world link 1 teachers book

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L E A R N I N G

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

er“National Geographic”, “National Geographic Society” and the Yellow BordDesign are registered trademarks of the National Geographic Society

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National Geographic Learning, a Cengage Company

World Link Level 1 Teacher’s Book: Developing English Fluency, Fourth Edition

Publisher: Sherrise RoehrExecutive Editor: Sarah Kenney

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Printed in Mexico

Print Number: 01 Print Year: 2021

For audio, video and other content go to

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Professional Development Pages by Dr. Andy Curtis T12

A Quick Guide to Using the World Link Videos T300

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WORLD LINK PROGRAM WALK-THROUGH

WARM-UP VIDEO

A Do you ever play board games? When do you play them? If not, why?

B Watch the video. Check (✓) the reasons the people give for playing checkers.

1. “We know their family, we know their

friends, we know what they do and how

2. “Checkers back a camaraderie that you will never find

in life again.”

3. “I do not have a yet. I like to think that I’m waiting until I get

4. “He’s a friend of mine, but on the

, he wants to beat me bad. Of course, he gets every now and then.”

D Would you like to join the Checkers Club? How important is it to have local communities like this? Discuss as a class.

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?

An updated, dynamic opening spread introduces the unit topic and related language through the “Warm-Up Video” and a beautiful National Geographic photograph. Both the video and the photograph are supported by engaging discussion questions designed to get students talking and sharing.

Updated “Can Do” Language Goals encourage students to mindfully interact with their learning and produce language in real-world scenarios.

EXPLORE A COMPLETE UNIT

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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.

WORLD LINK PROGRAM WALK-THROUGH

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.

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 educationHow large is your actual circle of

friends? 5? 15? More than 150? According to one theory, humans can only keep in touchwith a

maximum community of 150 people at any one time. So, while you might have thousands of so-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 hangout with about 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

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?

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

7. Did Rachel and Alan start talking in the Yes / No / Don’t know cafe when they first met?

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 from their favorite books and movies and have the opportunity to meet some of the actors and authors. Shown below: London.

Lesson A | 5

Sample pages shown are from Level 4, Unit 1.

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

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

suggestions in the Teacher’s Book. Updated Speaking

Strategy features, now with model audio, show students how to move through the stages of a conversation.

WORLD LINK PROGRAM WALK-THROUGH

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 parade3. 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. 3Shawna: 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?

SPEAKINGA cosplayer dressed as Captain America arrives at New York Comic-Con.

USEFUL EXPRESSIONS 5

Have a good weekend / evening?Do anything fun?Promise not to tell anyone?A friend invited me to . . . where everyone . . .Who did you go as? / What did you wear?This picture / photo shows us when . . .It was amazing! / It was a blast!The next time you go, tell me!

SPEAKING STRATEGY 4

Omitting words

In everyday conversations with friends and colleagues, we often omit words and shorten sentences: Did you have a good weekend? Did you do anything fun? Do you promise not to tell anyone?

6| UNIT 1

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

DEFINING RELATIVE CLAUSES

Main clauseRelative clause

For peopleDon’t tell anyonewhoworks in the office.For possessionI have a friendwhosefamily is a group of

musicians.For placesIt’s an event whereeveryone dresses up.For timeThis was at the entrancewhenwe 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 7th 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

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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.

WORLD LINK PROGRAM WALK-THROUGH

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 peoplef. Plant trees in your local park

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

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

C Work in groups. Imagine your English class has the opportunity to do a community service project and your school has offered its building for free.

1. Brainstorm ideas for different types of community service that would make good use of the school. 2. Choose the best idea and prepare a list of reasons why it’s a useful community project.

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

Talk about my communities Ask about free-time activities

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

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

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

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

Connectivity in the United States

Generations. . . own a

smartphone . . . own a tablet computer . . . se social media . . . think the internet has mostly been good for society

Source: Pew Research Center, Survey in 2019

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

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

2. Just over two thirds of own one.

3. About three quarters of use social media and think the internet has been good for society.

4. Approximatelyone third of own a tablet computer, whereas just over half of own one.

5. Nearly two thirds of 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.

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?

