The unit equips students to discuss their own community and friendships as they look at some of the things that bring people together.. When do you play Have students discuss the questio
Trang 3© 2021 Cengage Learning, Inc.
ALL RIGHTS RESERVED No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S copyright law, without the prior written permission of the copyright owner
“National Geographic”, “National Geographic Society” and the Yellow Border Design are registered trademarks of the National Geographic Society
® Marcas Registradas
Student’s Book ISBN: 978-0-357-50225-9 Student’s Book + My World Link Online ISBN: 978-0-357-50226-6
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Visit our corporate website at www.cengage.com
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World Link Level 4: Developing English Fluency,
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Publisher: Sherrise Roehr
Executive Editor: Sarah Kenney
Senior Development Editor: Margarita Matte
Director of Global Marketing: Ian Martin
Heads of Regional Marketing:
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Art Director: Brenda Carmichael
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For permission to use material from this text or product, submit all requests online at cengage.com/permissions
Further permissions questions can be emailed to
Trang 4Luiz 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
© 2021 Cengage Learning, Inc.
ALL RIGHTS RESERVED No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means,
except as permitted by U.S copyright law, without the prior written permission of the copyright owner
“National Geographic”, “National Geographic Society” and the Yellow Border Design are registered trademarks of the National Geographic Society
® Marcas Registradas
Student’s Book ISBN: 978-0-357-50225-9
Student’s Book + My World Link Online ISBN: 978-0-357-50226-6
National Geographic Learning
200 Pier 4 Boulevard Boston, MA 02210
USA Locate your local office at international.cengage.com/region
Visit National Geographic Learning online at ELTNGL.com
Visit our corporate website at www.cengage.com
National Geographic Learning,
a Cengage Company
World Link Level 4: Developing English Fluency,
Fourth Edition
Publisher: Sherrise Roehr
Executive Editor: Sarah Kenney
Senior Development Editor: Margarita Matte
Director of Global Marketing: Ian Martin
Heads of Regional Marketing:
Charlotte Ellis (Europe, Middle East and Africa)
Irina Pereyra (Latin America)
Senior Product Marketing Manager:
Caitlin Thomas
Content Project Manager: Beth Houston
Media Researcher: Stephanie Eenigenburg
Cover/Text Design: Lisa Trager
Art Director: Brenda Carmichael
Operations Support: Hayley Chwazik-Gee,
Avi Mednick, Katie Lee
Manufacturing Planner: Mary Beth Hennebury
Composition: MPS North America LLC
For permission to use material from this text or product, submit all requests online at cengage.com/permissions
Further permissions questions can be emailed to
permissionrequest@cengage.com
Printed in China
Print Number: 01 Print Year: 2020
L E A R N I N G
Trang 5SCOPE AND SEQUENCE UNITS 1–6
UNIT LESSON WARM-UP VIDEO VOCABULARY LISTENING GRAMMAR PRONUNCIATION SPEAKING READING WRITING ENGLISH ACTIVE ACADEMIC SKILL GLOBAL VOICES
an indigenous community p 12
Defining and non-defining relative clauses
p 7
Subject-verb agreement p 13
Pausing in defining relative clauses p 7
non-Talking about your weekend;
Omitting words
p 6
Can Millennials Unplug in the Parks? p 10
An opinion paragraph
p 14
Talk about communities p 8 Describe trends p 14
Understanding words from context p 11 Note-taking
p 12
K David Harrison: Talking Dictionaries
p 23
A Conference Call p 17 Work-life balance (performance,
morale, burn out )
p 19
Work skills for the future p 26
Dynamic and stative verbs
p 21
Get / have / need
+ someone / something p 27
Stressed syllables
agreeing p 20 Interviewing someone p 28
Blood, Sweat, and Sequins p 24
A cover letter
p 28 Talk about work p 22
Talk about skills and qualities p 28
Key words
p 26
Open / Closed questions p 28
Hannah Reyes Morales:
Overcoming Challenges p 29
make up your mind )
p 32
Creativity
(creativity, conflict, intelligence,
imagination ) p 37
Ways of brainstorming
p 33
Documentary about women inventors p 40
Suggesting, expressing opinion, and giving advice
p 35
Ability in the past p 41
Stress and pausing
p 42
Jennifer Adler, Sylvia Johnson, Gabby Salazar: Getting Creative
Being online (data
trail, social media, search engines,
identity theft ) p 48 Catfishing (fake,
deceive, truth,
fictional, steal ) p 53
Interview on how
to disappear p 49 Lecture on identifying fake news p 56
Wish / if only
(present and past) p 51 Past unreal conditionals
p 57
Contracted forms 1
p 57 Using fillers p 50
Asking and explaining how something works
p 50
Describing imaginary situations p 57
Fact and Fiction in Photos p 54
A news article p 58 Talk about online guidelines p 52
Talk about a newspaper report
p 58
Inferring meaning from context p 49
Alex Sigrist: Advice
p 60
Memory (retain,
recall, retrieve, refresh,
recollect ) p 62 Learning (look up,
pick up, drop out,
sign up, hand in )
p 67
Description of mementos p 63 Driving lessons and tests p 70
Past habits: used
Giving advice
on exam preparation
p 72
Learning the Language of Comedy p 68
A reflective learning journal p 72
Talk about memory techniques p 66 Talk about exam preparation strategies
scenery, special effects, episode,
plot ) p 76
Descriptive
synonyms (write, copy, look, stare )
p 81
Interview about invented languages p 77 Description of the shapes of stories
p 84
Adverbs
of manner, comment, place, time, and focus
Telling a story
p 78
The Journey
to Thanjavur (an extract from the
p 81
Descriptive language p 83
Andrés Ruzo: My Grandfather’s Stories p 87
REAL WORLD LINK 2 Reviews Are In! p 88
Scope and Sequence | v
UNIT LESSON WARM-UP VIDEO VOCABULARY LISTENING GRAMMAR PRONUNCIATION SPEAKING READING WRITING ENGLISH ACTIVE ACADEMIC SKILL GLOBAL VOICES
an indigenous community p 12
Defining and non-defining relative clauses
p 7
Subject-verb agreement p 13
Pausing in defining relative clauses p 7
