

Stative verbs

p 35

p 38

Write about

p 36

Using synonyms

p 37

p 39

Fashion p 53

p 49

p 56

disagreement

p 50

p 54

p 58

p 56

p 59

LESSON A

LESSON B

Getting Around

p 67

Getting around

p 63

Podcast about

p 64

p 72

p 66

Play a game

p 77

Plans and

p 79

p 78

p 82

p 80

with Your Goals

p 87

MY NEIGHBORHOOD P 60

GOALS P 74 TRENDS P 46

People I know

p 6

learned to do

p 14

Healthy habits

Sentence stress

p 20

p 24

Word webs

p 40

Stative verbs

p 35

p 38

Write about

p 36

Using synonyms

p 37

p 39

Fashion p 53

p 49

p 56

disagreement

p 50

p 54

p 58

p 56

p 59

LESSON A

LESSON B

Getting Around

p 67

Getting around

p 63

Podcast about

p 64

p 72

p 66

Play a game

p 77

Plans and

p 79

p 78

p 82

p 80

with Your Goals

p 87

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People I know

(get good grades, prepare for exams,

take classes)

Conversations about people’s relationships p 5

Interview with a student about her

school p 12

the present continuous p 7

Review of the simple past p 13

p 6

learned to do

p 14

Healthy habits

Conversation about regional

dishes p 19 Talk about dinner

times in different cultures p 26

The comparative form of

adjectives p 21 The superlative

form of adjectives p 27

Sentence stress

p 20

p 24

Word webs

The Luckiest Unlucky Man to

Ever Live p 30

p 32 (by chance, good / bad luck, on

purpose )

Talk about making your own

luck p 33 News report

on changes in human behavior

during a full moon

p 40

Stative verbs

p 35

p 38

Write about

p 36

Using synonyms

p 37

p 39

Nora Shawki:

Mysteries from the Past p 43

The Future of the American

Mall p 46

Fashion p 53

p 49

Conversation about an online

clothing service

p 56

Quantity expressions p 51

Advice with

disagreement

p 50

p 54

p 58

p 56

Amanda Cosco:

The Trend of Rental Fashion

p 59

LESSON A

LESSON B

Getting Around

p 67

A Whirlwind Look at

Shanghai p 61

Getting around

Conversations about

appointments

p 63

Podcast about

p 64

p 72

p 66

Play a game

(do an internship, opportunity,

someday )

p 77

Conversation about future

plans p 84

Plans and

p 79

p 78

p 82

p 80

with Your Goals

p 87

People I know

(get good grades, prepare for exams,

take classes)

Conversations about people’s relationships p 5

Interview with a student about her

school p 12

the present continuous p 7

Review of the simple past p 13

p 6

learned to do

p 14

Healthy habits

Conversation about regional

dishes p 19 Talk about dinner

times in different cultures p 26

The comparative form of

adjectives p 21 The superlative

form of adjectives p 27

Sentence stress

p 20

p 24

Word webs

The Luckiest Unlucky Man to

Ever Live p 30

p 32 (by chance, good / bad luck, on

purpose )

Talk about making your own

luck p 33 News report

on changes in human behavior

during a full moon

p 40

Stative verbs

p 35

p 38

Write about

p 36

Using synonyms

p 37

p 39

Nora Shawki:

Mysteries from the Past p 43

The Future of the American

Mall p 46

Fashion p 53

p 49

Conversation about an online

clothing service

p 56

Quantity expressions p 51

Advice with

disagreement

p 50

p 54

p 58

p 56

Amanda Cosco:

The Trend of Rental Fashion

p 59

LESSON A

LESSON B

Getting Around

p 67

A Whirlwind Look at

Shanghai p 61

Getting around

Conversations about

appointments

p 63

Podcast about

p 64

p 72

p 66

Play a game

(do an internship, opportunity,

someday )

p 77

Conversation about future

plans p 84

Plans and

p 79

p 78

p 82

p 80

with Your Goals

p 87

Trang 30

LESSON A

Parties p. 92

LESSON B

Festivals and Holidays p. 97

Celebrating the World’s Favorite Sport

p. 90

Hosting a party

p. 92 (celebrate, guests, invite )

Festivals and events p 97

(gather, participate, take place )

Talks about coming of age celebrations p. 93 News report about a race

p. 100

Agreeing with other people’s

statements: so, too, neither, and either p. 95

Time clauses

with before, after, when p. 101

Reduced want to

someone to do something;

accepting or refusing an invitation p. 94

Get Ready

to Get Messy p. 98

Write about

a holiday or festival p. 102

Plan a party, and make and respond to invitations p. 96 Invent an unusual holiday p. 102

Make connections

p. 93

Celebrating the New Year p. 103

Snack Attack

stories p. 106

(based on, characters, fiction )

Modern fairy

tales p. 111 (brave,

discover, incredible )

