world link 4 teachers book

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World Link Level 4 Teacher’s Book: Developing

English Fluency, Fourth Edition

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Professional Development Pages by Dr Andy Curtis T12UNIT 1 2UNIT 2 16UNIT 3 30REAL WORLD LINK 1–3 44UNIT 4 46UNIT 5 60UNIT 6 74REAL WORLD LINK 4–6 88UNIT 7 90UNIT 8 104UNIT 9 118REAL WORLD LINK 7–9 132UNIT 10 134UNIT 11 148UNIT 12 162REAL WORLD LINK 10–12 176

A Quick Guide to Using the World Link Videos T314

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Listening and Reading input in Lessons A and

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

5. shared with other people

6. important and deep

7. maintain contact

8. close friends

9. people you know, but not close friends

10. spend free time with

C Work in pairs Ask and answer these questions.

1 How large is your actual circle of friends?

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

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

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

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

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

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

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

How large is your actual circle of

friends? 5? 15? More than 150?

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

maximum community of 150 people

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

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

I have three brothers and 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

WORLD LINK PROGRAM WALK-THROUGH

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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

C Work in pairs Ask and answer these questions.

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

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

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

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

I have three brothers and two sisters Me, too

c. You can meet famous people and complete strangers.

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

D Work in pairs Ask and answer these questions.

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

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?

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?

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

T4 |

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

ACTIVE ENGLISH Try it out!

A Read the text below and answer the questions.

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

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

Developing a Community Service Project

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

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

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

c Coach a youth sports team

d Paint over graffiti

e Go shopping for elderly people

f Plant trees in your local park

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

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

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

and your school has offered its building for free.

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

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

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

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

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

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

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

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

Connectivity in the United States

Generations own a

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

good for society

Source: Pew Research Center, Survey in 2019

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

1 The overwhelming 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

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

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.

1 My family .

2 The majority of my friends .

3 One of my favorite is .

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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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 thepercentages 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 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

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

The Baby Boomers Generation X The Silent Generation The Baby Boomers

The Silent Generation

D S D

UNIT 1 | 9

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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 21stcentury 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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UNIT 2

GOALS Lesson A

/ Talk about work-life balance

/ Take part in a meeting

Lesson B

/ Identify skills and personal qualities

/ Ask and answer interview questions

WARM-UP VIDEO

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 meetings?

B 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

F F

F T T T

T T

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

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

TASK 4

Fill in the blanks in the short passage below

I first became interested in being an English

language teacher in (time /

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 exercise is a good example To learn the most about yourself from this exercise, 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

C WHAT IS PROFESSIONAL DEVELOPMENT?

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

TASK 7

For me, “professional development” means

| T13

Trang 16

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 exercises carefully and thoughtfully, then you were engaged in professional development If you learned anything about your professional self from doing these exercises, 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, 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.”

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 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 so far

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

often creatures of habit—we like things to stay the

same But change is one of the only things we can

be sure of in modern life It is sometimes even said

that “change is the only constant”!

TASK 13

Think of an important change in your life—either

personal or professional Was it difficult and

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

Are things better now because of the change?

Make a few brief notes about this change How

would you describe it to a friend? Once you have

made a few notes, use these to describe your

change to a friend or colleague and ask them to do

the same with you

Change may be difficult, and it may even be

painful, but the one thing worse than changing is

not changing As teachers, we are preparing our

students for a constantly changing world If we

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

change, grow, and develop It is even possible that

change is at the heart of all teaching and learning

Here are some ways to make change less difficult:

1 Break it down into small steps

2 Set yourself realistic, achievable goals at each

step

3 Expect resistance and identify where there will

be areas of resistance

4 Think of ways to overcome this resistance; for

example, think of the benefits of the change

5 Allow enough time for each step to be

completed

6 Reward yourself as you achieve each goal

and complete each step

DEVELOPMENTLike all professions, teaching has its own language that 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” exercises, linking

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

TASK 14

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

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a Structured, systematic ways of thinking

about what we do and who we are

b A diary of significant events and moments

in our teaching day

c Short stories based on real teaching and

learning events with different endings

d Sudden and complete immersion in a new

and unfamiliar language

e Being conscious of your psychological

state and of your external environment

f A set of skills acquired for the completion

of particular tasks

g Two (or more) teachers observing each

other’s teaching and giving feedback

h A collection of documents and texts that

illustrate different aspects of our work

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

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

k A structured, step-by-step investigation

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

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

m Becoming better at what you do through

growth and change

n Ways of understanding and responding to

ourselves, others, and events

E PAINLESS PROFESSIONAL

DEVELOPMENT: IS IT REALLY POSSIBLE?

