world link 1 students book

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World Link Level 1: Developing English Fluency,

Fourth Edition

Publisher: Sherrise RoehrExecutive Editor: Sarah Kenney

Senior Development Editor: Lewis ThompsonDirector of Global Marketing: Ian MartinHeads of Regional Marketing:

Charlotte Ellis (Europe, Middle East and Africa) Irina Pereyra (Latin America)

Senior Product Marketing Manager:Caitlin Thomas

Content Project Manager: Beth HoustonMedia Researcher: Stephanie EenigenburgCover/Text Design: Lisa Trager

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Thank you to the educators who provided invaluable feedback throughout the development of the World Link series:

Michael Jake Arcilla, Aii Language Center, Phnom Penh; Fintan Brennan, Meisei University, Tokyo; Tyler Burden, Meisei University, Tokyo; Catherine Cheetham, Tokai University, Tokyo; Will Fan, Xiamen Wanda, Xiamen; Mark Firth, Oberlin University, Machida; Hiroshi Fukuda, Jumonji University, Niiza; Thomas Goetz, Hokusei Gakuen University, Sapporo; Helen Hanae, Reitaku University, Kashiwa; Louis Liu, Meten English, Shenzen; Shaun McLewin, Hanseo University, Seosan; Raymond Monk, Jr., Meten English, Dalian; Donald Patterson, Seirei Christopher University, Hamamatsu City; Mongkol Sodachan, Rangsit University, Pathum Thani; Robert Wright, Meten English, Chengdu; Elvira Wu, Meten English, Quanzhou; I-Cheng Wu, Southern Taiwan University of Science and Technology, Tainan City; Xie Yu, SFLEP, Shanghai; Vince Zhang, Thinktown, Hangzhou; Vivi Zhang, Xiamen Wanda, Xiamen

Latin America

Anthony Acevedo, ICPNA, Lima; Jorge Aguilar, Centro de Estudios de Idiomas UAS, Culiacan; Lidia Stella Aja, Centro Cultural Colombo Americano, Cali; Ana Laura Alferez, Instituto Domingo Savio, Mexico City; Lúcia Rodrigues Alves, Seven, Sao Paulo; Alessandra Atarcsay, WOWL Education, Rio de Janeiro; Isabella Campos Alvim, IBEU Copacabana, Rio de Janeiro; Ana Berg, Ana Berg EFL School, Rio de Janeiro; Raul Billini, Santo Domingo; Isabela Villas Boas, Casa Thomas Jefferson, Brasilia; Lourdes Camarillo, Escuela Bancaria Comercial, Mexico City; Cinthia Castañeda, Centro de Idiomas, Coatzacoalcos; Enrique Chapuz, Universidad Veracruzana, Coatzacoalcos; Giseh Cuesta, MESCyT, Mexico City; Carlos Fernández, ICPNA, Lima; Vania Furtado, IBEU Copacabana, Rio de Janeiro; Mariana Garcia, BUAP, Puebla; Jeanette Bravo Garonce, IPA Idiomas, Brasilia; 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

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SCOPE AND SEQUENCE

The Jolly Green

Lady p. 2Personal information p. 4

(city, email address, hometown, last name)

Physical descriptions p. 9

(blue eyes, long hair, tall, thin, young )

Podcast about the best time to travel

fall asleep, wake up )

Radio show about

REAL WORLD LINK 2 Profile a Role Model p. 88

The Jolly Green

Lady p. 2Personal information p. 4

(city, email address, hometown, last name)

Physical descriptions p. 9

(blue eyes, long hair, tall, thin, young )

Podcast about the best time to travel

fall asleep, wake up )

Radio show about

SCOPE AND SEQUENCE

Podcast about the rules for visiting a small talk, body language, and eye Present and future time clauses with

BUSINESS AND MARKETING P. 74MEN AND WOMEN P. 46

Podcast about the rules for visiting a small talk, body language, and eye Present and future time clauses with

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Contractions p. 20Greeting people and asking how

Syllables p. 33Talking about things you need

Talk about what someone has and Item Would You Not Leave Home Without? p. 59

Simple past -ed

endings p. 71Agreeing and disagreeing

Talk about interesting people from the past Talk about sleep habits and give advice

Game using set answers to ask and answer questions and discuss likelihood

p. 36

Talk about milestones and share interesting facts about a partner

Play a game where you agree / disagree about cultural norms

Got Her Message to the World p. 87

Scope and Sequence | v

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SCOPE AND SEQUENCE

Using can and

could for ability

REAL WORLD LINK 4 What Did You Learn? p. 176

Using can and

could for ability

REAL WORLD LINK 4 What Did You Learn? p. 176

ALL ABOUT YOU P. 104

in Oman p. 105Free-time activities p. 106

(active, spare time, take part in)

Preparing and embarking on a trip p. 111

(challenge, head out, get used to)

Talk about online and offline life and social media

Are you a good

liar? p. 148Honesty, right and wrong p. 150

(against the law,

REAL WORLD LINK 4 Track Your Food Waste p. 176

WHAT ARE YOU INTO? P. 104

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Can / can’t, could /

couldn’t p. 153 Complimenting someone on PRONUNCIATIONSPEAKINGREADINGWRITINGENGLISHACTIVE ACADEMIC SKILLGLOBAL VOICES

Emphasis with get

expressions p. 95Describing symptoms p. 94Modern Health

Put survival news stories in the correct Talk about the class’s interests and hobbies

Talk about and make suggestions for fixing problems in your city

Word final /t/ and

/d/ p. 145Apologizing p. 138 Money from about who should get a major donation

Do a role play while telling white lies

Draw conclusions

What fact about you would surprise

Play a board game using relative clauses to describe animals

p. 168

Debate whether or not to save an old building for a new

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UNIT 1

PEOPLE1

WARM-UP VIDEO

A Watch the video with the sound off. Check (✓) the green things you see.B Read the sentences. Then watch the video

with the sound on. Choose your answers.