Conversation about writing

a story with crowdsourcing

p. 107

Story about Thunder and Lightning p. 114

The past continuous:

statements / questions p. 109 Adverbs of manner p. 115

Pausing p. 114 Telling a story;

showing interest and finding out what happened

p. 108

The Cinderella Story p. 112 Write a modern fairy tale p. 116 Tell stories with classmates and guess

if they are true p. 110 Find the differences between two fairy tale images p. 116

Using parts of words to guess meaning p. 107

How to Tell an Impactful Story

p. 117

LESSON A

Skills and Qualities p. 120

LESSON B

Dream Jobs

p. 125

Volcanology: A Life in the Field

p. 118

Qualities needed for work p. 120

(adventurous, punctual, responsible )

Describing a job

p. 125 (demanding, rewarding, well paid )

Talks about different jobs

p. 121

Interview with a storyboard artist

p. 128

The present perfect p. 123 The simple past and the present perfect p. 129

Reduced for in time

expressions p. 123 Interviewing for a job p. 122 Asher Jay: Creative

Conservationist

p. 126

Write a formal email p. 130 Discuss job requirements and

role-play a job interview p. 124 Read a job ad and choose the best email response p. 130

The Google before Google

p. 134

Using the phone

p. 136 (check your phone, get a text, make a call )

Phone etiquette

p. 141 (allow, ignore, rude )

Phone call and video call conversations

p. 137

Conversations about phone etiquette p. 144

Asking for permission p. 139 Verb + infinitive

vs verb + gerund

p. 145

Stress with clarification p. 137 Using the phone p. 138 Have Smartphones

Changed Our Lives for Better or for Worse? p. 142

Write informal messages

p. 146

Role-play a customer service phone call

Kids React to Old Computers

p. 148

Describing devices p. 150

(affordable, durable, rechargeable )

Using appliances and devices p. 155

(log in, plug in, scroll down )

Lecture about bad technology predictions p. 151 Interview about new technology

to help blind people p. 158

p. 156

Write about a robot p. 160 Describe how your life has changed in the

past five years p. 154 Design a robot that solves a problem

p. 160

Taking notes

p. 151

Discourse markers p 157

Amber Case: Calm Technology

The Airport That Never Sleeps p. 162

Preparing for

travel p. 164 (apply

for a visa, book tickets, get travel insurance )

Travel plans

p. 169 (boarding, delayed, depart )

Conversation about an upcoming trip

p. 165

Interview with Andrés Ruzo about travel experiences

p. 172

Modal verbs of necessity p. 167 Question form review p. 173

Reduced have to and has to p. 165 Saying you’ve forgotten

something

p. 166

Going Solo Is the Way to Go!

p. 170

Write a customer satisfaction survey p. 174

Decide as a group what to pack for a trip

p. 168

Discuss travel-related customer surveys

p. 174

Closed and open questions

p. 174

Travel Experiences

p. 175

REAL WORLD LINK 4 Make a Travel Ad p 176

ONCE UPON A TIME P 104

vi

LESSON A

Parties p. 92

LESSON B

Celebrating the World’s Favorite Sport

p. 90

Hosting a party

Talks about coming of age celebrations p. 93 News report about a race

p. 100

statements: so, too, neither, and either p. 95

Time clauses

Reduced want to

Get Ready

Write about

p. 93

Snack Attack

stories p. 106

Modern fairy

p. 107

Story about Thunder and Lightning p. 114

statements / questions p. 109 Adverbs of manner p. 115

p. 108

p. 117

LESSON A

LESSON B

Dream Jobs

p. 125

Volcanology: A Life in the Field

p. 118

Qualities needed for work p. 120

(adventurous, punctual, responsible )

p. 125 (demanding, rewarding, well paid )

p. 121

p. 128

The present perfect p. 123 The simple past and the present perfect p. 129

Conservationist

p. 126

p. 134

Using the phone

p. 136 (check your phone, get a text, make a call )

Phone etiquette

Phone call and video call conversations

p. 137

Conversations about phone etiquette p. 144

Asking for permission p. 139 Verb + infinitive

p. 145

p. 146

p. 148

Lecture about bad technology predictions p. 151 Interview about new technology

p. 156

p. 160

Taking notes

p. 151

Amber Case: Calm Technology

Preparing for

travel p. 164 (apply

for a visa, book tickets, get travel insurance )

Travel plans

p. 169 (boarding, delayed, depart )

Conversation about an upcoming trip

p. 165

Interview with Andrés Ruzo about travel experiences

p. 172

Modal verbs of necessity p. 167 Question form review p. 173

something

p. 166

p. 170

p. 168

p. 174

p. 175

ONCE UPON A TIME P 104

vi

Trang 31

LESSON A

Parties p. 92

LESSON B

Celebrating the World’s

Favorite Sport

p. 90

Hosting a party

Talks about coming of age

celebrations p. 93 News report

about a race

p. 100

statements: so, too, neither, and

either p. 95

Time clauses

Reduced want to

Get Ready

Write about

p. 93

Snack Attack

stories p. 106

Modern fairy

p. 107

Story about Thunder and

Lightning p. 114

statements / questions p. 109

Adverbs of manner p. 115

p. 108

p. 117

LESSON A

(adventurous, punctual,

responsible )

p. 125 (demanding, rewarding, well

paid )

p. 121

p. 128

The present perfect p. 123

The simple past and the present

perfect p. 129

Conservationist

p. 126

p. 134

Using the phone

p. 136 (check your phone, get a text,

make a call )