There are many reasons why many English

language teachers do not engage in as much

professional development as they might like to do

As we discussed earlier, development requires

change, and change can be difficult Two other

common problems are a lack of time and a lack

of money What are some of the obstacles to

professional development that you face in your

teaching and learning context?

Although there may be challenges to overcome,

there are many reasons why we should engage in

professional development

TASK 15

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

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

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

| T17

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F MAKING YOUR TEXTBOOK

PART OF YOUR PROFESSIONAL

DEVELOPMENT

To review some of the main points we have

discussed so far:

Professional development is anything you choose to

do because you want to be better at what you do

Professional development does not only mean

going to conferences, reading books, or writing

papers There are many different ways to grow

professionally

We also touched upon various types of professional

development activities, such as the following:

But one method that few English language teachers

think of is using their English language textbook as

part of their professional development

In these pages, you have so far completed

15 different tasks If you completed each of these

tasks carefully and thoughtfully, you were actively

engaged in professional development

But what about the textbook itself? How can an

English language textbook be part of an English

language teacher’s professional development?

Most English language teachers do not think of their

textbooks as tools for professional development

Some of the reasons are:

1 Textbooks are used to teach students, so they

are not thought of as ways for teachers to learn

about teaching

2 Textbooks are part of our regular, routine,

everyday classroom work

3 Professional development is still often thought

of as doing something different, something

“extra” or going somewhere else, away from

where we are now

But here are some reasons why you should think

of your textbooks as a part of your professional

development

1 Careful and thoughtful use of any kind of

teaching material can be part of a teacher’s

professional development process

2 Deciding which textbook to use is in itself

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

3 The way in which a textbook is used—

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

PART TWO: PURSUING

PROFESSIONAL DEVELOPMENT USING YOUR TEXTBOOK

At the end of Part One, we said:

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

Also in Part One, we defined reflective practice as

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

Reflective practice is an important component of professional development and can be thought of as a kind of “stepping back.” As we do this, we create the necessary distance to see ourselves, and what we

do, more clearly

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

At the end of Part One, we also said:

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

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

Many teachers are simply given books selected by someone else or textbooks assigned according to standardized, national exams But even if we do not choose the textbook we work with, there are ways, even in this situation, to create opportunities for professional development In Part Two, we will explore some of these opportunities

If you do decide or help 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

B MAKING CHOICES AND DECISIONS

ABOUT TEXTBOOKS AS PART OF YOUR PROFESSIONAL DEVELOPMENTAlthough 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 exercises 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 exercises 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 exercises for two reasons

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

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

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

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

TASK 17

If you decided to use this World Link textbook, on

what did you base that decision?

I decided to use this World Link textbook because

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

| T19

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TASK 18

Think of some other English language textbooks you

have used recently How is this World Link textbook

similar to those other textbooks, and in what ways is

it different from those textbooks?

A good English language textbook should help the

teacher and the students learn more and learn more

effectively and more enjoyably Your textbook should

add to your lesson, not detract from it

TASK 19

How could this World Link textbook help develop

your English language 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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F EXPLORING YOUR DECISIONS BY

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 your textbook 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 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 50 th 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 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: 978-0-357-50225-9 Student’s Book + My World Link Online ISBN: 978-0-357-50226-6