non-Talking about your weekend;
Omitting words
p 6
Can Millennials Unplug in the Parks? p 10
An opinion paragraph
p 14
Talk about communities p 8 Describe trends p 14
Understanding words from context p 11 Note-taking
p 12
K David Harrison: Talking Dictionaries
p 23
A Conference Call p 17 Work-life balance (performance,
morale, burn out )
p 19
Work skills for the future p 26
Dynamic and stative verbs
p 21
Get / have / need
+ someone / something p 27
Stressed syllables
agreeing p 20 Interviewing someone p 28
Blood, Sweat, and Sequins p 24
A cover letter
p 28 Talk about work p 22
Talk about skills and qualities p 28
Key words
p 26
Open / Closed questions p 28
Hannah Reyes Morales:
Overcoming Challenges p 29
make up your mind )
p 32
Creativity
(creativity, conflict, intelligence,
imagination ) p 37
Ways of brainstorming
p 33
Documentary about women inventors p 40
Suggesting, expressing opinion, and giving advice
p 35
Ability in the past p 41
Stress and pausing
p 42
Jennifer Adler, Sylvia Johnson, Gabby Salazar: Getting Creative
Being online (data
trail, social media, search engines,
identity theft ) p 48 Catfishing (fake,
deceive, truth,
fictional, steal ) p 53
Interview on how
to disappear p 49 Lecture on identifying fake news p 56
Wish / if only
(present and past) p 51 Past unreal conditionals
p 57
Contracted forms 1
p 57 Using fillers p 50
Asking and explaining how something works
p 50
Describing imaginary situations p 57
Fact and Fiction in Photos p 54
A news article p 58 Talk about online guidelines p 52
Talk about a newspaper report
p 58
Inferring meaning from context p 49
Alex Sigrist: Advice
p 60
Memory (retain,
recall, retrieve, refresh,
recollect ) p 62 Learning (look up,
pick up, drop out,
sign up, hand in )
p 67
Description of mementos p 63 Driving lessons and tests p 70
Past habits: used
Giving advice
on exam preparation
p 72
Learning the Language of Comedy p 68
A reflective learning journal p 72
Talk about memory techniques p 66 Talk about exam preparation strategies
scenery, special effects, episode,
plot ) p 76
Descriptive
synonyms (write, copy, look, stare )
p 81
Interview about invented languages p 77 Description of the shapes of stories
p 84
Adverbs
of manner, comment, place, time, and focus
Telling a story
p 78
The Journey
to Thanjavur (an extract from the
p 81
Descriptive language p 83
Andrés Ruzo: My Grandfather’s Stories p 87
REAL WORLD LINK 2 Reviews Are In! p 88
BRAINPOWER P 60
STORYTELLING P 74
THE SECOND SELF P 46
THE WORKING WEEK P 16
iv
Trang 6SCOPE AND SEQUENCE UNITS 1–6
UNIT LESSON WARM-UP VIDEO VOCABULARY LISTENING GRAMMAR PRONUNCIATION SPEAKING READING WRITING ENGLISH ACTIVE ACADEMIC SKILL GLOBAL VOICES
event p 5 News report about
an indigenous community p 12
Defining and non-defining
relative clauses
p 7
Subject-verb agreement p 13
Pausing in defining relative clauses p 7
non-Talking about your weekend;
Omitting words
p 6
Can Millennials Unplug in the Parks? p 10
An opinion paragraph
p 14
Talk about communities p 8 Describe trends p 14
Understanding words from context p 11 Note-taking
p 23
A Conference Call p 17 Work-life balance (performance,
morale, burn out )
p 19
Work skills for the future p 26
Dynamic and stative verbs
p 21
Get / have / need
+ someone / something p 27
Stressed syllables
agreeing p 20 Interviewing someone p 28
Blood, Sweat, and Sequins p 24
A cover letter
p 28 Talk about work p 22
Talk about skills and qualities p 28
Key words
p 26
Open / Closed questions p 28
Hannah Reyes Morales:
Overcoming Challenges p 29
make up your mind )
p 32
Creativity
(creativity, conflict, intelligence,
imagination ) p 37
Ways of brainstorming
p 33
Documentary about women inventors p 40
Suggesting, expressing
opinion, and giving advice
p 35
Ability in the past p 41
Stress and pausing
p 42
Jennifer Adler, Sylvia Johnson, Gabby Salazar:
Being online (data
trail, social media, search engines,
identity theft ) p 48 Catfishing (fake,
deceive, truth,
fictional, steal ) p 53
Interview on how
to disappear p 49 Lecture on
identifying fake news p 56
Wish / if only
(present and past) p 51
Past unreal conditionals
p 57
Contracted forms 1
p 57 Using fillers p 50
Asking and explaining how something works
p 50
Describing imaginary situations p 57
Fact and Fiction in Photos p 54
A news article p 58 Talk about online guidelines p 52
Talk about a newspaper report
p 58
Inferring meaning from context p 49
Alex Sigrist: Advice
p 60
Memory (retain,
recall, retrieve, refresh,
recollect ) p 62 Learning (look up,
pick up, drop out,
sign up, hand in )
p 67
Description of mementos p 63
Driving lessons and tests p 70
Past habits: used
Giving advice
on exam preparation
p 72
Learning the Language of Comedy p 68
A reflective learning journal p 72
Talk about memory techniques p 66 Talk about exam preparation strategies
scenery, special effects, episode,
plot ) p 76
Descriptive
synonyms (write, copy, look, stare )
p 81
Interview about invented
languages p 77 Description of the
shapes of stories
p 84
Adverbs
of manner, comment, place,
time, and focus
Telling a story
p 78
The Journey
to Thanjavur (an extract from the
p 81
Descriptive language p 83
Andrés Ruzo: My Grandfather’s Stories p 87
REAL WORLD LINK 2 Reviews Are In! p 88
Scope and Sequence | v
Trang 7SCOPE AND SEQUENCE UNITS 7–12
UNIT LESSON WARM-UP VIDEO VOCABULARY LISTENING GRAMMAR PRONUNCIATION SPEAKING READING WRITING ENGLISH ACTIVE ACADEMIC SKILL GLOBAL VOICES
resources with
-able suffix
(sustainable, disposable,
reusable ) p 92
Neighborhoods
(inhabitants, vibrant, urban ) p 97
Documentary
on the uses of bamboo p 93 Effective solutions
p 100
The passive 1 (tenses and modals) p 95 The passive 2 (reporting,
infinitive, -ing)
p 101
Intonation in passive reporting
p 101
Being precise;
Finding out and getting clarification
p 94
Urban Planning
p 98
A report p 102 Make guesses about
objects p 96 Present plans p 102
Science
(experiment, theory,
evidence, outcome)
p 106
Cause and effect
(lead to, due to )
Future forms
with will p 109
Connectors:
reason, result, and purpose
p 115
Contracted forms ’ll and ’ve
p 109
Pointing something out
p 108
Why Do
We Get Annoyed?