Phone etiquette

Phone call and video call

conversations

p. 137

Conversations about phone

etiquette p. 144

Asking for permission p. 139

Verb + infinitive

p. 145

p. 146

p. 148

Lecture about bad technology

predictions p. 151 Interview about

new technology

p. 156

p. 160

Taking notes

p. 151

Conversation about an

upcoming trip

p. 165

Interview with Andrés Ruzo

about travel experiences

p. 172

Modal verbs of necessity p. 167

Question form review p. 173

something

p. 166

p. 170

p. 168

p. 174

p. 175

Scope and Sequence | vii

LESSON A

Parties p. 92

LESSON B

Celebrating the World’s

Favorite Sport

p. 90

Hosting a party

Talks about coming of age

celebrations p. 93 News report

about a race

p. 100

statements: so, too, neither, and

either p. 95

Time clauses

Reduced want to

Get Ready

Write about

p. 93

Snack Attack

stories p. 106

Modern fairy

p. 107

Story about Thunder and

Lightning p. 114

statements / questions p. 109

Adverbs of manner p. 115

p. 108

p. 117

LESSON A

(adventurous, punctual,

responsible )

p. 125 (demanding, rewarding, well

paid )

p. 121

p. 128

The present perfect p. 123

The simple past and the present

perfect p. 129

Conservationist

p. 126

p. 134

Using the phone

p. 136 (check your phone, get a text,

make a call )

Phone etiquette

Phone call and video call

conversations

p. 137

Conversations about phone

etiquette p. 144

Asking for permission p. 139

Verb + infinitive

p. 145

p. 146

p. 148

Lecture about bad technology

predictions p. 151 Interview about

new technology

p. 156

p. 160

Taking notes

p. 151

Conversation about an

upcoming trip

p. 165

Interview with Andrés Ruzo

about travel experiences

p. 172

Modal verbs of necessity p. 167

Question form review p. 173

something

p. 166

p. 170

p. 168

p. 174

p. 175

Scope and Sequence | vii

Trang 32

UNIT 1

People talk and laugh

at the Bottletree Cafe in Alabama, US.

/ Make introductions / Ask questions about other people’s lives

1 What are the people doing?

2 Does the activity look fun to you? Why or

a The teacher writes on the board.

b Shabana arrives at the school.

c A girl learns to ride a bicycle.

d The girls describe their future plans.

e The girls have a lesson in their

educator.

4 SOLA is the girls’ boarding school in Afghanistan.

5 At SOLA, they create a

space for girls.

6 The girls come to SOLA to

to become future leaders.

7 When you educate a girl, you educate

her , her community, her society, and the world.

C Imagine you are making a similar video about

a day in your life What five actions do you want to show in the video? Tell a partner.

1

3 They are sitting, talking, and laughing.

4 5 2

schools Six

become first safe learn family

ABOUT THE PHOTO

The photo shows a typical day in

the life of people at the Bottletree

Cafe People from Birmingham,

Alabama, meet here for the food

and live music The photo was

taken by Susan Seubert She

specializes in travel photography

and has worked all over the world

Her photos often appear in National

Geographic Traveler magazine.

INTRODUCE THE THEME

In this unit, students will explore

their personal relationships, and

the different ways they learn and

practice new skills

In Lesson A, students learn to talk

about people and relationships

They also practice the listening

strategies of listening for gist and

for details, and they learn how to

make introductions Finally, they

review describing habits, facts,

and schedules, versus describing

actions happening now, for a short

time, or for an extended period

In Lesson B, students talk about

their classes and describe things

they have learned to do They

practice the reading strategies

of understanding the main idea

and summarizing what they have

read Finally, they review the

whole unit by talking about school

experiences, and they write a

paragraph about something they

succeeded in learning

On the board, write the title of the

unit, My Life Ask students to call

out any words connected with their

life As this might be the first lesson

of the course, encourage students

to say any words connected with

places they live, free-time activities,

family and friends, etc The idea is

to relax students and to show that

their ideas are always welcome

Look at the photo Answer the

questions 5 min

Ask students to read the two

questions and answer them

individually or in pairs Then ask

some students to share their

answers with the class

WARM-UP VIDEO

Warm-Up 3–5 min

Write Afghanistan in the middle of

the board and ask students what they know about the country Write down any words they say When you have five or six words, explain that you are going to show a video

about a school in Afghanistan

About the video

The School of Leadership, Afghanistan (SOLA), a boarding school for Afghan girls and young women, was founded in 2008

SOLA is an Afghan- and US-registered non-profit organization whose aim is to

promote education and leadership opportunities for Afghan students

It was cofounded by a young Afghan woman, Shabana Basij-Rasikh For many years, it was illegal for girls to go to school in Afghanistan Shabana was lucky because her father believed girls should be educated and, he sent his daughters to a secret school

While studying at college in the

US, she set up SOLA to help Afghan women be able to study

After graduating, she returned to Kabul to continue her work with SOLA and advocating education for girls and women internationally

2 | Teacher’s Book UNIT 1

Trang 33

People talk and laugh

at the Bottletree Cafe in Alabama, US.