200 Pier 4 Boulevard Boston, MA 02210 USA

a Cengage Company

World Link Level 4: Developing English Fluency,

Fourth Edition

Caitlin Thomas

Printed in China

L E A R N I N G

Trang 27

Luiz Henrique Bravo Garonce, IPA Idiomas, Brasilia; Fily Hernandez, Universidad Veracruzana, Coatzacoalcos; Manuel Hidalgo Iglesias, Escuela Bancaria Comercial, Mexico City; Dafna Ilian, ESIME, Azcapotzalco; Rubén Jacome, Universidad Veracruzana, Coatzacoalcos; Beatriz Jorge, Alumni, Sao Paulo; Gledis Libert, ICDA, Santo Domingo; Rocio Liceaga, International House, Mexico City; Elizabeth Palacios, ICPNA, Lima; Emeli Borges Pereira Luz, UNICAMPI, Sao Paulo; Patricia McKay, CELLEP, Sao Paulo; Victor Hugo Medina, Cultura Inglesa Minas Gerais, Belo Horizonte; Maria Helena Meyes, ACBEU, Salvador; Isaias Pacheco, Universidad Veracruzana, Coatzacoalcos; Miguel Rodriguez, BUAP, Puebla; Nelly Romero, ICPNA, Lima; Yesenia Ruvalcaba, Universidad de Guadalajara, Guadalajara; Eva Sanchez, BUAP, Puebla; Marina Sánchez, Instituto Domingo Savio, Mexico City; Thais Scharfenberg, Centro Europeu, Curitiba; Pilar Sotelo, ICPNA, Lima; Rubén Uceta, Centro Cultural Domínico Americano, Santiago De Los Caballeros; Italia Vergara, American English Overseas Center, Panama City; Maria Victoria Guinle Vivacqua, UNICAMP, Sao Paulo

United States and Canada

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

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

Acknowledgments | iii

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

Student’s Book ISBN: 978-0-357-50225-9

Student’s Book + My World Link Online ISBN: 978-0-357-50226-6

200 Pier 4 Boulevard Boston, MA 02210

USA

a Cengage Company

World Link Level 4: Developing English Fluency,

Fourth Edition

Caitlin Thomas

Printed in China

L E A R N I N G

Trang 28

work late Give an

excuse why you

can’t Miss your

some gossip about someone at work

about something that really annoys

you

5.

How many

vacation days do you take a year?

and then agree or

disagree with them

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)

Ask a question to the person

on your right using the time expression given

START

FINISH

GOALS Now I can

Talk about work-life balance

Take part in a meeting

Ideally ask simple questions that draw from Lesson

A, but you can ask general questions, too Example

questions: Have you ever been on a conference

call? Name something that belongs to you What time do you get up every morning?

The objective is to get students thinking and responding quickly, so don’t ask any difficult questions

Set up 5 min

Tell students they are going to play this board game

in groups of three Give them a moment to look over the game on their own

Tell each group you will give them a coin

Demonstrate flipping a coin and explain that heads

is the front of the coin; tails means the back of the

coin Point out the number of squares they should move for heads or tails

Explain that the winner is the person who reaches

the Finish point first.

Squares 1–17 5–10 min

Starting with square #1, call on a different student to read the instructions in each square aloud

Draw students’ attention to the time expressions

on each blue square (#4, 7, 12, and 16) Explain that when someone lands on one of these squares, they must ask the person on their right a question containing that time expression

For square #8, check that everyone understands

the word gossip It means talking about someone

who is not present Encourage students to keep the

game light-hearted Whatever gossip they invent should be harmless or funny

Remind students that their answers have to be grammatically correct

Rules 5–10 min

To avoid conflict, you might choose to settle on some rules in advance

Here are some possible rules you could introduce

Who goes first? Come up with an arbitrary rule for

this For example, go alphabetically by first name or last name

Time limit Set a limit on students’ “thinking” time

For example, make a rule that they can’t take more than three seconds to begin speaking If they do, they forfeit their turn Team members can monitor each other’s time when it’s not their turn

Full sentences It’s better language practice if you

insist that students speak in full sentences For example, when they answer #2, they should form

a complete sentence: Right now I’m working

on

Repetition Students may not give the same answer

that someone else has previously given

Play! 15 min or more

Once students start playing, walk around the classroom, monitoring different groups and helping where required

If someone wins and there is still class time available, have that group start the game again

Some of your students may be quite competitive

Some might become frustrated if they are losing Try

to emphasize the fun aspect of the game Enjoy!