Does Science Have
an Answer?
p 112
A “for and against”
Robert Wood: The Impact of Miniature Robots p 117
Things we
do (shivering, swallowing, staring )
p 121
Radio show about Ben Mirin p 128
Comparative forms (with adjectives and adverbs) p 123 Modifying comparative forms p 129
The schwa sound / / p 123 Linking words p 122 Weird Animal
Questions
p 126
A summary of data (based
on survey results) p 130
Talk about brags and bluffs p 124 Talk about survey results p 130
Understanding connotation
p 120
Ben Mirin: Inspired
by Animal Voices and People
p 145
Homophones p 137 Speculating
“Happy Birthday”
Went to Court p 142
An announcement
p 146
Talk about punishment p 140 Talk about rules p 146
Identifying reference words p 143
Malaika Vaz: The Impact of Our Actions p 147
Consumption
(make a deal, retailers, bargain,
brand ) p 150
Food idioms
(a smart cookie, couch potato, piece
of cake ) p 155
Interview on how
to haggle p 151 Conversations related to food
p 158
Negative and embedded questions p 153 Question tags
p 159
Rising or falling intonation p 159 Hedging in making a deal
p 169
To Scale: The Solar System
p 162
Place descriptions
(stunning, exceptional,
unspoiled ) p 164
For and against
(have doubts, object
to, believe in, in favor
p 168
Talk about controversial topics
p 174
Determiners
p 167 What’s the Most
Beautiful Thing You Have Ever Seen?
p 175
REAL WORLD LINK 4 Interview Skills p 176
SCIENCE FACT AND FICTION P 104
Trang 8SCOPE AND SEQUENCE UNITS 7–12
UNIT LESSON WARM-UP VIDEO VOCABULARY LISTENING GRAMMAR PRONUNCIATION SPEAKING READING WRITING ENGLISH ACTIVE ACADEMIC SKILL GLOBAL VOICES
resources with
-able suffix
(sustainable, disposable,
reusable ) p 92
Neighborhoods
(inhabitants, vibrant, urban ) p 97
Documentary
on the uses of bamboo p 93
Effective solutions
p 100
The passive 1 (tenses and
modals) p 95 The passive 2
(reporting,
infinitive, -ing)
p 101
Intonation in passive reporting
p 101
Being precise;
Finding out and getting clarification
p 94
Urban Planning
p 98
A report p 102 Make guesses about
objects p 96 Present plans p 102
Future of Science p 104
Science
(experiment, theory,
evidence, outcome)
p 106
Cause and effect
(lead to, due to )
Future forms
with will p 109
Connectors:
reason, result, and purpose
p 115
Contracted forms ’ll and ’ve
p 109
Pointing something out
p 108
Why Do
We Get Annoyed?
Does Science Have
an Answer?
p 112
A “for and against”
Robert Wood: The Impact of Miniature Robots p 117
Smells p 118
Things we
do (shivering, swallowing, staring )
body and senses
p 121
Radio show about Ben Mirin p 128
Comparative forms (with
adjectives and adverbs) p 123
Modifying comparative
on survey results) p 130
Talk about brags and bluffs p 124 Talk about survey results p 130
Understanding connotation
p 120
Ben Mirin: Inspired
by Animal Voices and People
p 145
Homophones p 137 Speculating
“Happy Birthday”
Went to Court p 142
An announcement
p 146
Talk about punishment p 140 Talk about rules p 146
Identifying reference words p 143
Malaika Vaz: The Impact of Our Actions p 147
Wholesale Market p 149
Consumption
(make a deal, retailers, bargain,
brand ) p 150
Food idioms
(a smart cookie, couch potato, piece
of cake ) p 155
Interview on how
to haggle p 151 Conversations
related to food
p 158
Negative and embedded
questions p 153 Question tags
p 159
Rising or falling intonation p 159 Hedging in making a deal
p 169
To Scale: The Solar System
p 162
Place descriptions
(stunning, exceptional,
unspoiled ) p 164
For and against
(have doubts, object
to, believe in, in favor
different perspectives
p 168
Talk about controversial topics
p 174
Determiners
p 167 What’s the Most
Beautiful Thing You Have Ever Seen?
p 175
REAL WORLD LINK 4 Interview Skills p 176
Scope and Sequence | vii
Trang 9Taking 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 about great camaraderie that you will never possibly see, have, 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?
COMMUNITY
GOALS
1
ABOUT THE PHOTO
Photographer David Ramos, who
is based in Barcelona, took this
amazing picture in Tarragona,
a port city in Catalonia in the
northeast of Spain Tarragona
hosts the Santa Tecla festival
every year, which brings many
visitors from near and far The
photo shows the live construction
of a human tower, or castell,
one of the festival’s most
popular spectacles It was taken
during the Concurs de Castells
competition where the “Castellers”
use special techniques and
compete against each other in
groups called “colles” to build
the highest and most complex
human tower This tradition is part
of Catalan culture and is believed
to have originated from human
towers built at the end of the 18th
century by dance groups
INTRODUCE THE THEME
In this opening unit, students
consider the theme of
community The unit equips
students to discuss their own
community and friendships as
they look at some of the things
that bring people together
In Lesson A, they explore
ideas such as what it is to be
community-minded and how we
respond to those who look or
behave differently than us
In Lesson B, they will examine
generational sectors of society and
the varying impact the internet has
on these groups They get to think
about the relationship between
technology and people and to
express views on its advantages
and disadvantages
On the board, write community
Ask, Does community mean a
place or people? Get a show of
hands Then tell the class that
it means both Community can
refer to a particular area, and it
can also mean a group of people
who have something in common;
for example, a shared history, characteristic, or interest The latter is the context in this unit
Ask, Does your city or town have
any special groups or clubs that you know about or attend? Read
the photo caption aloud Give the class a moment to study the photo Invite students to call out one word the photo makes them think of and write these on the
board For example, fun, exciting,
trust, tradition, community, talent, skill, dangerous.
Look at the photo Answer the questions 5 min
Have students answer the two questions in small groups Then have each group share their ideas with the class Try to elicit as many answers
as possible to both questions For question 1, also ask whether anyone
thinks the activity is not good for the
community and why
WARM-UP VIDEO About the video
This short video is based on Capital Checkers, a club started in 1985, in
2 | Lesson Planner UNIT 1
Trang 10Taking 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 about great camaraderie that you will never possibly see, have, find in life again.”
3 “I do not have a yet
I like to think that I’m waiting until I get
4 “He’s a friend of mine, but on the
, he wants to beat me bad
Of course, he gets every now and then.”
D Would you like to join the Checkers Club?
How important is it to have local communities like this? Discuss as a class.
Lesson A
/ Talk about your communities
/ Ask about free-time activities
Lesson B
/ Describe trends and tendencies / Argue for and against
For many years in Tarragona, Spain
local communities, called Castellers,
have come together and built these
human towers.
LOOK AT THE PHOTO ANSWER THE QUESTIONS.
1 Why do you think this type of activity is good
for the local community?
2 When does your local community come
together for a special event or activity?
Check answers by getting volunteers to come up and write the missing words
You may want to play the video one last time to reinforce understanding
D Would you like to join the Checkers Club? How important
is it to have local communities like this? Discuss as a class
5–10 min
Try to encourage as many students as possible to share their views
It might be interesting to explore whether anyone’s
views changed since A, before
they watched the video Did the Capital Checkers Club influence their outlook in any way?
Washington, D.C., in the United States Members of the club meet
to play a board game called
“checkers,” but, as we discover, the club is about much more than the game It’s about the sense of community that it brings to the members and the friendships that form
Warm up 3 min
Ask whether anyone is familiar with checkers Point out that, in the UK, it is known as “draughts”
and explain that it has many other national variants, too Checkers is a game of strategy where opponents try to capture each other’s pieces
It is believed to have originated thousands of years ago in ancient Egypt Find out whether any of your students play checkers
A Do you ever play board games? When do you play
Have students discuss the questions in pairs first, then as
a class If board games aren’t popular among your students, encourage them to come up with reasons why
B Watch the video Check (✓) the reasons the people give for
Before playing the video, remind students not to worry
if there are some words they haven’t heard before
However, check that everyone
understands nickname (an
informal name used instead of someone’s real name)
Ask everyone to read through the five reasons first Then play the video and have students complete the exercise individually
Check answers
C Watch the video again and
Ask everyone to look over the sentences first Then
Lesson Planner UNIT 1 | 3
Trang 11you think the numbers are true for you?