/ Make introductions / Ask questions about other people’s lives

1 What are the people doing?

2 Does the activity look fun to you? Why or

why not?

1

WARM-UP VIDEO

A Watch a video about a day in the life of

Shabana Basij-Rasikh and her students in

Afghanistan Number the actions (1–5) in the

order you see them.

a The teacher writes on the board.

b Shabana arrives at the school.

c A girl learns to ride a bicycle.

d The girls describe their future plans.

e The girls have a lesson in their

classroom.

B Read the sentences and then watch the video

again Write the missing words

1 When Shabana was young, there were no

5 At SOLA, they create a

space for girls.

6 The girls come to SOLA to

to become future leaders.

7 When you educate a girl, you educate

her , her community, her

society, and the world.

C Imagine you are making a similar video about

a day in your life What five actions do you

want to show in the video? Tell a partner.

safe learn

family

also put them into small groups

of three Ask them to plan

a video called “My Life” by writing down the actions they will show in the video These actions could be written down

as phrases or full sentences

For example, Getting up and brushing my teeth, having breakfast, going to school by bus Monitor students or the

groups and make suggestions where necessary At the end, ask each student to tell a partner or join two groups and have them read their actions aloud

EXTRA VIDEO VOCABULARY

siblings responsiblepriority global citizenslucky

empowermentprivileged initiate (from within)serve (your country)

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 there are, 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

A Watch a video about a day

in the life of Shabana Rasikh and her students in Afghanistan Number these actions (1–5) in the order you see them 5 min

Basij-Before showing the video, allow time for students to read the five sentences and check they understand that they need to number them in the order they see them Note that when students watch a video for the first time, they often panic because of the level

of the spoken language, so emphasize that they only need

to watch the video to do this exercise; they don’t need to listen Play the video and then check their answers

B Read the sentences and then watch the video again Write the missing words 10 min

Before watching the video again, you could put students

in pairs and ask them to read the sentences and try to guess what words might be missing

You could also answer any questions about unknown words in the sentences Play the video again and then check their answers

C Imagine you are making a similar video about a day in your life What five actions do you want to show in the video?

Tell a partner 10–15 min

Students could plan their video

on their own but, to encourage speaking practice, you could

Teacher’s Book UNIT 1 | 3

Trang 34

An elementary school in Shenzhen, China Elementary school is usually for ages 5–11.

VOCABULARY

A Mario is describing people in his life Complete the sentences with the words in blue

classmate coworker / colleague friend girlfriend neighbor

1 “My name’s Mario, and this is Jason He’s my best

We met when we were in elementary school, and we often spend our

free time together.”

2 “Lei is my at City College We have two classes

together We sometimes say hello, but I don’t know her very well.”

3 “I’m working part time in an office these days, and Julia is my

there She’s in a different department, but sometimes we work together.”

4 “David is my We live on the same street.”

5 “I met Sally at City College last year She’s my

We got along well right away, and now we’re going out.”

B Work in pairs Answer the questions

1 Do you know everyone in your English class? Who don’t you know very well?

2 Which people in your life do you get along well with? Do you spend your free time together?

C Look at the words in blue and think of people in your life On a piece of paper, write People I

Know at the top of the page List five people and write a sentence or two about each one.

D Tell a partner about the people in your life

They’re my next-door

neighbors.

Sergio is my friend We met in class last year.

friend

classmate

neighbor

girlfriend coworker / colleague

4 | UNIT 1

Trang 35

An elementary school in Shenzhen, China Elementary

school is usually for ages 5–11.

VOCABULARY

A Mario is describing people in his life Complete the sentences with the words in blue

classmate coworker / colleague friend girlfriend neighbor

1 “My name’s Mario, and this is Jason He’s my best

We met when we were in elementary school, and we often spend our

free time together.”

2 “Lei is my at City College We have two classes

together We sometimes say hello, but I don’t know her very well.”

3 “I’m working part time in an office these days, and Julia is my

there She’s in a different department, but sometimes we work together.”

4 “David is my We live on the same street.”

5 “I met Sally at City College last year She’s my

We got along well right away, and now we’re going out.”

B Work in pairs Answer the questions

1 Do you know everyone in your English class? Who don’t you know very well?

2 Which people in your life do you get along well with? Do you spend your free time together?

C Look at the words in blue and think of people in your life On a piece of paper, write People I

Know at the top of the page List five people and write a sentence or two about each one.