1. The Green Lady’s first name is Elizabeth / Sweetheart.

2. When she finds something she buys / likes, she makes it green.

3. The Green Lady wanted to be a teacher /

1. She thinks the color black is boring. 2. She likes to make other people happy.3. She wants to visit Florida to see her father.

D What do you think of the Green Lady? Tell a partner.

LOOK AT THE PHOTO. ANSWER THE QUESTIONS.

1. What kinds of people do you see?2. What are the people doing?ABOUT THE PHOTO

People enjoy an art exhibition in Santiago de Compostela, Spain. This building—the Casa do Cabido—was built in the Baroque style of architecture in 1758 in order to close off the Plaza de las Platerías from the rest of the city. Because it was built more for aesthetic and structural reasons than for functional ones, it is only four meters wide. The Casa do Cabido was restored in 2011; since then, it has been used as a museum.

INTRODUCE THE THEME

In this unit, students will practice introducing themselves and asking and answering questions about personal information. Being able to talk about ourselves and ask about others is a fundamental part of communication. Students will explore vocabulary and grammatical structures that can be used to describe their own physical appearance and that of other people.

In Lesson A, students will ask and answer personal information questions based on information from a social media profile. They will practice the listening strategy of listening for details and will practice introducing themselves and asking questions. They will also review the simple present. In Lesson B, students will learn how to describe a person’s appearance, exploring how

the verbs be and have can be

used to talk about appearance as well as studying some useful vocabulary for describing it. They will read about fake photos and will practice a reading strategy related to comprehension.

WARM-UP 5 min

Write the answers to five basic questions about yourself on

the board (e.g., 37, New York, Chicago, English Teacher, 163 ).

Students’ task is to ask you the

questions to these answers (e.g., How old are you? Where are you

from? Where do you live? What is your job? How tall are you? ) Call

on students to ask a question, and when the correct question is asked, cross the answer out on the board.

Look at the photo. Answer the questions. 5 min

Have students look at the photo and elicit what they can see. Look at the two questions and give them some suggestions of what they can focus on as they answer them. For example, for the first question, you can get them to think about

how old the people are, what they look like and what kind of people normally go to galleries. For the second question, ask them to point out specific people in the photo and say what they are doing. Have students answer the questions in pairs. Then ask some pairs to share their answers with the class.

WARM-UP VIDEOAbout the Video

The video is about an American artist named Elizabeth Sweetheart, known as the Green Lady due to

2 | Teacher’s Book UNIT 1

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People visit an art

Put students into pairs and ask them to tell their partner what their favorite color is and why. Call on students to tell you about their partner’s favorite color.

TEACHING TIP: Putting Students at Ease in an Online Class

Taking part in online classes for the first time can be a daunting experience for both students and

teachers. Students often feel very self-conscious about turning on their cameras and microphones. For the warm-up (and until students feel more confident in the online classroom), set a good example by keeping your own video and microphone on but allowing students to write their guesses in the chat box. This means that they can be active participants in the exercise without the pressure of speaking on camera.

her love of the color green. Her home is full of green things, she dresses completely in green, and she even has green hair. She traces her love of green back to a childhood visit to Florida and says she will continue to wear green because it makes people smile. A Watch the video with the

sound off. Check the green things you see. 5–10 min

Go through the list and check that students understand each of the words. Tell them that they will watch the video more than once, and the first time there will be no sound. Play the video and have students check the green things that they see. Check the answers. B Read the sentences. Then

watch the video with the sound on. Choose your answers. 5–10 min

Tell students that they will watch the video again. Give them time to read through the sentences. Play the video, then give them time to compare answers with a partner. Check answers with the class. C Choose the sentence that

is true about the Green Lady. 5 min

Have students think about the video and choose the correct answer. Point out that the third option is not correct because it states that the Green Lady wants to go to Florida, but in the video, she talks about how she went to Florida when she was young.

D What do you think of the Green Lady? Tell a partner. 5 min

Assign students a partner and ask them to tell each other what they think of the Green Lady. Encourage them to expand on their answers, giving a reason for their opinion.

Teacher’s Book UNIT 1 | 3

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A

Look at Silvia’s profile. Practice saying the words in blue.

GETTING TO KNOW YOU

B

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

5. Where is she from?

6. Where does she live now?

7. What does she do?

9. What does she do for fun?

repeat. Notice the intonation. 2

What’s your name? What do you do? Where do you live now?

D

Interview a partner. Use the questions in B as a model. (It’s) Silvia. (It’s) Costas. (It’s) 11-1212-4567.

(It’s)

She speaks three languages: Portuguese, Spanish, and English.

From Salvador, BrazilLives in São Paulo

Studies at the English Institute

Works at World Cafe

Big sister, English student,

music lover From Salvador, Brazil

Lives in São Paulo

Studies at the English InstituteWorks at World Cafe (Part-time)

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People can try food from all over the world at the Global Village Festival in Seoul, South Korea.

A

An interviewer is asking people questions at a festival in South Korea. Listen. Then write the missing words.

languages do you speak? are you interested in?

your plan for today?

B

Listen for details. Listen again. Complete the chart with each person’s

job and city only. Write NM for information that is not mentioned.

Person 1 Person 2 Person 3

C

What is each person interested in at the festival? Write your answers in B. Then listen one more time and check your answers

D

Imagine you can go to the festival. What are you interested in? Tell a partner.

I’m interested in Korean music and culture.

Lesson A | 5

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B

Practice the conversation in A with a partner. Then practice with your own information.

C

Introduce yourself to four classmates. Ask them about their jobs and complete the chart. Use the Speaking Strategy to help you.

A

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

Mariana: Hi. My name is Mariana. I’m in apartment 201.

Danny: Hi, Mariana. I’m Danny. I’m in 302. It’s nice to meet you.

Mariana: Nice to meet you, too.

Danny: So, are you a student, Mariana? Mariana: Yeah, I study music at NYU. Danny: That’s interesting.