1. a group of people
2. the meaning is not really true
3. different backgrounds
4. connected by strong relationships
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
with each other
friends? 5? 15? More than 150?
According to one theory, humans
at any one time So, while you might
I have three brothers and
MAKING FRIENDS
1A
4 | UNIT 1
Trang 12costumes like these? Why do you think people attend events like Comic-Con?
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
for who they are at Comic-Con?
come from similar backgrounds?
with her close friends?
cafe when they first met?
themselves or are they judged?
If so, are its members from similar backgrounds or dothey 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
Trang 13B Practice the conversation with a partner.
Choose one of these events and create a new
of the useful expressions from the box
Pair 1: Perform your conversation for the other pair
Pair 2: Listen Which useful expressions did you hear?
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?
There were thousands of people there and everyone was so friendly It was amazing!
Shawna: The next time you go, tell me!
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
Trang 14exercises Then do the exercises below
DEFINING RELATIVE CLAUSES
musicians
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!
sentences with non-defining relative clauses. Listen to where the speaker
much fun
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
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
relative clauses have your classmates added? Are they defining or non-defining?
UNIT 1 | 7
Trang 15ACTIVE ENGLISH Try it out!
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:
profit to a charity
are away
(1 = most useful, 6 = least useful) Think of another project that you and your friends could do in
your local area
and your school has offered its building for free
GOALS Now I can
Talk about my communities
Ask about free-time activities
Trang 16percentages would be for that generation?
Connectivity in the United States
smartphone own a tablet computer se social media think the internet has mostly been
good for society
Source: Pew Research Center, Survey in 2019
1. The overwhelming majorityof 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 halfof
own one
5 Nearly two thirdsof think the internet has mostly been good for society
For example: Do you own a smartphone? Do you think that the internet
has been good ?
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
UNIT 1 | 9
Trang 17Ask the class, If you left your
house for the day and forgot
your phone, how would you feel
without it? Have students answer
with just one word if they can
Write the words on the board as
they are given See if one reaction
is more predominant than the
others
A Answer the questions in pairs
5 min
Check that everyone
understands the words
unplugged and disconnected
With their partner, have
students discuss the questions
about the photo and the article
title Then discuss the ideas as
a class
CULTURE TIP: Joshua Tree
National Park
This large national park in the
United States has a desert
climate and is a special habitat
for the Joshua tree, which gives
it its name Joshua trees appear
individually in the park (as seen
in the photo) or in forests The
park also has unusual rock
formations and is a popular
climbing destination People also
like to camp and hike in Joshua
Tree National Park; there are nine
campgrounds More than 250
species of birds can be seen in
this park
B Identify feelings Read the
article about a father (F) and
son (S) Who feels the following?
Write F, S, or both 5–10 min
Go over the directions
Ask everyone to read the four
statements before they read the
article Recommend that they
keep this information in mind as
they read through the text
Tell them not to worry about
any unknown words at this
point Have them complete the
exercise individually
Check answers as a class
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
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
“We should just let it go,” I suggested “Try to be mindful Stare at the stars Drift.”
“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
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.
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?
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 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.
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
Identify feelings. This
is an important reading comprehension skill that students will often encounter
on exams It’s important because we have a deeper understanding of a text when we understand how the people in it are feeling
Help your students to develop the skill of identifying feelings by encouraging them to look carefully at the language used
C Read the article again and answer these questions in your
Again, don’t explain any unknown language from the article at this point This will be
10 | Lesson Planner UNIT 1, Lesson B
Trang 18CAN 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
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
“We should just let it go,” I suggested “Try to be mindful Stare at the stars Drift.”
“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
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.
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?
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 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.
TEACHING TIP: Wh- questions
Remind students to process
the Wh- question words to help
them locate the answers in the
text For example, Why = look for a reason; Where = look for a place; How = look for a method or
system; etc
D Understand words from
context Circle the words and
phrases that can replace the underlined words Use the paragraph numbers to help you
Go over the tip in the Academic Skill box Have students work
on the exercise individually
Walk around, stopping to offer support If students seem stuck, encourage them to make their best guesses
Check answers as a class
Understand words from context. Some students become alarmed when they encounter words they don’t understand, especially in an exam situation where they
do not have access to a dictionary Tell them to study the underlined items carefully and ask themselves these questions
as they review the text:
• What is happening in thearticle at this point?
• Do I understand thelanguage that comes beforeand after the unknown word
or phrase?
• If the meaning still isn’tclear, what informationcomes before and after thissentence?
• What is the paragraphabout? Is it conveying apositive or a negative idea?
By asking themselves these questions, students can usually manage to understand unknown words from context
E Read the last paragraph in the article again Discuss the question in groups Does
NOTES
everyone you know like
to share—publicly—what they’re doing? What are the advantages and disadvantages
Encourage students to list
at least two advantages and disadvantages and emphasize that they should support these points with reasons or examples
Then have the groups share their ideas with the class
Lesson Planner UNIT 1, Lesson B | 11
Trang 19Members of an indigenous community called the Mbya Guaraní in Paraguay
LISTENING
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
communities
Where is the news report
What did the forest
provide them in the past?
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.
12 | UNIT 1
Trang 20exercises Then do the exercises below
SUBJECT-VERB AGREEMENT
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
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
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)
verb Make two sentences true and one sentence false
Lesson B | 13
Trang 21GOALS Now I can
Describe trends and tendencies
Argue for and against
1 Yes, I can
2 Mostly, yes
3 Not yet
1B
ACTIVE ENGLISH Try it out!
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
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
five minutes to prepare
discuss and ask questions about their opinions
As a movie star arrives, almost everyone
is more interested in their phone than the
moment.
14 | UNIT 1
Trang 22A Watch the video Number the events described (from 1 to 5) in the order you see them.
colleagues
speak it
news and informationwith each other
modern technology
language and culturewith the wider world
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?
1GLOBAL VOICES
K David Harrison and Greg Anderson interview Ichiro John, a Mwoakilloan elder.
UNIT 1 | 15
Trang 23B Watch a conference call meeting and decide if the statements are true (T) or false (F).
1 Everyone arrives on time
2 Participants introduce themselves.
3 One person keeps getting disconnected
4 Paul has difficulty entering.
5 People speak at the same time and interrupt
each other.
6 Everyone is looking at the same image on
their screens.
7 Everyone leaves at the same time
8 It’s easy for everyone to tell who else is in
the meeting.
9 Everyone agrees the meeting was a good
use of time
10 One person does not tell anyone that they
are in the meeting
C Work in groups Write a list of guidelines for people attending conference call meetings in order to avoid the problems in the video.