They’re my next-door

neighbors.

Sergio is my friend We met in class last year.

friend

classmate

neighbor

girlfriend coworker / colleague

1A PEOPLE

VOCABULARY

Tell students to work in pairs and look at the words

for different people in blue in A Ask them to define

each word and give an example of someone from

their own life For example, “Luis is my classmate

We have all our classes together.”

Afterwards, ask a few students to share their definitions and people with the class Use the opportunity to correct any of the definitions and make sure everyone understands what they mean

A Mario is describing people in his life Complete the sentences with the words in blue 10 min

As students read about the people Mario knows, encourage them to guess the meaning of any new words from context and complete the blanks with a word from the box When checking the answers, ask students to read the whole sentence aloud with the missing word Help with any pronunciation problems where needed

(elementary school, etc.)

Departments refers to the different areas of a company or college; for example, the sales department, the English Department.

B Work in pairs Answer the questions 5 min

The questions in B reuse the phrases in blue

spend time together, don’t know (her) very well, work together, and get along well So,

before students ask them, you could check that students understand the meaning of these phrases and give answers for yourself to demonstrate use of the phrases When teaching these kinds of phrases, make sure students are learning them as phrases and not as separate words

Put students into pairs and have them take turns asking and answering the questions

TEACHING TIP: Pair work

When we ask students to work in pairs, it’s natural (and practical) for students to turn to the person next to them But try to vary this from time to time and have students work with someone new This is especially important at the beginning of a course so

that everyone gets to know each other in the class

If you are teaching online, you can put students in new pairs by using the breakout rooms Note also that

we often need to have one group of three students because we don’t have even numbers in the class,

so make sure you vary the pairs so it isn’t always the same students having to work as a group of three

C Look at the words in blue and think of people

in your life On a piece of paper, write People I Know at the top of the page List five people and

write a sentence or two about each one 10 min

Point out the adjectives for describing friends

in the Word Bank Then model the exercise by writing the names of some of the people you know on the board For each person, tell the class something about that person and write a sentence

on the board next to their name Have students tell you what your relationship with that person is, using the new vocabulary and word partnerships, and add it to your sentence on the board Then have students write a list of the people they know and sentences about each person Monitor and help with ideas and vocabulary as necessary

Remind students to use the new vocabulary and the words in the Word Bank as needed

15–20 min

Put students in pairs and have them tell each other about the people on their lists Monitor and provide help as necessary; make sure students are using the new vocabulary appropriately

Note that students might also want to know more words for describing people they know, so you may need to provide some of the words shown below At the end, call on several students to tell the class about two people their partner knows

MORE WORDS: People we know

colleague, client, customer, associate, contact, partner

fellow student, teammate, roommateex-boyfriend, ex-girlfriend, fiancé, fiancéeneighbor, family, relative, relation (close relation, distant relation), in-law

EXTRA! Write about people you know

20–30 min

Tell students to write a paragraph giving more

details about the people they talked about in D

Students should describe specifically when and how often they see these people Tell students to use three to four of the blue vocabulary words on the page Then students can share their paragraphs

in small groups by either swapping their writing or reading the paragraphs aloud

Teacher’s Book UNIT 1, Lesson A | 4a

Trang 36

Elicit key words discussed in prior exercises that

define relationships, such as family, neighbor,

classmate, and coworker, and write them on the

board Call on volunteers to describe a person they

know who falls under each category

PRONUNCIATION TIP: Stressed words

It is important to help students see that stressed

words can carry the meaning in English Therefore, if

they stress the wrong word in a sentence or question,

it can change the focus of the question (as they will

see in the examples in A and B) Being aware of this

will help them both in their understanding of spoken

English and in their own production

Notice how the answer to the question is different

depending on the stressed word Then listen

again and repeat 2 5 min

Have students read the conversations Then

play the audio and have students repeat Next,

have students identify which word is stressed in

each conversation Help them understand how

the different stress changes the meaning of the

question The word that is stressed is the one

that the speaker is asking about Play the audio

again and have students repeat Point out that in

number 1, speaker A stresses boyfriend to ask

if a person is speaker B’s boyfriend or not In

number 2, the stress on your means that speaker

A knows the person is somebody’s boyfriend, but

isn’t sure if it is speaker B In number 3, speaker

A is asking if a specific person in a group is

speaker B’s boyfriend

three sentences and responses Then listen for

the stressed word in each sentence Choose the

best answer 3 10 min

First, have students read the conversations and

then play the audio Tell students to underline the

stressed words and then compare their answers

with a partner’s Play the audio again and tell

students to choose the best response according

to the word that is stressed in the first part of

the conversation Have students compare their

answers with a partner’s Check answers with

the class and ask students to explain why they

chose each response

TEACHING TIP: Tag questions

Point out the question in number 3 When a word

is added at the end of a sentence, like right is

here, this is called a tag question This is when a

declarative sentence is changed to a question by adding a word or phrase Other examples of words

used to create tag questions are do you, are you, and isn’t it Tag questions are often used to confirm

information, which is the case in number 3

C Listen for gist Listen to the conversations Write

the number of the conversation (1, 2, or 3) that goes with each photo 4 10–15 min