Mariana: What do you do, Danny?

Danny: I’m a student at Hunter College. I also work in an art gallery.

SPEAKING STRATEGY 5

Introducing Yourself and Asking QuestionsIntroducing YourselfAsking QuestionsA: My name is

B: Hi, I’m Danny. (It’s)

Nice to meet you.

A: (It’s) Nice to meet

you, too.

A: What do you do?B: I’m a music

When you are introducing yourself, My name is . . . and I’m . . . can both be used.

A student plays a guitar in Washington Square Park in New York City, US—the location of Hunter College and New York

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C

Complete questions 1–4 with the correct form of be or do. Complete questions 5–8 with a Wh-

question word. Then take turns asking and answering the questions with a partner.

1. Steffi and Monika different?

2. Steffi an only child?

4. Monika and Steffi go to the same university?

D

Complete each sentence with the affirmative or negative form of a verb from the box to make it true for you.

have like speak study

E

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

5. subject does Steffi study?

7. does Steffi live with?

A

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

B

Read Steffi’s paragraph. Write the correct form of each verb.

REVIEW OF THE SIMPLE PRESENT

Yes / No Questions

Is he a student? Yes, I am. /No, I’m not.

Yes, he is. / No, he’s not.

Yes / No Questions

Does she speak English? Yes, I do. / No, I don’t.

Yes, she does. / No, she doesn’t.

What does she do? I’m a student.She’s a doctor.

to Western University. I (7.) (study) English literature. Monika

TV together on the weekends.

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The Inside Out

project by French Artist JR allows people to share their own photo in a large artwork. Here, people share their photos in Shanghai, China.

ACTIVE ENGLISH

Try it out!

A

Ask each question in the chart until you find a person who answers Yes.

Write their name. Then ask one follow-up question and write the extra information.

1. has a part-time job.

2. speaks three languages.

3. says their favorite subject is math.

4. is interested in English.

5. likes their hometown.

6. knows a friend’s email address.

7. doesn’t like big cities.

8. eats breakfast every day.

B

Tell a classmate about the people in your chart.

GOALS

Now I can . . .

Introduce myself and share personal information Ask about a person’s job

Follow-up questions are an important part of conversation.

Wh- questions allow you to get

more information than Yes / No

Nicholas doesn’t like big cities. He doesn’t like the noise.

8 | UNIT 1

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A

Complete the sentences about the people in the photo. Use the words in the Word Bank. Then tell a partner about each person.

1. Albert Lin is a scientist. He is weight. He

2. Ami Vitale is a photographer. She has , hair.

3. Ronan Donovan is a photographer. He’s not short.

4. Kimberly Jeffries is a diver. Her hair isn’t curly. It’s

5. Renan Ozturk is a rock climber. He was born in 1980.

B

Choose four or five words from the Word Bank. Tell a partner about yourself.

I have brown hair

height.

C

Who do you look like? Tell a partner.

I look like my cousin. We have the same color eyes and the same hairstyle.

iWord Order

Notice the word order to describe appearance:

long (size), blond (color) hair

blond / redhairlook like to be similar in appearance to

Lesson B | 9

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ABOUT THE PHOTO

A fake photo refers to a photo

that has been created or altered with the aim of deceiving people. The main image shows a pixilated face, representing the process of a fake photo being produced from millions of photos of real faces. On the right are three photographs of young women, two of which are fake. In the first image, the mismatched glasses and ears are the giveaway, while the strange background in the third shows us that it is a fake.

WARM-UP 5 min

Write fake photos on the board

and elicit from students what fake photos are. Ask students why they think people make fake photos and how they do it. Ask them if they can think of any famous examples of fake photos. You could print some examples of fake photos and discuss with students what they think has been changed and how realistic they think the photos are.

A Describe the people in the photos in your own words.

5 min

Ask students to work in pairs. Have them cover the text and look at the photos and describe the three people. Remind them to use some of the vocabulary that they looked at in the Lesson B Vocabulary section. Ask them to guess which photo or photos they think are fake and why. Don’t reveal the answers yet; tell students they will get more information in the text that will help them identify the fake photos.

B Read the first paragraph of the article. Are your descriptions in

A the same? 5 min

Have students read just the first paragraph of the text. Ask them to talk to their partner about how similar their descriptions were to the

HOW TO SPOT A FAKE PHOTO

READING

Look at the three photos. The woman at the top has long, black hair. She is wearing glasses. She is also wearing earrings. The woman in the middle has curly, black hair. She has brown eyes. She is in her thirties. The woman at the bottom has blond hair. She’s young. She is in her twenties. She has green eyes.

One of the photos shows a real person. Two of the photos do not show real people. The photos are from a computer, and they are fake.

Some people use computers to make fake photos of other people. They scan millions of photos of real faces and then make new ones.

It can be difficult to tell the difference1 between a real photo and a fake photo. Here are some things to look for:

Look closely at the left and right sides of a person’s glasses. In some fake photos, they don’t match. They’re different.

Also, a person’s two earrings and eyes can be different in a fake photo.Finally, in a fake photo, the background2 can be strange. It doesn’t look right.Look at the three photos again. Which two are fake? How do you know? 6

1 If you can tell the difference, you can see that two things are not the same.

2 The background is the area behind the person or thing in a photo.

A Describe the people in the photos in your own words.

B Read the first paragraph of the article. Are your descriptions in A the same?

C Check understanding. Find the words in the

article. Choose the correct answers.

1. They are fake means . . .

a. they aren’t real.b. they are from a computer.

2. Look closely means . . .

a. look for a short time.b. look for a long time.

3. They don’t match means . . .

a. they are the same.b. they aren’t the same.

D Read the rest of the article. Choose T for true

or F for false.

1. One of the photos is real. T F10 | UNIT 1

descriptions in the text. Call on one or two students to share their discussion with the class, asking them to explain in what ways they were the same or different.