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

C Read the article again and answer these questions in your notebook.

1. What does the father hope to see and do on

their journey?

2. Why does his son complain? 3. What two generations do they each belong to?4. Where do they eat the night before they

one-week vacation without connectivity. For baby boomers, the figure was exactly a third, at 33%. For Jonathan Jarvis, director of the National Park Service, this presents a challenge. “Young people are more separated from the natural world than perhaps any generation before them.”

4But 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 12 hours a day.

5But even if the National Parks are now embracing technology, that doesn’t mean wiring up the parks so you can get a signal on your phone. Even after a sublime first day spent on the river and an evening feast of prime rib cooked over a gas stove, Casey and I experience a bit of internet withdrawal.

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

1On 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.

2Casey 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?

3I 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.

WORLD LINK PROGRAM WALK-THROUGH

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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.

WORLD LINK PROGRAM WALK-THROUGH

Members of an indigenous community called the Mbya Guaraní in Paraguay

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 What did the forest provide them in the past?

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

ACADEMIC SKILL

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

12 | UNIT 1

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

SUBJECT-VERB AGREEMENT

Subject + singular verb

Everyone / Someone / No one has a laptop.Each / Every student speaks two languages.One of / None of our community uses a cell phone.

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.

Bothmy sister and my brother live with me in this apartment.Subject + singular verb or plural verb

Our community lives in this region. (= the community as a whole)

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

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

1. One of my apps aren’t working properly.

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

3. The whole family is going on vacation.

4. Not everyone speak Spanish in Paraguay.

5. One half of the students own a tablet.

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

7. The country has a public holiday today.

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

C Match the sentences.

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

2. The team aren’t all here yet.

3. The team feels optimistic.

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

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

E Work in pairs. Take turns reading your sentences and guess which one is false.a. Two players are late.b. Two players forgot theirs. c. Everyone is here. d. They think they can win.

Lesson B |13

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GOALS Now I can . . .Describe trends and tendencies Argue for and against

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

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’ languagec. A map of the world showing areas where languages are dying out d. Someone looking up words on the Talking Dictionaries websitee. 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?

2. What is David Harrison’s opinion of technology?a. That it is good for

3. Who usually records the endangered languages?a. Harrison and his

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?

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 is now supported by a new appendix that features annotated models.

New “Global Voices” sections at the end of each unit allow students to demonstrate achievement of the Language Goals by first watching speakers model the language in a new video program and then speaking the language themselves in the related exercises, helping them to personalize topics and produce language with confidence.

WORLD LINK PROGRAM WALK-THROUGH

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

New “You Choose” exercises develop learner autonomy.

Fallas Festival

In the spring, the Spanish city of Valencia celebrates a huge street festival. Known as Fallas (in Spanish) or Falles (in the local Valencian dialect), it lasts for five days and nights. The Valencians and thousands of tourists enjoy live music, theater, fireworks, and parades with costumes. Then, on the final night, different local communities bring out huge sculptures that they have created and set fire to them.

Burning Man Festival

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

Sapporo Snow Festival

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

Children enjoying ice slides at the Annual Snow Festival In Sapporo, Japan

REAL WORLD LINK WORLD FESTIVALS UNITS 1–3

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

Time of year and

location?Who is it for? What makes it special?What is the entertainment?Fallas Spring in the city of Valencia

Burning Man No money, no

• what makes it special• what you can see and do

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

• What time of year does it take place?• Where is it?

• Who is it for?

• What makes it special or different?• What entertainment is there? (e.g., music, art, yoga)• Other ideas?

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

and create your advertisement.

Option 1 Write a description of the festival for a website.Option 2 Record a short video to promote the festival.Option 3 Make a slideshow with photos and a voice narration.E Read or watch another group’s advertisement for their festival. Answer the

questions and tell another group your answers.