Diagnostics

Check students’ competencies as follows:

• Are students using appropriate vocabulary to talk about work-life balance in the game?

• Are they using stative verbs correctly?

• Are they using the correct form—simple present or present continuous—with the time expressions in the blue squares?

• Are they using the grammar correctly to express annoyance?

• Are they using the Speaking Strategy and Useful Expressions to agree or disagree with someone

in a meeting?

GOALS

Review students’ self-assessment in the goals box Point out to students where in the unit they learned these skills Explain that they can review those exercises to improve

(if they rated their ability below Yes, I can.).

Talk about work-life balance: Vocabulary,

page 18, C–D; Active English, page 22 Take part in a meeting: Speaking, page 20, D;

Active English, page 22

2A

Lesson Planner UNIT 2, Lesson A | 22a

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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

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 meanings 10 min

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 should they have?) 5–10 min

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 30

SCOPE AND SEQUENCE UNITS 7–12

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

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

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

Beautiful Thing You Have Ever Seen?

p 175

REAL WORLD LINK 4 Interview Skills p 176

SCIENCE FACT AND FICTION P 104

Trang 31

SCOPE AND SEQUENCE UNITS 7–12

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

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

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

Beautiful Thing You Have Ever Seen?

p 175

REAL WORLD LINK 4 Interview Skills p 176

Scope and Sequence | vii

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GOALS Now I can

Identify skills and personal

A Work in pairs and look at the three job ads List three skills or qualities needed for

each job

B WRITING Read the Unit 2 Writing Model in the appendix and answer these questions

1. Which job is the person applying for?

2. What is the person currently doing?

3 What kind of work experience does he have? Is it relevant?

4. How suitable is the person? Would you interview him for the job?

C Choose one of the other two jobs in A and write a cover letter for the position

D Read the Academic Skill box Then decide which of these

questions are closed and which are open Write C or O.

1. Can you come for an interview on Monday?

2. Where do you see yourself in five years’ time?

3. Are you able to work independently?

4. Would you describe yourself as reliable?

5. Are you good at working in teams?

6. How would your friends or work colleaguesdescribe your personal qualities?

E Work in pairs and take turns interviewing each other for

one of the jobs in A Use some of the questions in D as

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

C O C C C O

28 | UNIT 2

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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 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?

board

lucky

replay the video While students are working on the exercise individually, write the sentences on the board

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 them? If not, why? 5 min

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 playing checkers 10 min

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

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A Read the article and find out what the numbers in the circles mean In general, do

you think the numbers are true for you?

B Match the words and phrases in blue with these meanings

close friends

C Work in pairs Ask and answer these questions

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

with each other

According to one theory, humans

can only keep in touch with a

at any one time So, while you might

have thousands of so-calledfriends

from different walks of life, you only

have something in commonwith around 150 of them If you were planning a party, that number

would be smaller—you’d invite about 50 friends and acquaintances In the evenings and on

the weekends, you probably hang out withabout 15 on a regular basis As for your close-knit

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

I have three brothers and

MAKING FRIENDS 1A

acquaintances keep in touch

hang out with

4 | UNIT 1

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GLOBAL VOICES

On the board, write freelance / freelancer /

freelancing Ask whether anyone knows what

freelance means You could provide a hint by telling

students that it relates to a way of working If no one

knows, provide the definition yourself Freelance

means working on different projects for different

companies rather than being a full-time employee of

one particular company

Take a class poll on who would prefer to be a

company employee or a freelancer Discuss the pros

and cons of both

ABOUT THE VIDEO

After a unit in which students have explored the

working week as well as job skills and personal

qualities, this video provides an interesting

platform for students to consider how one woman,

Hannah Reyes Morales, developed her career in

photojournalism (See About the Speaker.) In the

video, she provides an honest account of her early

aspirations and how they changed over time She

explains some of the difficulties she has encountered

and what she has learned along the way

ABOUT THE SPEAKER

National Geographic Explorer, Hannah Reyes

Morales, is part of the Young Explorer Leadership

and Development Program She is a photojournalist

from The Philippines, and the focus of her work

is largely on social inequality She has received

many awards for her work, including a Society of

Publishers in Asia (SOPA) award for her contributions

to the New York Times’ Outlaw Ocean series in 2016

Hannah’s work has been published in print and

online in the New York Times, Washington Post, Wall

Street Journal, Time (online), National Geographic

(online), Guardian, and Lonely Planet.