For example:Always arrive on time for the conference call.
LOOK AT THE PHOTO ANSWER THE QUESTIONS.
1 What type of work is this person doing?
2 What do you think are the pros and cons of
2
ABOUT THE PHOTO
These photographs are by
Zay Yar Lin, who comes
from Myanmar A self-taught
photographer, he spent time
at sea studying at the Institute
of Marine Technology, but
photography soon became his
main passion His images have
won many international awards
and have appeared in several
respected publications, including
National Geographic Magazine
On the left in the photo, we see
the vast deck of a ship being
soaped and washed The
seafarer’s yellow raincoat makes
a striking contrast with the red
deck On the right, we sense
the movement and foam of the
ocean’s waves echoing the swirls
made by the seafarer’s mop
INTRODUCE THE THEME
Unit 2, The Working Week, is
about the world of work Students
get to consider their work-life
balance and the advantages that
flextime can offer They role-play
meetings to discuss changes to
working hours and learn speaking
strategies for agreeing and
disgreeing They finish Lesson
A with a fun board game that
enables them to practice the
vocabulary and grammar they
have studied
In Lesson B, they explore different
job skills and the personal qualities
that suit certain roles They
encounter some unusual jobs
and places of work, and even
learn some top tips from a career
counselor They also get to write
a cover letter and practice asking
and answering interview questions
On the board, write The Working
Week Ask, What does this phrase
mean to you? Encourage students
to call out their answers Let them
know they can react with just a
word or a phrase; for example,
busy / Monday to Friday /
pressure / nine to five / interesting
projects / colleagues / stress /
salary Note how many positive,
negative, and neutral answers were provided You could even categorize these on the board If you have enough time, you could get students to work in pairs and use five of the words or phrases
in sentences
TEACHING TIP: Warm ups
At the start of a new unit or lesson, students are often quiet
to begin with They might be slow
to participate in the warm-up exercise, so help them along If no one volunteers an answer at first,
suggest one or two ideas of your own; this usually helps to break the ice You can also ask more focused questions that are easy to
answer, such as yes / no questions;
for example, Do you look forward
to the working week? (Students
will work on open and closed questions in Lesson B.) This helps put them at ease, and then they will become more engaged in the exercise
Look at the photo Answer the questions 5–10 min
Have students answer the two questions in pairs Elicit their
16 | Lesson Planner UNIT 2
Trang 24B Watch a conference call meeting and decide if the statements are true (T) or false (F).
1 Everyone arrives on time
2 Participants introduce themselves
3 One person keeps getting disconnected
4 Paul has difficulty entering
5 People speak at the same time and interrupt
each other
6 Everyone is looking at the same image on
their screens
7 Everyone leaves at the same time
8 It’s easy for everyone to tell who else is in
the meeting
9 Everyone agrees the meeting was a good
use of time
10 One person does not tell anyone that they
are in the meeting
C Work in groups Write a list of guidelines for people attending conference call meetings in order to avoid the problems in the video
For example: Always arrive on time for the
conference call.
LOOK AT THE PHOTO ANSWER THE QUESTIONS.
1 What type of work is this person doing?
2 What do you think are the pros and cons of
TEACHING TIP: Circling back
Now that students have watched the video, circle back to the board
and their answers from A Ask them
to note how many problems in their list actually happened in the video
C Work in groups Write a list of guidelines for people attending conference call meetings in order to avoid the problems in
Read the directions and model the example provided Ask students what other phrases
they might use for writing
guidelines For example, Try
not to / Do / Don’t / Never / It’s best not to /
If possible, please
As well as the problems seen
in the video, you could refer students back to the list on the board for other ideas
Call on one group to read their guidelines for the class Invite other groups to add any items not already mentioned
answers and write the pros and cons on the board
WARM-UP VIDEO About the video
This video demonstrates the chaos that can happen on some conference calls Almost every problem that could occur does occur in this meeting: people having problems joining the meeting; people calling in while they are on the move and losing the connection; the background noise from people working from home; people talking over each other It’s a comical illustration
of things to avoid, as much
as possible, when organizing conference calls
Warm up 4 min
Ask, Have you ever been on a
conference call (with more than two speakers) at work or in your private life? Do you find them useful or tedious? Why?
A Many meetings use technology
to connect people who are
in different locations What communication problems might occur in these meetings compared to face-to-face
Read the question aloud
Have students discuss the question in pairs first, then
as a class Make a list of students’ ideas on the board
B Watch a conference call meeting and decide if the statements are true or false
Check answers as a class
Then replay the video to enable students to confirm all the answers
Lesson Planner UNIT 2 | 17
Trang 25the correct box(es) with a partner
and free time)
company Prepare a list of reasons to present to the head of the school or the company
WORK-LIFE BALANCE
2A
work and school, but do we really? Recently, a financial
services company in New Zealand introduced a four-day
week The company’s two-month test period showed that the
from this? In 2018, when a school in Colorado cut classes on
Mondays from their timetable, teachers and students were
healthier and happier Although some parents complained,
change to student performance—in fact, some exam results were even better with this more
flexible approach
WORD BANK
Compound adjectives usually use a hyphen:
Trang 26• any benefits
• any difficulties
C Listen for details.Listen again and answer these questions with
Yes, No, or Don’t Know (because the information is not given) 9
an unofficial system of flextime?
core hours?
working from home?
meeting? Give reasons for your answers
• formal or informal?
• direct or indirect?
• polite or impolite?
offices? What type of businesses would not be able to adopt flextime? Why?
WORD FOCUS
Some companies have a system of flextime This means that employees in
a company can start and finish their work day at different times, though they might have to be at work during certain core hours
in the middle of the day.
Lesson A | 19
Trang 27B Work in groups of three and practice the conversation.
the second column Add your own expression in the third column
USEFUL EXPRESSIONS
State the aim
Ask for an opinion
Disagree
Say you don’t understand
Ask for an explanation
Show understanding
and then disagree
Agree
break is from 12 to 1 Some employees would like a more flexible lunch break, so
they can spend less time having lunch and end their work day earlier if they want
to Have a meeting to discuss the suggestion
12
discuss the idea of working from home
so that staff have the option to work from home one day a week How do
we feel about that?
there’s some work you have to do in the office
Beverley: I don’t follow you What do you mean?
then they need to be at work
Beverley: I get your point, but it’s a question of
planning You always schedule a staff meeting on a certain day, and so everyone has to come in on that day
For the system to work, managers also need to be flexible
Why?
SPEAKING STRATEGY 11 Ways of agreeing
When we express opinions, we can agree or disagree strongly
or partially
Strongly: I totally agree /
I strongly disagree / You’re
absolutely right / I’m not at all convinced.
Partially: I tend to agree, /
I agree to some extent /
On the whole I agree with you, but / I get your point, but
I don’t agree on everything
A group of people is discussing a work agenda during a business meeting.
SPEAKING
20 | UNIT 2
Trang 28exercises Then do the exercises below
DYNAMIC AND STATIVE VERBS
Dynamic verbs with the simple present and present continuous
You can use dynamic verbs in the simple present to talk about facts and routines:
My company employs 250 people / I start work at nine.