Have students look at the photos and say where the people are and what they are doing Have them guess what the relationships are in each photo Play the first conversation and pause

Tell students to write number 1 on the photo of the people who they heard talking in the audio

Then continue the audio Check answers with the class Ask students which words helped them find the correct answers

Listen for gist Remind students that when they

first listen to audio, it is often helpful to focus on understanding the general idea, and not worry about details It is motivating for students, and therefore confidence-building, to realize that they can understand the general idea even if they haven’t understood everything they heard

D Listen for details Read the sentences about

each conversation Then listen again and circle the correct answers 4 10 min

Tell students to look at the photo they labeled number 1 Then read aloud 1a and 1b Ask students to choose the words that make each statement about photo number 1 true Have students read the remaining sentences, then play the audio again for them to circle the correct answers Check the answers with the class

Listen for details Remind students that they do

not need to hear and understand everything in order to understand specific details Encourage them to get into the habit of identifying key words

to listen for before they listen

E Work in pairs Write a conversation between two people similar to the conversations from C and

D Try to use all the expressions in the box Then

perform your conversation for another pair

10–15 min

Put students in pairs to create their conversations Monitor and help students who are having difficulty with ideas and using all the expressions in the box Allow students time

to practice their conversation Remind them to look at each other as they speak When pairs are ready, join pairs to make groups of four and have them perform their conversations for each other Call on one or two pairs to perform their conversation for the class

LISTENING

A PRONUNCIATION: Question stress Listen Notice how the answer to the question

is different depending on the stressed word Then listen again and repeat 2

1 A:Is he your boyfriend?

B: No, we’re just friends

B: No, he’s going out with Maria

B PRONUNCIATION: Question stress Say the three sentences and responses Then

listen for the stressed word in each sentence Choose the best answer 3

1 Are you a student at City College?

a No, I work there

b No, I go to Essex College

2 Are you her classmate?

a No, my brother is

b No, I’m her coworker

C Listen for gist Listen to the conversations Write the number of the conversation

(1, 2, or 3) that goes with each photo 4

D Listen for details Read the sentences about each conversation Then listen

again and circle the correct answers 4

1 a They are / aren’t dating now.

b They are / aren’t friends now.

2 a They are / aren’t friends.

b They know / don’t know each other well.

E Work in pairs Write a conversation between two people similar to the conversations from C and D Try to use all the expressions in the box

Then perform your conversation for another pair

Do you know ? Is he / she your ? Nice to meet you We’re friends.Excuse me, are you ? Is this your first day? We met

3. I think his best friend lives next door, right?

a No, I think it’s his colleague

b No, I think he lives down the street

3 A: Is he your boyfriend?

B: No, he is

3 a They know / don’t know each other

b They are / aren’tclassmates now

n

5a | Teacher’s Book UNIT 1 , Lesson A

Trang 37

A PRONUNCIATION: Question stress Listen Notice how the answer to the question

is different depending on the stressed word Then listen again and repeat 2

B: No, we’re just friends

B: No, he’s going out with Maria

B PRONUNCIATION: Question stress Say the three sentences and responses Then

listen for the stressed word in each sentence Choose the best answer 3

1 Are you a student at City College?

a No, I work there

b No, I go to Essex College

2 Are you her classmate?

a No, my brother is

b No, I’m her coworker

C Listen for gist Listen to the conversations Write the number of the conversation

(1, 2, or 3) that goes with each photo 4

D Listen for details Read the sentences about each conversation Then listen

again and circle the correct answers 4

1 a They are / aren’t dating now.

b They are / aren’t friends now.

2 a They are / aren’t friends.

b They know / don’t know each other well.

E Work in pairs Write a conversation between two people similar to the

conversations from C and D Try to use all the expressions in the box

Then perform your conversation for another pair

Do you know ? Is he / she your ? Nice to meet you We’re friends

Excuse me, are you ? Is this your first day? We met

3. I think his best friend lives next door, right?

a No, I think it’s his colleague

b No, I think he lives down the street

3 A: Is he your boyfriend?

B: No, he is

3 a They know / don’t know each other

b They are / aren’tclassmates now

n

Lesson A | 5

Trang 38

When you first

meet someone, do

you always shake

hands? If not, what

do you do instead?

A Listen to the conversations Which one is

more informal? In each conversation, who is

meeting for the first time? 5

Conversation 1

Maria: Hi, Junko

Junko: Hi, Maria It’s good to see you

again! How are you?

Maria: Fine How about you?