A You are going to watch a video with Reyes

Morales talking about her work as a photographer

Match her quotes (a–e) to 1–5 Then watch the

video to check 5 min

Ask students to read through the points, 1–5, and

the five quotes, a–e Have them match the items

Then play the video so they can check their

answers Optionally, stop the video after each of

the quotes and confirm the correct answer with

the class

TEACHING OPTION: Initial reactions

Having watched the video once, ask students to

share their initial reactions to it Ask if they found it

interesting or surprising Find out what they think of

Hannah’s job Ask who would like to do a job like

Point out that 1–5 are Wh- questions and remind

students about the work they did on open questions

Play the video again and have students write their answers in their notebooks

Check answers as a class

VIDEO STRATEGY: While-viewing

Tell the class that answering questions about

a video has some advantages over answering listening questions In listening comprehension, students have to rely on the language and intonation only Point out that when they watch a video (and in real-life exchanges), they have the added benefit of seeing the speaker’s facial expressions and body language

C Work in pairs and ask and answer these questions about your current job or a job you would like to do

in the future 5–10 min

Read the questions aloud In pairs, have students discuss their answers

Walk around, monitoring the exercise

Then discuss the questions as a class

Encourage students to give reasons for their answers

EXTRA! Post-viewing

Make up a short job ad and write it on the board For example:

Wanted: Freelance Photographer

The students of Oaklands School are holding an event to raise funds for their international trip They are organizing a garden party They would like a photographer to document the events of the day and will offer the best photo as a prize in the raffle

In pairs or groups, tell students to pretend they are Hannah and discuss the skills and qualities that would make her suitable for this freelance role Then open it up to a class discussion

29a | Lesson Planner UNIT 2, Lesson B

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A Look at the photo and read the caption below Have you ever worn costumes like these? Why do you think people attend events like Comic-Con?

c. You can meet famous people and complete strangers

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

D Work in pairs Ask and answer these questions

WORD BANK

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

of the actors and authors Shown below: London.

4 2 3 1

LISTENING

Read the Word Bank item aloud Ask students

where they have heard the word camaraderie

before (in the Unit Opener video, Capital Checkers)

Ask, Where might people experience a sense of

camaraderie? Write the answers on the board as

they are given (for example, sports fans supporting

the same team; students preparing for the same

exam; a group of friends taking a trip together)

A Look at the photo and read the caption below

Have you ever worn costumes like these?

Why do you think people attend events like

Comic-Con? 5–10 min

Read the photo caption aloud or call on a

student to read it Then read the two questions

aloud

Have students do the exercise in groups

Encourage them to come up with at least one

reason why people attend Comic-Con events

Examples could be: for the camaraderie in

meeting like-minded people; to share their

enthusiasm for comics; to have fun; to learn

about new comic books being launched

Open up a class discussion If any students

have worn similar costumes, invite them to tell

the class where and when

For the second question, see how many different

reasons students have come up with

CULTURE TIP: Comic-Con

Comic-Con is the term used for a comic book

convention The first known Comic-Con was held in

New York City in 1964, and, in the ensuing years,

other US cities started conventions of their own The

first British convention was held in 1968 Today, comic

conventions are held in cities across the world

B Identify the speaker Listen to four interviews at

a Comic-Con event Match the speaker (1–4) to

the statement There is one extra statement

2 5–10 min

First, have students read through the five

statements Remind them that the statements will

be paraphrased (see second Teaching Tip)

Play the audio and have students complete the

exercise individually

Check answers as a class, but don’t replay the

audio for verification because students will hear

it again in C.