C Check understanding. Find

the words in the article. Choose the correct answers. 5 min

Ask students to choose the answers that they think are correct. Then have them find the words in the text and

use the context to help them check the meaning. Have them compare answers with a partner and then conduct feedback as a whole class.

Check understanding. When

students read texts, there may be vocabulary or phrases that are new to them. Confirming what these new words or phrases mean helps with comprehension. It also helps students communicate new ideas in their own words.

10 | Teacher’s Book UNIT 1, Lesson B

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2. You can use computers to T F

make fake photos.

3. It is easy to tell the difference T F

between real and fake photos.

4. A person’s glasses or earrings T F

may not match in a fake photo.

5. The background looks the same T F

in real and fake photos.

E Work with a partner. Which photos are fake? Take turns. Give your reasons. Check your answer at the bottom of the page.

D Read the rest of the article. Choose T for true or F for false.

5 min

Have students quickly scan the article to find the relevant information for each question and choose their answers. Ask students to compare answers with a partner, encouraging them to explain why they think each sentence is true or false. Call on students to share their answers with the class. E Work with a partner. Which

photos are fake? Take turns. Give your reasons. Check your answer at the bottom of the page. 5–10 min

Ask students, What advice does the article give for

spotting a fake photo? Answers

include checking that both sides of a person’s glasses match, checking that earrings and eyes are the same, and checking for any abnormalities in the background. Have students look at the photos and decide which are fake. Have them check their answers at the bottom of the page, then ask for a show of hands to see how many students identified the fakes.

CULTURE TIP: Fake Photos

Along with fake news, fake photos are an increasingly common feature of our times, thanks in a large part to social media sites that provide a platform for such photos and allow them to go viral. Fake photos are also sometimes

referred to as hoax photos or doctored images, or it may be

said that an image has been

Photoshopped, referring to the

popular computer software used to edit photographs.

LANGUAGE TIP: Fake

The term fake generally refers to

something that is not authentic or real but is made to look or seem real (for example, a fake designer handbag, fake fur, fake news, or a fake passport). A person can also be described as fake for the same reasons, as can gestures, such as a smile or cry.

Teacher’s Book UNIT 1, Lesson B | 11

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A

The words in the box describe a person’s appearance. Do you know what they mean? Listen. Then practice saying them with your teacher. 7

good-looking handsome petite pretty

B

Listen to the first part of a podcast. Complete the sentences. 8

My name is Emi, and this is English Express: a short, daily podcast about (1.) . Today, we’re talking about describing

hair? Are they wearing (5.) ? There are many ways to describe a person’s appearance.

C

Listen to the complete podcast. Who do the words describe? Write M for men, W for women, or

D

Complete the sentences. Give reasons for your choices.

My reason:

E

Interview five classmates. Find out who they think is handsome and pretty. Take notes on their answers.

In your opinion, who

F

Work with a partner. Look at your notes from E. Complete 1 and 2. Then discuss 3.

1. In your notebook, make a list of men your class thinks are handsome.

2. In your notebook, make a list of women your class thinks are pretty.

3. Why are these people popular?

You don’t have to be perfect to be pretty. Princess Eugenie of the British Royal Family wears a wedding dress that reveals a scar on her back.

WORD BANK

A: Can you describe her?

B: Sure. She’s tall and wears glasses. Some men grow a beard

or mustache.

12 | UNIT 1

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A

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

young / in his teens.

long / straight / black hair.

B

Work with a partner. Practice the conversation. Can you guess the person? Check your answer at the bottom of the page.

A: I’m thinking of a famous person.

A: No, he’s not. He’s a little short.

C

Think of a famous person. Complete the notes. Do not show them to anyone.

D

Work with a partner. Ask seven Yes / No questions about their famous person. Write down

the information you learn.

A: No, I think he’s in his thirties.B: Does he have long hair?

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GOALS

Now I can . . .

ACTIVE ENGLISH

Try it out!

A

Look at the photo. Choose two of the people. Write key words about

B

Work with a partner. Complete the task. Then change roles.

Student A: Tell your partner about one of the people. Start each sentence

with This person . . . Use your notes from A.

Student B: Which person is it? Guess.

C

Work on your own. Find a personal photo with people in it. Make notes about the questions.

1. Who is in the photo?

2. Where are the people in the photo?

3. What does each person look like? Describe them.

D

Work with a new partner. Take turns asking and answering questions about your photos.

E

Look again at your partner’s photo. Answer the three questions in C. Can you remember the answers?

F

WRITING Write a description of your photo. Turn to the Writing appendix to see an example. Then

use your notes from C to write your description.

Lucy (far left) and Maria (far right) Alymer with their family. Lucy and Maria look different, but they are twins! the mountains. My father is tall and has . . .

How old are you there? About ten years old.

14 | UNIT 1

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GLOBAL VOICES

A

Watch the speakers in Lima, Peru. Which country is each person from? Complete the sentences. Brazil Colombia Peru

B

Choose the correct answer(s).

1.Abel likes salsa music / soccer / to run.2.Yasbeth likes salsa music / soccer / to run.

C

Watch the speakers in Lisbon, Portugal. Match them with the languages they speak.

D

Choose the question that best matches what the speakers in China say.

E

Think about your own answer to the question you chose in D. Then tell a partner.

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UNIT 2

WARM-UP VIDEO

A Look up the words smile and happy in a

dictionary. Then smile for a partner.B Read the sentences and choose your own

answers. Choose T for true and F for false.

1. When people are happy, they smile. T F2. When you smile, you start to feel T F

C Watch the video. Check your answers in B.

D Watch the video again. Complete each sentence with one word.

1. The same is true of how you

and . . . walk.

2. If you put energy into your voice and a

spring in your step, you’ll . . . much better.

E Try the smile test for 30 seconds. Then complete the task.

1. Read the second sentence in B. Was this

true for you?