You can also use dynamic verbs in the present continuous to talk about an action happening now, or repeated actions over a period of time:
My company is employing more staff right now / This week I’m starting early, at eight
Stative verbs with the simple present
You use stative verbs to talk about states, such as existence, beliefs, and possession:
I know what you mean (=belief) This belongs to me (=possession)
Some stative verbs are only used with the simple present (not with the present continuous); for
example, agree, believe, belong, know, seem, understand:
I understand what you mean ✓ I’m understanding what you mean ✗
Stative verbs with the simple present and present continuous
You can use some stative verbs with both the simple present and the present continuous, with a change in emphasis or meaning:
I love my job = A general comment about your job.
I’m loving my new job = So far, my new job is great.
I think he’s five years old = It’s my belief or opinion.
I’m thinking about leaving my job = I’m considering it.
Gill is a nice person = She’s always like this.
Gill is being nice = She’s behaving like this right now, but it isn’t normal.
You can also use always with the present continuous to express irritation
We’re always having meetings! = It’s a repeated event and it’s very annoying.
sentences a and b.
example, the way things are done, or somebody you work or study with Then
write three sentences using always + present continuous.
For example: I have a colleague who is always talking and keeping me from
working.
1
2
3
Your partner should listen and then suggest possible solutions
Maybe you should explain to your colleague that you need to concentrate while you are working, but that you’re happy to talk during a coffee break.
Lesson A | 21
Trang 29Explain why you are returning late from your lunch break Miss your next turn.
9.
You have to
work late Give an excuse why you can’t Miss your next turn
15.
Explain why
you are late for work Miss your next turn
3.
Name one
thing that is always annoying you at work or school
5.
How many
vacation days do you take a year?
13.
Name one way
to improve staff performance and improve their work-life balance
14.
currently
16.
Are you loving
this game? Why?
17.
What are you
working on right now?
2.
How many
hours a week
do you spend in meetings?
1.
THE WORKING WEEK GAME
Work in groups of three You are going
to play a game with a lot of different conversations around the office
Each player places a game piece on START
Flip a coin to move (Heads = Move two squares Tails = Move one square)
BLUE SQUARES
Ask a question to the person
on your right using the time expression given
START
FINISH
ACTIVE ENGLISH Try it out!
GOALS Now I can
Talk about work-life balance
Take part in a meeting
Trang 30themselves without supervision
the video-gaming industry
Experience with handling money is desirable
reliable (4) motivated (4) reliability (6) motivation (4)
C PRONUNCIATION: Stressed Syllables Listen and check your answers in B Write the number
of syllables in each word and underline the syllable with the main stress Notice how the stress can
wanting to help and do one’s best
crossword For example:
B: What’s 1 Down?
A: Able to work alone without much help
B: Independent?
A: Correct.
Student A: Turn to your crossword on page 214
Student B: Turn to your crossword on page 215
WORD BANK
We often turn adjectives into nouns by using these suffixes:
-ility, -ation, -ence, -ity, -ent, -ty, -ness
SKILLS AND QUALITIES
2B
Lesson B | 23
Trang 31Your students will most likely know
what a circus is but, depending
on where they grew up, they may
not know much about it
On the board, write The Circus
Ask, Who can explain what
the circus is? (a company of
performers that travels from place
to place putting on shows—
sometimes involving live animals—
for entertainment purposes)
Avoid asking who has been to a
circus, as that will be covered in
discussion; for example, What are
some positive and negative things
about the circus?
A Activate prior knowledge
Have you ever been to
the circus? What types of
performers did you see there?
5 min
Do this as a class-wide
exercise Encourage as many
students as possible to share
their answers
If not many students have
attended a circus performance
themselves, ask what they
know about circuses from TV
or the internet
Activate prior knowledge.
Activating prior knowledge is an
important pre-reading strategy
It means getting students to
think of everything they already
know about the topic (and,
often, they know more that they
realize) This strategy helps
students to engage better with
the materials they are about
to read and tends to improve
their reading comprehension,
too Brainstorming is a good
way of activating background
knowledge Encourage students
to develop this habit before they
read something new
B Paraphrasing Read the article
and circle T for true or F for
false Underline the parts of the
text that tell you the answer
10 min
1 When Emily Ainsworth—a National Geographic Explorer—showed up at the Circus Padilla in Mexico City one day, she got more than she bargained for She’d planned to take a series
of photographs capturing the lives and work of the performers Instead, Emily was handed a costume and they got her to dance on the stage.
“They offered me a job on my first night there.
They turned on the music and I went to perform for the first time.” Emily had no prior experience
as a dancer “My main skill was that I looked quite gangly and white, and people thought it would
be funny if I had a dancing act.” As a result of her willingness and enthusiasm, Emily went on to work with seven different circuses around Mexico City, including the well-known Circo Hermanos Vazquez, Circo Atayde, and the American Circus,
to name just a few.
2 It is claimed that Mexico has more circuses than any other country in the world Some are tiny, family-run businesses with only four or five performers, most of whom are siblings and relatives Others are much more grandiose, like traveling villages These circuses employ about 50 people, and some of the richest, most successful circuses travel the length and breadth
of the Americas.
3 The working life of a Mexican circus performer is notoriously tough Emily calls it a world of “blood, sweat, and sequins 1 ” where most performers have “generations of circus blood pumping
through their veins” and many artists “die in the ring, rather than of old age.” It’s a close-knit community that most of its people are born into, and it’s rare for an outsider like Emily to join it Talents and tricks are passed down through generations Parents get their children to perform
in the ring even before they start to walk.
4 If a life in the circus has always been challenging, perhaps now the industry is facing its biggest challenge In the past, circus audiences were always reliable and would come back year after year But more recently, it has seen a dramatic fall in audience numbers The traditional circus
is competing with new forms of cheaper, more modern entertainment such as online TV and video gaming On top of that, the use of animals
in circuses was banned in 2015, causing some of Mexico’s best-known circuses to close down, with many performers losing their jobs.
5 Those still determined to perform have retrained and reinvented themselves; for example, instead
of jumping from horses, now they perform stunts on motorbikes Emily believes that these performers continue to offer something unique Circus people “challenge us to think how different our own lives could be if we worked on the basis that they do—that anything is possible for our own selves, we are only limited by our imagination.” 14
1 sequinsshiny, decorations that people often put on costumes
Emily Ainsworth standing with circus crew member
1 When you receive something unexpected
2 Very tall and thin, and moving awkwardly Paragraph 2:
3 Very large and impressive in appearance
4 From north to south and east to west
Paragraph 3:
5 Clever acts to deceive the audience
6 The part of the circus where people perform Paragraph 5:
7 Actions showing great skill and courage
D Work in pairs Imagine you own a circus and you need some new performers Write a short description of the job and the type of people you are looking for (e.g., what skills, talents, abilities, and personal qualities should they have?).
A Have you ever been to the circus? What types
of performers did you see there?