Junko: Pretty good

Maria: Oh, and this is my friend Ricardo

We both go to City University

Junko: Hey, Ricardo Nice to meet you

Ricardo: Yeah, you, too

Conversation 2

Mr Otani:Morning, Miriam

Miriam: Good morning, Mr Otani Oh,

Mr Otani, I’d like you to meet Andre Garcia He started working here yesterday Andre, Mr Otani is our

VP of Sales

Mr Otani:Nice to meet you, Andre

Andre: It’s very nice to meet you, too, Mr Otani

B Read and practice the conversations in

pairs

C Work in groups of three Follow the

steps below

1 Student A: Choose a famous person

to be Write down your identity on a

piece of paper and give it to Student B

2 Student B: Read the identity of

Student A Then introduce Student

A to Student C formally Use the

Speaking Strategy to help you

3 Student C: Respond to the introduction.

4 Switch roles and repeat steps 1–3

D Now introduce the “famous friends” you met in C to your other classmates

Use a formal or informal style

SPEAKING

SPEAKING STRATEGY

Introducing a person to someone else

Responding to introductions

Junko, this is Ricardo

Junko, meet Ricardo

You, too.

Asking for someone’s name again

I’m sorry, I’m terrible with names.

I’m sorry, I’ve forgotten your name.

6

Ana, I’d like you to meet Leonardo DiCaprio.

It’s nice to meet you, Leo.

Ricardo and Junko are meeting for the first time.

6 | UNIT 1

Trang 39

Write on the board, Introducing someone Ask, In what

situations or places do we often meet people for the

first time? And in what situations do we introduce one

friend to another? Then ask students, When you meet

someone for the first time, what kinds of questions do

you ask them? Discuss the responses.

TEACHING TIP: Question types

When you ask students questions, try to ask

open-ended and short-answer questions as well

as Yes / No questions This will maximize students’

opportunities to practice language when they answer

A Listen to the conversations Which one is more

informal? In each conversation, who is meeting for the first time? 5 10 min

Tell students that they will read and hear two conversations and they need to decide which two people are meeting for the first time in each conversation Play the audio Call on students

to answer the questions Then ask students

which words and phrases helped them find the answers

CULTURE TIP: Terms of respect

Explain that in English-speaking cultures, terms of

respect include titles for people with certain jobs

(such as Dr Lopez or Judge Li) or those who are

older than others in the group (Mr Hansen or Mrs

Fernandez) People can also be introduced with a

term of respect and their job title, such as Mr Otani

is our V.P of Sales V.P is a vice president, a

high-ranking executive position Commonly used titles

are Mr., Mrs., Ms., Miss, and Dr Remind students

that we use these titles with last names, not first

names Mrs Teresa Valero and Mrs Valero are

correct; Mrs Teresa is incorrect.

SPEAKING STRATEGY 6 3 min

Play the audio of the phrases in the Speaking

Strategy box so students can listen and read

Draw attention to the importance of intonation in

both the formal and informal expressions Play the

expressions again and this time students can listen

and repeat

B Read and practice the conversations in pairs 3 min

Have students work in pairs and read the two conversations aloud Then have them swap roles and read them again

TEACHING TIP: Reading conversations aloud

Although reading a written conversation aloud isn’t that common in day-to-day life (except if you’re actors rehearsing for a play), for students it can be very reassuring and it builds confidence with new language As your students become more familiar with this type of practice, you can vary it by asking them

to read it with a certain type of emotion; for example, one character can read it as if they are angry about something or extremely happy about something

C Work in groups of three Follow the steps below

10 min

Put students into groups of three, and assign the roles of A, B, and C As students complete steps 1–3, walk around, listening for the introductions and helping groups stay on task Each group should rotate roles so everyone plays each role

D Now introduce the “famous friends” you met in C

to your other classmates Use a formal or informal style 5 min

Explain that students will introduce their “famous friends” to classmates Ask for volunteers to read the conversation aloud using the speech bubbles, inserting the names of famous people they reviewed in the prior exercise Finally, ask groups to turn to neighbors and use the conversation to introduce their “famous friends.”

Groups can rotate a few times to practice the introductions

CULTURE TIP: Body language

In some cultures, there is specific body language that accompanies introductions With the class, talk about the titles, phrases, and body language used in local introductions How do introductions differ between very young people and those who are much older? What is considered polite or rude?

Ask students to share things they have heard about other cultures

EXTRA! Correct the introduction 10 min

This exercise helps students practice using phrases for introductions Divide the class into two teams (A and B) and call on a student from Team A Choose

a sentence from this page used to introduce and respond Say the sentence, but say it with one error

For example, say, Mr Otani, I would like to introduce

to Andres

Ask the student to listen and guess the error

(missing you after introduce) If he or she gets the

answer correct, Team A gets a point If not, Team

B gets a turn Say 10 sentences in total with errors

After all sentences have been corrected, the team with the most points wins

Teacher’s Book UNIT 1, Lesson A | 6a

Trang 40

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

THE SIMPLE PRESENT VS THE PRESENT CONTINUOUS

I always take a shower in the morning

She’s taking a shower right now

Can she call you back?