2. Read the sentences in D. Do you agree?LOOK AT THE PHOTO. ANSWER THE QUESTIONS.

1. What are the people doing? 2. Why are they doing this?ABOUT THE PHOTO

The photo shows South African fans celebrating their team’s victory against England in the 2019 Rugby World Cup final. Their pure joy and exhilaration can clearly be seen in their faces and through their gestures. For many fans, sports provide the opportunity to let themselves go emotionally, providing a release for the frustrations of everyday life.

INTRODUCE THE THEME

In this unit, students will learn to talk about what they are doing, to express their feelings, and to find out how others are feeling. Recognizing and managing our actions and our emotions are important skills. As well as through our words, we can also show our feelings through our gestures, and in this unit, students will explore some vocabulary for gestures and other actions that we do with our bodies.

In Lesson A, students will start by exploring verbs relating to actions we do with our bodies. They will practice greeting people and asking how they are, along with appropriate answers to this question. They will also learn how the present continuous is formed and when it is used.

In Lesson B, students will learn how to express their feelings in English. They will practice a listening strategy related to inference, and the reading strategy of making predictions. They will also practice using subject and object pronouns.

WARM-UP 5 min

As a class, discuss the term

behavior. In addition to coming

up with a class definition, you may want to talk about different feelings and what influences them. Have students give reasons and provide examples for their answers.

Look at the photo. Answer the questions. 5 min

Draw students’ attention to the photo and the caption. Ask students to work in pairs to

discuss the two questions. Monitor and assist with vocabulary as necessary. Conduct feedback with the whole class, asking volunteers to share their answers.

WARM-UP VIDEOAbout the Video

This video features Professor Richard Wiseman, a prominent

British psychologist who has earned an international reputation for his research into unusual areas of psychology, such as deception, luck, humor, and the paranormal. In this short video, Professor Wiseman instructs the viewer to carry out a simple exercise. They should force their face into a smile and hold the expression. The idea is that just as we smile when we are happy, it also works the other way around—we feel happy when we smile.

16 | Teacher’s Book UNIT 2

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GOALSLesson A

/ Greet people and ask how they are/ Talk about actions happening now

and these days

Lesson B

/ Explain how you feel

/ Talk about things you are afraid of

Fans watch a game during the Rugby World Cup in Cape Town, South Africa.

TEACHING TIP: Using Videos

Videos provide an excellent source of authentic listening practice, but they can be challenging. Remind students to focus on understanding the main idea and not to worry about trying to understand every word they hear when they watch something. Tell students to read any questions or captions before watching, whenever possible. This will give them some much-needed context to help them understand what they will see.

A Look up the words smile and happy in a dictionary. Then

smile for a partner. 5 min

Write the word smile on the

board. Have students look up the word and demonstrate the gesture to each other. Alternatively, elicit the word from students, asking them to smile at you, and smiling at them to demonstrate the meaning. Ask how students feel when they smile. B Read the sentences and

choose your own answers. Choose T for true and F for

false. 5 min

Tell students that they are going to watch a short video about smiles, but first they will choose their own answers for the two sentences. Have students choose their answers. C Watch the video. Check your

answers in B. 5 min

Play the video. Then request a show of hands to see how many people guessed the correct answers.

D Watch the video again. Complete each sentence with one word. 5 min

Have students read through the sentences and work in pairs to discuss what words could complete them. Play the video again and have students complete the sentences. Check answers with the whole class. E Try the smile test for 30 seconds.

Then complete the task. 5 min

Tell the class that everyone will now try out the advice in the video. Play the video again and have students follow the instructions. Request a show of hands to get responses for the first question. Then read the second question to students and have them discuss it as a class.

Teacher’s Book UNIT 2 | 17

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A

Say the verbs in the Word Bank with your teacher. Which ones do you know? Watch your teacher perform each action.

B

Work with a partner. Look at the photo. Where are the people?

C

Read the sentences. Choose the ones that are true.

1. a. They’re looking at the camera. b. They’re watching the race.

2. a. They’re running in the race. b. They’re stopping for a photo.

3. a. They’re wearing the same glasses. b. They’re wearing the same shirts.

D

Match each sentence (1–4) to a person in the photo. Write the number.

1. She’s laughing. 2. He’s smiling. 3. She’s waving. 4. He’s shouting.

E

Work with a partner. Cover the sentences in C and D. What’s happening in the photo? Take turns explaining.

WHAT ARE YOU DOING?

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A

Look at the photos. Why do the people have colored powder on their clothes? Guess.

B

Read the sentences. Then listen and choose T for true or F for false. 10

3. All of the people the man can see are running in the race. T F

5. At the finish line, people are shouting and waving. T F

C

Listen again. Correct the false sentences in B in your notebook. 10

D

Listen. Write a number or word to complete the information. 11

The Color Run happens in over (1.) countries. It’s

everyone has to wear a (4.) T-shirt. There are (5.) winners or losers in the race. People do it for

E

Answer the questions with a partner.

1. What happens at the Color Run?

2. Do you think the Color Run is a fun activity? Why or why not?

The Color Run happens in lots of different countries, like here, in England.

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B

PRONUNCIATION: Contractions Use contractions in spoken English. Notice that some expressions always use a contraction. Listen and say the sentences. 13

1.How is it going? / How’s it going?

2.I am studying. / I’m studying.

3.You are working hard. / You’re working hard.

4.What’s up?

5.Let’s get (coffee).

C

Practice the conversation in A with a partner. Then make a new conversation. Use the situations and the Speaking Strategy.

Situation 1

Student A: You feel .

Student B: You feel . You’re doing homework. You have

a lot.

Situation 2

Student A: You feel . You’re working extra hours at your

part-time job.

Student B: You feel .

D

Greet four classmates and ask how they are. How are people in your class doing today?

A

Read the conversation and listen. How is Tomás? How is Carla? Why does she feel that way? 12

Tomás: Hey, Carla.

Carla: Hi, Tomás. How’s it going? Tomás: OK. How are you doing? Carla: So-so.

Tomás: Yeah? What’s up?