B Paraphrasing Read the article and circle T
for true or F for false Underline the parts of
the text that tell you the answer.
1 Emily visited Circus Padilla because T / F she wanted to get a job.
2 She hadn’t been a dancer before. T / F
3 It’s a fact that Mexico has the most T / F circuses in the world
4 It’s impossible for people who are T / F not born in circus families to get a job in the circus
5 Fewer people are going to the T / F circus these days
6 Emily doesn’t think you can see T / F anything else quite like it
Lesson B | 25
24 | UNIT 2
Read the directions aloud
Explain what paraphrasing means (see strategy note below)
Have students go over the six statements
Point out the title of the reading and the photo Students may not fully understand the title, but resist explaining it (or any unknown words in the text) until
Tell students to read the article
and then do the exercise individually
Check answers as a class and ensure that students also say which part of the text they underlined in order to find the correct answer
Paraphrasing—using different words to express the same meaning—is often used in exams to check comprehension
The ability to paraphrase and
to recognize paraphrasing is
24 | Lesson Planner UNIT 2, Lesson B
Trang 321 When Emily Ainsworth—a National Geographic Explorer—showed up at the Circus Padilla in Mexico City one day, she got more than she bargained for She’d planned to take a series
of photographs capturing the lives and work of the performers Instead, Emily was handed a costume and they got her to dance on the stage
“They offered me a job on my first night there
They turned on the music and I went to perform for the first time.” Emily had no prior experience
as a dancer “My main skill was that I looked quite gangly and white, and people thought it would
be funny if I had a dancing act.” As a result of her willingness and enthusiasm, Emily went on to work with seven different circuses around Mexico City, including the well-known Circo Hermanos Vazquez, Circo Atayde, and the American Circus,
to name just a few
2 It is claimed that Mexico has more circuses than any other country in the world Some are tiny, family-run businesses with only four or five performers, most of whom are siblings and relatives Others are much more grandiose, like traveling villages These circuses employ about 50 people, and some of the richest, most successful circuses travel the length and breadth
of the Americas
3 The working life of a Mexican circus performer is notoriously tough Emily calls it a world of “blood, sweat, and sequins 1 ” where most performers have “generations of circus blood pumping
through their veins” and many artists “die in the ring, rather than of old age.” It’s a close-knit community that most of its people are born into, and it’s rare for an outsider like Emily to join it
Talents and tricks are passed down through generations Parents get their children to perform
in the ring even before they start to walk.
4 If a life in the circus has always been challenging, perhaps now the industry is facing its biggest challenge In the past, circus audiences were always reliable and would come back year after year But more recently, it has seen a dramatic fall in audience numbers The traditional circus
is competing with new forms of cheaper, more modern entertainment such as online TV and video gaming On top of that, the use of animals
in circuses was banned in 2015, causing some of Mexico’s best-known circuses to close down, with many performers losing their jobs
5 Those still determined to perform have retrained and reinvented themselves; for example, instead
of jumping from horses, now they perform stunts on motorbikes Emily believes that these performers continue to offer something unique
Circus people “challenge us to think how different our own lives could be if we worked on the basis that they do—that anything is possible for our own selves, we are only limited by our imagination.” 14
1sequins shiny, decorations that people often put on costumes
1 When you receive something unexpected
2 Very tall and thin, and moving awkwardly Paragraph 2:
3 Very large and impressive in appearance
4 From north to south and east to west
Paragraph 3:
5 Clever acts to deceive the audience
6 The part of the circus where people perform Paragraph 5:
7 Actions showing great skill and courage
D Work in pairs Imagine you own a circus and you need some new performers Write a short description of the job and the type of people you are looking for (e.g., what skills, talents, abilities, and personal qualities should they have?).
A Have you ever been to the circus? What types
of performers did you see there?
B Paraphrasing Read the article and circle T
for true or F for false Underline the parts of
the text that tell you the answer.
1 Emily visited Circus Padilla because T / F
she wanted to get a job.
2 She hadn’t been a dancer before T / F
3 It’s a fact that Mexico has the most T / F circuses in the world
4 It’s impossible for people who are T / F not born in circus families to get a
job in the circus
5 Fewer people are going to the T / F circus these days
6 Emily doesn’t think you can see T / F anything else quite like it
Lesson B | 25
24 | UNIT 2
a vital technique in language learning Give your students as much paraphrasing practice
as possible by, for example, regularly challenging them
to come up with synonyms for words or phrases that you provide
C Circle words and phrases
in the text with the following
Tell students to read the article again and complete the exercise individually
Remind them to try to understand meaning from context When they circle their answers, have them double-check that the word
or phrase fits this definition
Have students compare their answers with a partner’s; then check answers as a class
LANGUAGE TIP: Blood, sweat,
and tears
The title of this article is based
on the phrase blood, sweat,
and tears We use this phrase
to describe what it takes to accomplish something difficult and challenging The idea is that
it requires a great deal of effort and takes a lot out of a person;
not literally their “blood, sweat, and tears,” but metaphorically
D Work in pairs Imagine you own
a circus and you need some new performers Write a short description of the job and the type of people you are looking for (e.g., what skills, talents, abilities, and personal qualities
Explain the task and put students into pairs Point out that the first part of their description should be about the job, and the second part should be about the people
Remind them to include some
of the vocabulary they studied
in this lesson Encourage the pairs to have some fun with the exercise; it doesn’t have to be
a realistic job description
CULTURE TIP: Controversy about the circus
In the past, circus acts traditionally involved wild animals such as elephants, lions, tigers, and monkeys But strong campaigning on the part of animal rights groups in recent decades has brought about the banning of circus animals in many countries,
as the article states
Walk around, monitoring, while students are working on this
Call time and invite some pairs
to share their descriptions with the class
LARGE CLASS OPTION
To save time and streamline D,
you could have pairs limit the task
to one job description for one performer
Lesson Planner UNIT 2, Lesson B | 25
Trang 33and spoken)
teams of people
artist data analyst language teacher police officer sales manager
C Listen for gist Listen to the advice of a career counselor Which is the best title
for his talk? 15
Preparing for your future career
Why do I need to prepare?
the jobs we do now
Transferable skills
communicating effectively in emails or presenting
independently
ACADEMIC SKILL
When you take notes, listen for key words Write the main information as headings and list details using
bullets and numbers.
26 | UNIT 2
Trang 34exercises Then do the exercises below
GET / HAVE / NEED + SOMEONE / SOMETHING
Get someone to do / Have someone do
Get / have something done
Need + -ing
4. (bicycle / paint)
something done Write a sentence about each place and read them to a partner
Can your partner guess the place?
Trang 35GOALS Now I can
Identify skills and personal
ACTIVE ENGLISH Try it out!
each job
B WRITING Read the Unit 2 Writing Model in the appendix and answer these questions
questions are closed and which are open Write C or O.
describe your personal qualities?
well as your own questions
Prepare for any type of interview by thinking of the questions you will be asked and the answers you can give
Part-time shop assistant
Enthusiastic person needed for evening and weekend work
Call center operators
Can you get people to buy insurance?