Use the simple present to talk about habits, schedules, and facts

Use the present continuous to talk about actions happening right now

I live in Tokyo

At the moment, I’m living in Tokyo The present continuous can show that a situation is more temporary

Do you study English?

What are you studying this term? Use the present continuous to talk about actions happening in the extended present

(nowadays)

With the simple present, we often use adverbs of frequency, such as always, sometimes, and never With the present continuous, we often use time expressions such as at the moment, right now, and currently.

B Read the sentences below Circle the simple present verbs and underline the present continuous verbs Then match each sentence to its use on the right

1. Sophia is my classmate

2. She’s living at home at the moment

3. She always arrives at school at 8:00

4. She’s taking a science class this term

5. We’re studying for a test now

C Complete the questions in the simple present or the present continuous Use the verbs in the box

B: I need it for work

B: Yes, I am Two business classes

B: Around 7:00, usually

D Now take turns asking and answering the questions in C with a partner

Why are you studying English now?

I’m preparing for the TOEFL because I want

to study business at Nanyang Technological

University next year.

Nanyang Technological University, Singapore

are you studying

a describing a routine

b stating a truth or fact

c happening right now

d happening in the extended present

e suggesting a temporary situation

4 A: How many brothers and sisters

?

B: Four brothers and one sister

B: I relax and hang out with friends

B: Alex

do eat have study take talk

Are you taking

b e a d c

On the board, label two columns Every Day and Right

Now Elicit examples for each column Prompt by

asking, What do you do every morning? What are you

doing right now? Provide examples as necessary,

such as Every morning, I drive to work, and I am

talking Write your examples and students’ responses

in the correct column, focusing students’ attention on

the verb forms

A Read the Unit 1, Lesson A Grammar Reference in

the appendix Complete the exercises Then do the

exercises below 20–30 min

Go over the explanations and examples in the

chart Then have students identify simple present

and present continuous verbs in the columns from

the Warm-Up Elicit more examples from students

of temporary and extended present usage Ask a

question like, How many classes are you taking

this semester? If students are away from home,

ask, Where are you living at the moment? and so

on The grammar chart in the Grammar Reference

gives usage notes, questions, and additional

forms, expanding on the information in the chart

on page 7

TEACHING OPTION: The flipped classroom

To open up time for in-class communicative tasks,

assign the Grammar Reference exercises in the

appendix as homework

The next time class meets:

1 Review the simple present vs the present

continuous in the Grammar Reference

2 Go through the exercises students did for

homework; present new examples and reinforce

points as needed Take questions from students

3 Turn back to page 7 and do the communicative

exercises there, starting with C.

TEACHING TIP: Include comparative examples

When students learn a new verb form, list the form in a

column alongside other forms they have previously

seen—in this case, the simple present This allows

students to see how the current form compares to

those they already know In addition, provide sentence

pairs that show the new and old forms in examples

side by side This helps students understand the

formation, meaning, and use of the new form

GRAMAR TIP: The present continuous

The main use of the present continuous is to talk about events in progress at the time of speaking (the use taught in this unit) It is also used to talk about repeated

temporary events (I usually work in the afternoon, but this month I’m working nights.) and processes of change (The national economy is getting better.) The present

continuous can also be used to talk about future time,

with events that are planned: I’m leaving on vacation tomorrow Along with the other continuous forms, the

present continuous is not used with verbs of thinking

and sensing: It smells good, not It’s smelling good.

B Read the sentences below Circle the simple present verbs and underline the present continuous verbs

Then match each sentence to its use on the right

GRAMMAR TIP: Verbs that are not used in the present continuous

Some verbs should generally not be used in present continuous forms These verbs involve emotions and

senses Examples include see, hear, agree, believe, like, and love These verbs can express temporary

thoughts or feelings, but unlike other temporary actions, these verbs are expressed in the simple present

C Complete the questions in the simple present or the present continuous Use the verbs in the box

10–15 min

Introduce using the simple present and present continuous in questions Write this pair of questions

on the board: A) Why do you study at this school?

B) Why are you studying for the test right now?

Underline the phrases do you study and are you studying Ask a volunteer which question is in the

present continuous Students can complete the questions individually, and then check the answers

as a class

D Now take turns asking and answering the questions

in C with a partner 5–10 min

Assign students to pairs First, one student should ask each question, while his or her partner answers Then, partners should change roles

Review responses with the class by calling on students and asking one of the questions

7a | Teacher’s Book UNIT 1 , Lesson A

Tiêu đề	Developing English Fluency
Tác giả	John Hughes, Nancy Douglas, James R. Morgan
Người hướng dẫn	Dr. Andy Curtis
Chuyên ngành	English
Thể loại	Teacher's Book
Năm xuất bản	2021
Thành phố	Boston

Định dạng
Số trang	504
Dung lượng	87,38 MB