Carla: Oh, I’m studying for a big test.

Tomás: Another test? You’re working really hard

A: Hi, . . . How’s it going?

B: Fine. / OK. / All right. / Pretty good.

How are you (doing)?

A: I’m fine.

A: Hi, . . . How are you doing?B: So-so.

A: Yeah? What’s up?B: I have a lot of homework.Taking a break is

important when you’re busy and don’t feel great.

20 | UNIT 2

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A

Read part of a conversation. Answer the questions.

A: I’m studying for a big test.

B: Another test? You’re working really hard these days.

1. Which sentence is about something happening right now?

2. Which sentence is about something happening for a longer period of time in the present?

B

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

THE PRESENT CONTINUOUS: AFFIRMATIVE AND NEGATIVE STATEMENTS

I’m / You’re / She’s / They’re (not) studying for a big test.

working hard these days.

YES / NO AND WH- QUESTIONS

Yes, I am. No, I’m not.

(I’m studying) English.

Why are they (They’re studying) Because they have a test.

C

Work with a partner. Use the words to complete the Yes / No questions with the

present continuous.

D

Work with your partner. Complete the task.

Student A: Ask your partner questions 1–3 from C. For each question, ask a

follow-up Wh- question with the present continuous.

Student B: Answer with your opinion. Then change roles and ask questions 4–6 in C.

Are you studying

Are you studying English for your job?

No, I’m not.

I’m preparing for an exam.Why are you

studying English?

Lesson A | 21

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GOALS

Now I can . . .

Greet people and ask how they are

Talk about actions happening now and these days

1. Yes, I can. 2. Mostly, yes. 3. Not yet.

ACTIVE ENGLISH

Try it out!

A

Look at the picture. Where are the people? What are they doing?

B

Work with a partner. Complete the conversation. Then practice it.

Mei: Felipe?

Felipe: So, (6.) (you, live) in the school dorm this year, Mei?

Oh, and this is my roommate, Naoko. Naoko, this is Felipe.

C

With your partner, choose two people from the picture. Make a conversation (8–10 sentences).

• Greet each other and ask how the other person is.

• Use three examples of the present continuous.

D

Perform your conversation for another pair of students. Answer the questions when you listen.

1. Who is talking in the picture?

2. What are they talking about?

GOALS

Now I can . . .

Greet people and ask how they are

Talk about actions happening now and these days

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C

Work with a partner. Complete the task. Then change roles and repeat.

Student A: Choose six words in blue from A. Perform each feeling.Student B: Close your book. Guess your partner’s feelings.

D

Answer the questions using the words in blue from A. Explain your answers.

How do you feel . . .

• when you’re waiting for the bus? • before a big exam? • about summer vacation? • when a friend is always late? • when you speak English? • right now?

B

Look at the photos. How does each person feel? Guess. Then check your answers in the Information Gap Activities appendix.

Lesson B | 23

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ABOUT THE PHOTO

The bear in this photo was trained by Ruth LaBarge, an animal trainer. Ruth trains bears for the entertainment industry, and they frequently appear in TV shows and movies.

WARM-UP 5 min

On the board, write afraid and

some common things that people are afraid of, such as spiders, the dark, and flying. Elicit the meaning

of the word afraid. Brainstorm

other common things that people are afraid of and write them on the board. Ask students if they are afraid of any of those things and have them explain why.

A Complete the sentence so that it is true for you. Look up new words in a dictionary. Tell a partner your answer. 5–10 min

Model the sentence, making it true for you and giving some extra details. Have students do the same with their partners, telling them what they are afraid of. Tell them that it could be something from the list or something different and suggest they look up any words that they don’t know in a dictionary. Encourage them to provide more details about why they are afraid of the thing that they chose.

B Make predictions. Read

the title, the subtitle, and the sentences in bold. Guess T for

true or F for false. 5–10 min

Have students look at the title and subtitles and use that information to guess whether the sentences are true or false. Note that each subheading relates directly to one of the four questions.

Make predictions. Remind

students that making predictions before they read a text helps them prepare for what they are about to read

Fear can help and hurt us

We need fear to live. We see a big dog running at us, for example, and we feel afraid. This animal can hurt us, so we move away quickly. Other things can be dangerous:2

swimming in deep water or driving a car fast. When we do these things, we feel afraid, so we are very careful doing them, or we stop doing them.

Some things aren’t dangerous, but sometimes, we are afraid of them: talking in class, meeting other people, or taking an exam. We think something bad can happen, and then we feel worried. When we feel this way for a long time, it can hurt us.

Most fears are learned

Some things naturally scare3 all people: loud sounds, falling, and some animals, like snakes and spiders. We learn to be afraid of everything else.

You can control your fear

To feel less afraid of something, ask these

questions: Why am I afraid of this thing? and

What can I do about it?

Don’t run from your fear. Do something about it. Are you afraid to talk in class? Learn to do it. The more you do something, the more relaxed—and less afraid—you will feel. 15

1 Fear is a strong nervous feeling. We feel it when something bad happens, or when we think it can happen.

2 If something is dangerous, it can hurt you.

3 When something scares you, it makes you feel afraid.

and what can we do about it?

WHAT ARE YOU

AFRAID OF?

24 | UNIT 2

and helps focus while reading the text to check answers. C Read the article. Then check

your ideas in B. 5 min

Have students read the article

and check their answers in B.

Encourage them to underline the answers in the text. Remind them that they don’t need to understand every word to complete the task. When they have finished reading, call on students to share their answers with the class.

D Work with a partner. Ask and answer the questions. 5–10 min

First have students read the text again and highlight where they think the answer to each question can be found in the text. Next, have students work in pairs to ask and answer the questions. When they have finished, conduct feedback with the whole class, encouraging them to tell you where in the text they found the answers.

24 | Teacher’s Book UNIT 2, Lesson B

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A Complete the sentence so that it is true for you. Look up new words in a dictionary. Tell a partner your answer.