Identify the speaker Tell students that they

will often be required to do this type of task

on standardized exams They need to match several speakers to a list of statements and eliminate one or more distractors (extra statements) The best method of preparation is practice, so give your students lots of multiple-matching tasks

C Listen again Answer these questions Circle Yes,

Give students a moment to read the eight questions Again, remind them to expect that the questions may paraphrase what the speakers actually say

Play the audio and have students complete the task individually

Check answers as a class Replay the audio, stopping where the correct answers to the questions are found

Listen for specific information Get your students

into the habit of studying the questions before they listen Encourage them to underline which key words indicate the specific information they will need to find Remind them that these are usually verbs and nouns, but can include adjectives and adverbs, too Knowing what they need to listen for in advance will help your students locate the correct information in the audio

TEACHING TIP: Yes, No, Don’t know

Students will often encounter this type of task in reading or listening comprehension exercises in class and on exams such as IELTS, a high-stakes English test for international study, migration, and

work It is sometimes presented as True, False,

Not given Make sure everyone understands the

difference between “No” and “Don’t know.”

TEACHING TIP: Paraphrasing

Paraphrasing—using different words to express the same meaning—is often used on exams to check comprehension The ability to paraphrase, and to recognize paraphrasing, is a vital technique

in language learning Give your students as much paraphrasing practice as possible

5–10 min

Have students discuss the questions in pairs

Monitor the exercise and encourage students to support their answers with reasons or examples

Then open up a class discussion and see how opinions vary or are the same

5a | Lesson Planner UNIT 1 , Lesson A

Trang 37

A Look at the photo and read the caption below Have you ever worn

costumes like these? Why do you think people attend events like Comic-Con?

c You can meet famous people and complete strangers

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

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

1. In your school or place of work, do you think people can bethemselves 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 dothey come from different walks of life?

WORD BANK

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

4 2 3 1

Lesson A | 5

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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

Pair 1: Perform your conversation for the other pair

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

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!

1. Where did Keith go over the weekend?

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

anyone else?

Do anything fun?

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?

Keith went to Comic-Con.

Because he’s a bit embarrassed about it (and maybe he thinks people will judge him negatively).

6 | UNIT 1

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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

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

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!

1. Where did Keith go over the weekend?

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

anyone else?

Do anything fun?

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?

Keith went to Comic-Con.

Because he’s a bit embarrassed about it (and maybe he thinks people will judge him negatively).

SPEAKING

With students’ books closed, begin the class by

asking, What did you do last weekend? Then call

on various students to answer Follow up by asking,

Was it fun? Try to include as many students as

possible This will serve as a very simple lead-in to the Speaking exercises and the topic

A Shawna and Keith work in the same office Listen

to their conversation Then answer the questions

3 10 min

Read the directions and the two questions aloud

Play the audio and give everyone a moment

to think about their answers to the questions

See Teaching Tip

Check answers as a class

TEACHING TIP: Empowering students

While we are committed to guiding and supporting our students through their language lessons, it is also important to empower them whenever we can

In A, for example, one approach would be to

pre-teach the language in the conversation before asking students to listen and answer the questions Another approach is to have them try an exercise like this for themselves As long as you don’t set the challenge level too high, you will build up your students’

confidence by empowering them to tackle certain tasks without too much hand-holding Remember, you can always go over the language afterwards

SPEAKING STRATEGY 4

Go over the Speaking Strategy with the class

Read the examples from the conversation aloud

Emphasize that we only use this speaking strategy

in informal conversations with people we know well

Point out that it is typically used with questions, but can be used with statements as well Ask whether anyone can think of another situation in which words are frequently omitted (e.g., newspaper headlines)

EXTRA! Omitting words

If you would like to give your students extra practice with the speaking strategy, make a list of around

10 questions and sentences with words omitted Put students into pairs and have them write down the words they think are missing Then check answers

as a class and have the pairs practice saying the shortened sentences and questions to each other

You may use these 10 examples or add ideas of your own:

Read any good books lately? [Have you] / Want a coffee? [Do you] / Sounds good! [It or That] / Need some help? [Do you] / Had dinner yet? [Have you] /

Can’t talk right now [I] / Got any ideas? [Have you] / Anyone hungry? [Is] / See the game last night? [Did

you] / Know any mechanics? [Do you]

B Practice the conversation with a partner 5 min

Have students practice the conversation in pairs

Then have them switch roles

Walk around, helping with pronunciation or intonation where needed

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 10–15 min

Go over the Useful Expressions Read each one aloud and have the class repeat after you

Draw everyone’s attention to the expressions with omitted words Encourage students to think about how they might complete the sentences with ellipses

Read the direction line and the three scenarios aloud Optionally, you could allow students to choose another scenario of their own

In pairs, have students create their new conversation and then rehearse it Remind them

to include some of the useful expressions and to keep their conversation around the same length

as the one in A.

D Get together with another pair 5–10 min

Put each pair with another pair Have them take turns performing their conversations for each other

Tell the pair listening to note and count the number of useful expressions they hear

Walk around, monitoring and offering support where required

If there is time, invite some pairs to perform their conversation for the class

NOTES

Lesson Planner UNIT 1, Lesson A | 6a

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GRAMMAR

This warm up exercise is designed simply to get

students thinking about some relative pronouns

before they begin the grammar lesson The prop

you will need is a watch, but feel free to choose any

other item

Make sure students have their books closed At

the top of the board, write: when, where, that, who

Below this, write these four sentences:

Morelli’s big sale! [who]

Hold up your watch (or whatever item you choose)

Read the first part of the first sentence and appeal

to the class to call out the missing word When they

give a correct answer, write in the relative pronoun

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 examples in the chart Emphasize

the items in the first column; they are the nouns

that each relative pronoun represents

TEACHING OPTION: The flipped classroom

In grammar lessons, assigning the Grammar

Reference as work to be done outside of class

can lead to more time for students to practice in

class Go through the exercises students did for

homework; present new examples and reinforce

points as needed

GRAMMAR TIP: Meta-language

Students are sometimes daunted by meta-language,

such as grammatical expressions Terms like

defining and non-defining relative clauses may be

off-putting or confusing for some students Help

them to demystify these terms by breaking down

the language What happens when we define

something? We describe it; we identify what it

means Defining relative clauses give us essential

information about the noun; non-defining relative

clauses give us extra, non-essential information

about it

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 5 min

Before you play the audio, have students look over the five sentences and think about where they would insert the commas

Play the audio While they listen, have students complete the exercise individually During this time, write the sentences on the board

Check answers by calling on volunteers to come

up to the board and insert the missing comma(s)

in each sentence Confirm or correct

To help students notice that the information within the commas is extra and non-essential, cross it out Then get a different student to read the new version of each sentence aloud and say whether it still makes sense (Yes, it does)

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? 5–10 min

Read the direction line and explain the task

On the board, write: object / person / event Point

out the text in blue and model a basic example

for each one, such as, It’s the thing that I carry

my books in / It’s the person who is in charge of our country These are deliberately simple and

obvious just so everyone is completely clear, but encourage students to give their partner more challenging items to guess

Have students do the exercise in pairs, taking turns Monitor the exercise and join in with some pairs

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

5–10 min

Go over the directions and have students work

on the exercise individually They should write the description in their notebooks Point out that they don’t have to begin with the example provided

E In groups, take turns reading your new descriptions How many new relative clauses have your classmates added? Are they defining or non-defining? 5 min

In their groups, have each student read his

or her description aloud Get the others in the group to count up how many defining and non-defining relative clauses each person has used

Find out who had the most relative clauses and invite them to read their description for the class

Call on other volunteers to read their descriptions aloud, too

7a | Lesson Planner UNIT 1 , Lesson A

Tiêu đề	Developing English Fluency
Tác giả	John Hughes
Chuyên ngành	English
Thể loại	Teacher's Book
Năm xuất bản	2020
Thành phố	Boston

Định dạng
Số trang	520
Dung lượng	89,82 MB