Full-time position with flextime
Training will be given
Au pair wanted this
summer!
Our two children need
looking after this summer
Must be reliable, willing
and patient
Free accommodation and
meals with weekly pay
Chef in commercial kitchen decorating a dish
28 | UNIT 2
Trang 36A You are going to watch a video with Hannah Reyes Morales talking about her work as a
photographer Match her quotes (a–e) to 1–5 Then watch the video to check
do in the future
them?
GLOBAL VOICES
more experienced to ask you the right questions hasalways been important.”
and to work around it.”
photos are just pretty and not doing anything beyond it.”
wondering where your next paycheck will come from.”
Hannah Reyes Morales is a photojournalist and a National Geographic Explorer.
Lesson B | 29
Trang 37UNIT 3
Brazilian artist Eduardo Kobra working on a huge mural on a building in central Moscow
LOOK AT THE PHOTO ANSWER THE QUESTIONS.
1 Is this kind of art important in our daily lives?
Why or why not?
2 Do you think everyone can be creative?
Or is creativity only for artists?
WARM-UP VIDEO
A Watch a video about the man who created the Rubik’s Cube Number these events in the order you see them.
a Erno Rubik was starting his career at university.
b The Rubik’s Cube became the selling toy.
c He made a cube to teach students about space and 3-dimensions.
d He tried to find a method to solve the cube.
e There are Rubik’s Cube competitions all over the world.
B Complete the sentences with the numbers Then watch the video again to check your answers.
1 There are possible combinations.
2 In 1974, Erno was years old.
3 There are small cubes on a Rubik’s cube.
4 After month, Erno cracked the code of the cube.
5 Erno started selling the cube around the
ABOUT THE PHOTO
Eduardo Kobra—a street artist
known just as Kobra—grew up
in São Paulo, Brazil He started
painting in 1987, when he was
only 12 years old Since then,
he has held many exhibitions
and has painted thousands of
murals all over the world In this
photo, he is working on a mural
he was commissioned to paint
in Moscow, Russia, in 2013
The piece is called “Ballerina”
and shows the famous Russian
ballerina, Maya Plisetskaya, who
danced with the Bolshoi Theater
It is very brightly colored and
measures 18 meters x 16 meters
(60 feet x 52 feet) Kobra said that
he wanted to make something for
Moscow that was connected to
its culture
INTRODUCE THE THEME
Unit 3 covers the broad theme of
Creativity and prompts students
to consider different ways in
which people think and are
creative Lesson A presents them
with a set of interesting phrases
and collocations for solving
problems in creative ways They
learn different techniques for
brainstorming in order to generate
creative ideas, as well as a set of
useful expressions to use when
they brainstorm The grammar for
making suggestions and giving
advice is practiced as they work
in pairs to help solve various
problems Finally, they explore
bad habits and ways of dealing
with them
In Lesson B, the vocabulary is
designed around the key factors
required for creativity Students
consider this language in the
context of quotes by famous
creative people They get to take
a fun quiz and discover what
type of creative thinker they are!
The listening deals with three
well-known inventions and the
creative women behind them The
grammar lets students talk about
their abilities in the past and
challenges they overcame They
also write a short biography of a
creative person they admire
Write the unit title on the board
Tell students you want them
to come up with a definition
for creativity Considering and
combining all answers, you should
end up with something like: the
ability to produce something from
an idea you have that is original and, perhaps, unusual.
Look at the photo Answer the questions 5 min
Ask students to look closely at the photo Ask different questions
to get them thinking about it; for
example, What is he painting?
Why do you think he’s using bright colors?
Give students a moment to look over the questions You could have them discuss their ideas
in pairs or with the class Try to encourage as much participation
as possible
Take a class poll (yes or no) on the first question and see whether there is a majority
Ensure that students give reasons for their answers to item 2
30 | Lesson Planner UNIT 3
Trang 38Brazilian artist Eduardo Kobra
working on a huge mural on a
building in central Moscow
LOOK AT THE PHOTO ANSWER THE QUESTIONS.
1 Is this kind of art important in our daily lives?
Why or why not?
2 Do you think everyone can be creative?
Or is creativity only for artists?
WARM-UP VIDEO
A Watch a video about the man who created the Rubik’s Cube Number these events in the order you see them.
a Erno Rubik was starting his career at university
b The Rubik’s Cube became the selling toy.
c He made a cube to teach students about space and 3-dimensions.
d He tried to find a method to solve the cube.
e There are Rubik’s Cube competitions all over the world.
B Complete the sentences with the numbers
Then watch the video again to check your answers.
1 There are possible combinations.
2 In 1974, Erno was years old.
3 There are small cubes on a Rubik’s cube.
4 After month, Erno cracked the code of the cube.
5 Erno started selling the cube around the
Ask groups to share their answers with the class Elicit
words like persistent, creative, and determined to describe
why this puzzle is so popular
WARM-UP VIDEO Warm up 5 min
Ask the class to think about
problem solving Ask, What do you
need to do to solve a problem?
Elicit problem solving techniques
Make sure to elicit the word
creativity
About the video
In this video, students will discover who Erno Rubik is and what type of work he does Erno
is a creative problem solver and
a teacher He created a cube to help students understand space and 3-dimensions His students loved it In 1980, Erno’s Cube would become a best-selling toy And after almost 40 years, the Rubik’s Cube has seen a comeback, with hundreds of competitions every year across the world Erno believes that his Cube is a reminder that there is always a solution to a problem
You just need to be persistent and creative
A Watch a video about the man who created the Rubik’s Cube
Number these events in the
Ask students to look over the five statements first
Play the video and have students complete the exercise individually
Check answers as a class
B Complete the senteces with the numbers Then watch the video again to check your answers
Lesson Planner UNIT 3 | 31
Trang 39problem while relaxing in his bath More recently,
“on vacation,” “in the shower,” or “traveling to and from work”—not one of them said “in the office” or
up your mind about something or reach a difficult decision, you probably don’t find inspiration at your place of work or study, or even your home
Instead, like Archimedes, you need a place where
them in the infinitive form
problem?
Trang 40phrases as possible connected with the topic of “Creativity.”
new ideas
Creativity
the class
Then listen to three brainstorming meetings and match them to the
Three ways to generate new ideas
a Starbursting
Draw a six-pointed star on the board In the middle of the star, write the problem Then, on
each of the six points, write a question word: what, who, where, why, when, and how Ask the
group to suggest questions for each point about the problem in the middle
b A new perspective
Ask the group to imagine they are someone else, such as a famous celebrity, a historical figure, or someone they know well, like their manager For example, ask the team to brainstorm solutions as if they are Nelson Mandela It helps to see things from a different viewpoint
c One by one
Everyone leaves the room except for two people They brainstorm their ideas for a minute Then, one person comes in and gives their ideas Then, the next person comes in, and so on until everyone is back in the room This technique means everyone gets to speak—including shyer people
D Verify answers Listen again and take notes in the table 16
What is the purpose of their brainstorming? What ideas do they think of?
1.
2.
3.
Lesson A | 33