B Make predictions. Read the title, the subtitle,

and the sentences in bold. Guess T for true

and F for false.

1. Some people aren’t afraid ofT F

2. Fear is always bad. T F3. You can learn to be afraid of T F

4. You can change how you feel T F

about a fear.

C Read the article. Then check your ideas in B.

D Work with a partner. Ask and answer the questions.

1. How does fear help us?2. How does fear hurt us?

3. What things are all people afraid of?4. To feel less afraid of something, what can

you do?

E Look at your answer in A. Answer the three

questions. Then tell your partner.

1. What are you afraid of?2. Why are you afraid of it?3. What can you do about it?

A trained bear roars at a group of boys in California, US.

What are you

afraid of? I’m afraid of swimming

E Look at your answer in A.

Answer the three questions. Then tell your partner. 10 min

Have students think about the

answer that they gave in A.

Tell them that they are going to answer the three questions about that fear, and refer them to the example. Encourage them to give each other advice about how to overcome their fear (It might be helpful to provide them with a useful phrase for giving advice, such

as, You should . . .). Model the

exercise with a student, and then have students carry out the exercise in pairs. When they have finished, call on a few students to tell the class about their discussion.

TEACHING TIP: Using Headings and Subheadings

It is a good idea to highlight how useful headings and subheadings can be in

understanding a text. They can give students an idea of what the text is about before they start reading and can help them locate specific information in a text. This can be very useful in many international English examinations, when students will be required to answer questions on a much longer test and won’t have time to read every word.

LANGUAGE TIP: Afraid

Afraid is followed by the preposition of when it preceeds a noun (e.g., afraid of spiders). It

can also be followed by a verb in

the infinitive form (e.g., I am afraid to go back). Scared is a common synonym of afraid and is also followed by the preposition of.

TEACHING TIP: Sensitive Content

There may be some students who do not wish to share experiences that may be considered sensitive. Encourage these students to share experiences of others or to invent a scenario to practice the language.

EXTRA! Unusual Fears 10 min

Print out some pictures of some unusual things that people are afraid of and display them on the board. Have partners discuss what the picture represents and why they think some people might have this fear. Have them tell their partner if they are afraid of anything that may be considered unusual. Examples of unusual fears include balloons, puppets, cheese, being without a phone, and clowns.

Teacher’s Book UNIT 2, Lesson B | 25

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WORD BANK

If you misssomething, you are unhappy because it is not near you.

A

Read sentences 1a–4a. Then listen. Choose the correct answers. 16

1. a. The woman feels nervous / relaxed. 3. a. The woman is afraid / angry.

2. a. The man is very angry / happy. 4. a. The man is a little bored / sad.

B

Listen again. Complete sentences 1b–4b. 16

C

Listen one more time. Complete each expression with one word. 16

D

Understand meaning. Match each expression in C (1–4) with its meaning (a–e). One answer is extra.

a. Relax!

b. I’m really happy! c. I don’t know.

d. Be strong. Things will be better soon. e. I hope you do well.

E

Work with a partner. Complete the task.

1. Look again at the expressions in C. Are there similar expressions in your language?

2. Choose an expression from C and use it in a short conversation with your partner.

People on a roller coaster at an amusement park in Shanghai, China. How do they feel?

26 | UNIT 2

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A

Look at the pronouns in the chart. Read the sentences and choose the correct answers.

1. Object pronouns come after / before a verb.

2. No / Two object pronouns are the same as the subject pronouns.

B

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

C

With a partner, complete the sentences with object pronouns. Notice the underlined words.

1. I speak English at school. I speak outside class, too.

2. When I speak English, I feel nervous. It’s hard for .

3. Some people speak very fast. I can’t understand .

4. My sister hates spiders, but I’m not afraid of .

5. I have a test coming up. I’m not worried about .

6. We are studying English. It can help get jobs.

7. Maria is my best friend. I text every day.

8. Can you speak Italian? I can teach some words.

D

Which sentences in C are true for you? In your notebook, rewrite the ones that are not true for you so that they are.

E

Work with a partner. Take turns saying your sentences from D. Your partner can ask questions.

I speak English at school. I speak it outside class, too.

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GOALS

Now I can . . . Explain how I feel

Talk about things I am afraid of

1. Yes, I can. 2. Mostly, yes. 3. Not yet.

ACTIVE ENGLISH

Try it out!

white squares. Turn to the Writing appendix to see an example.

B

Play the game with a partner.

1. Student A goes first. Flip a coin (Heads = move one space; Tails = move two spaces).

2. When you land on a square, complete the task. If you do it correctly, you get one or two points (see box).

3. Play until you reach the “FINISH” square. The person with the most points wins.

Act out the

sentence: I’m tired.

are afraid of dogs. Are you afraid of

speak English, how do you feel? Why?

talk in front of the class, is it hard for

Twopoints for using correct grammar and vocabulary

28 | UNIT 2

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GLOBAL VOICES

A

You are going to watch people talking about their feelings. How do they feel about each activity? Guess. Put the activities into the categories.

dancing getting on an airplane planning a vacation shopping alone trying new food

B

Watch the video. Check your answers in A. How many are correct?

C

Watch the video again. Choose T for true and F for false.

D

Complete the sentences so that they are true for you.

E

Work with a partner. Take turns telling each other your sentences from D.

People dance at a silent disco in Edinburgh, Scotland. How do you feel when you’re dancing?

Lesson B | 29

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UNIT 3

WARM-UP VIDEO

A Work with a partner. Make a list of things you like and dislike about grocery shopping.

Grocery ShoppingI like . . .I dislike . . .

B Watch the video. What does the woman dislike about grocery shopping? Does she dislike the same things as you and your partner?

C Watch the video again. Use the words in the box to complete each sentence.

break drives looks makes takes waits

long line of people.

of cereal.

woman arrives home.

D Watch the video one more time. Put the sentences in C in the correct order.LOOK AT THE PHOTO. ANSWER THE QUESTIONS.

1. What are the people doing?2. What is a similar place where you live?ABOUT THE PHOTO

Located in the heart of Rotterdam, Netherlands, the spectacular Market Hall building is home to a mix of restaurants, living spaces, stores, and, of course, the market. It is a striking building, with the market occupying the open space in the middle. A huge, colorful artwork featuring fruits, grains, and vegetables covers the inner walls.

INTRODUCE THE THEME

In this unit, students will focus on the topic of shopping. Knowing how to talk about shopping is a useful skill for English learners. Being able to discuss shopping habits and preferences helps us share more information about ourselves with others.

In Lesson A, students will start by reviewing food vocabulary before going on to listen to a conversation about grocery shopping. They will practice talking about things they need and will learn about count and noncount nouns.

In Lesson B, students will learn how to talk about their shopping habits and preferences. They will read about shopping in Muscat, Oman, and they will practice skills related to checking comprehension. They will also practice using quantifiers in affirmative and negative sentences. Students will then discuss different places to shop and what they sell, and practice skills related to understanding context. Finally, they will write about their own favorite places to shop.

WARM-UP 5–10 min

Stick Display Agree and Disagree

signs on opposite walls of the classroom. Read some statements about shopping aloud and have students position themselves in the room depending on how much they agree or disagree. Start with an easy example to check understanding. For example,

Shopping is fun. I spend too much

money on clothes. Most of the food that I buy is healthy. After

each statement, choose one or two students to give an example to explain their response.

Look at the photo. Answer the questions. 5 min

Draw students’ attention to the photo. Elicit what kind of place it is and which country it is in. Elicit some words that describe Market Hall. Assign partners and have them discuss the two questions. Ask for volunteers to share their answers with the class.

WARM-UP VIDEOAbout the Video

This animation features a woman doing her grocery shopping and highlights many of the annoyances associated with this activity. These include a lack of parking, squeaky shopping carts, standing in line to pay, and getting home only to find that you have forgotten something important.

30 | Teacher’s Book UNIT 3

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Shoppers explore Market Hall in Rotterdam, Netherlands.

GOALSLesson A

/ Identify common foods/ Talk about things you need

Lesson B

/ Describe shopping habits

/ Discuss different places to shop and what they sell

EXTRA VIDEO VOCABULARY

There is no spoken English in the video, but the

following things are featured and may come up in

carry (the groceries)

forget (something on the list)

Discuss the questions below with the class. You may also choose to have students discuss the questions in small groups. Do you enjoy grocery shopping? Why or why not?

What kinds of things do you usually buy?

What do you think about online grocery shopping?

Should supermarkets be open 24 hours a day? Why or why not?

A Work with a partner. Make a list of things you like and dislike about grocery shopping. 5 min

Have students write things that they like and dislike about going grocery shopping. Then assign partners and have them discuss their lists. Ask students to look for similarities and differences. Ask for volunteers to share their answers with the class.

B Watch the video. What does the woman dislike about grocery shopping? Does she dislike the same things as you and your partner? 5–10 min

Although there is no speaking in the video, it does move quite quickly from one dislike to the next. Play the video more than once to give students a chance to write everything down. Have students compare answers in pairs and discuss if the woman in the video dislikes the same things they do. Conduct feedback with the whole class. C Watch the video again. Use the

words in the box to complete each sentence. 5–10 min

Have students read through the sentences and predict which word goes in each of the blanks. Ask them to compare their answers with a partner. Then play the video again and have students check if they were correct.

D Watch the video one more time. Put the sentences in C in the correct order. 5–10 min

Play the video. Ask students to compare answers with a partner. Then check answers with the whole class.

Teacher’s Book UNIT 3 | 31

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A

Practice saying the food items in the picture. Which ones do you eat? Do you eat any of them every day? Tell a partner.

AT THE SUPERMARKET

B

Complete the chart with examples for each type of food. Use words from the picture and your own ideas.

C

Work with a partner. Ask and answer questions about your foods in B.

1. What is one food in your chart that is not in the picture?

2. Which items in your chart do you like? Are there any items you don’t like?

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A

Practice saying the words aloud. Then listen and repeat. 171. fish 2. soda 3. potato

does it have: one, two, or three? Guess. Then listen and check your answers. 18

C

Allison is going to the store. Listen. Choose the items that she and her mom talk about. 19

bread lettuce

D

Allison is at the store. Listen. Complete the sentence. 20

E

How do Allison and her mom talk about the foods they need? Complete the sentences. bunch carton head loaf

</div>

world link 1 students book

<b>SCOPE AND SEQUENCE </b>

<b>SCOPE AND SEQUENCE</b>

<b>BUSINESS AND MARKETING P. 74MEN AND WOMEN P. 46</b>

<b>SCOPE AND SEQUENCE </b>

<b>ALL ABOUT YOU P. 104</b>

<b>WHAT ARE YOU INTO? P. 104</b>

<b>UNIT 1</b>

<b>PEOPLE1</b>

A

<b>GETTING TO KNOW YOU</b>

B

D

A

B

C

D

B

C

A

C

D

E

A

B

<b>ACTIVE ENGLISH</b>

A

B

<b> GOALS</b>

A

B

C

<b>HOW TO SPOT A FAKE PHOTO</b>

A

B

C

<b>D </b>

<b>E </b>

<b>F </b>

A

B

C

D

<b> GOALS</b>

<b>ACTIVE ENGLISH </b>

A

B

C

D

E

F

<b>GLOBAL VOICES</b>

A

B

C

D

E

<b>UNIT 2</b>

<b>A </b>

B

C

D

E

<b>WHAT ARE YOU DOING?</b>

A

B

C

<b>D </b>

<b>E </b>

<b>B </b>

<b>C </b>

<b>D </b>

A

<b>A </b>

B

<b>C </b>

D

<b> GOALS</b>

<b>ACTIVE ENGLISH </b>

<b>A </b>