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

for?

2. Do you think there is something new or original about the festival?3. Would you like to go to the festival? Why or why not?

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

change or add something to your festival.

WORLD LINK PROGRAM WALK-THROUGH

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MAKE TEACHING AND LEARNING

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

perfect for all classrooms.

TEACH

lively, engaging lessons that get students speaking.

The Classroom Presentation Tool helps teachers to present the Student’s Book pages, play audio and video, and increase participation through content and

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

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MAKE TEACHING AND LEARNING

STAY CONNECTED AND

in World Link-specific professional

development, and engage with a variety of other timely topics.

ELTNGL.com/webinars

Visit National Geographic Learning’s In Focus blog for a variety of 21st century instructional tips from experts in English Language Teaching.

ELTNGL.com/infocus

/ ELTNGL

LEARN AND TRACK

with My World Link Online Practice and Student’s eBook.

For students, the mobile-friendly platform optimizes learning and practice through customized reteaching and adaptive

practice. For instructors, progress-tracking is made easy through the shared gradebook.

learner performance and progress with the ExamView® Assessment Suite. For formative and summative assessment, teachers create and customize tests and quizzes easily using the ExamView® Assessment Suite, available online.

MORE ENGAGING

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

PART ONE: ENGAGING IN PROFESSIONAL DEVELOPMENT

This section of the World Link Teacher’s Book is designed to help you make your World Link

textbook part of your professional development. Although English language teachers often do not think of their textbooks as part of their professional

development, we believe that the World Link

textbooks can and should be part of it, and in this section, we show you how.

The exercises in this section were designed so you can complete all of them individually, but if you can find a colleague to do them together with you, you will both learn more.

In the first part of this section, Engaging in Professional Development, we will look at the following questions:

What kind of an English language teacher are you? What does “professional development” mean to you?

At the beginning of a course, we often ask our students to describe themselves, but how often do we describe ourselves?

TASK 1

Write an X on each of the lines below, nearest to the end that best describes the kind of English language teacher you are.

new teacher experienced

Circle a number for each statement that follows, to show how you feel about each statement.

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

1 2 3 4

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

1 2 3 4

A good English language teacher is aware of his or her own feelings about English language and

There are many more qualities and characteristics of a good English language teacher, but the important point is to know what we mean when we think or talk about being a good English language teacher.

TASK 3

Complete the statement below in 50 words or fewer, and share your completed statement with another teacher who has completed the same exercise. In my particular teaching and learning context, the ideal English language teacher is someone who ...

B STARTING YOUR OWN AUTOBIOGRAPHY

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

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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

/ 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.

TASK 6

In the box below draw a small, simple picture that shows what you do and how you feel about being an English language teacher. Using a spider map (see Teacher’s Resources on the companion site for an example), write one key word or phrase in the center of the box, then draw lines coming out from that center, with a word or phrase at the end of each line that describes what you do and how you feel about being an English language teacher.

As we explained at the start of this section, you can complete exercises alone, but if you can find one or more teachers to do them with, you will all learn more. The Task 6 activity is a good example. To learn the most about yourself from this activity, you and another teacher should each draw your spider map on large, blank sheets of paper, then show them to each other and talk about what each picture represents.

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

TASK 7

For me, “professional development” means ...

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

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

Professional Development

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

Tried and learned

Not tried because

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

Let’s now return to the question we asked at the very beginning: What is professional development? Professional development is anything you choose to do because you want to be better at what you do. Choice and trust are two essential features of professional development. You can be required to have another teacher in your classroom, observing you. But if you didn’t choose to have that person there, and if you don’t trust the person, there will be little or no development.

Professional development is also about change. But it’s not always about changing what you do. It can be about changing the way you think about what you do. In this section, you have completed various tasks. If you carried out these activities carefully and thoughtfully, then you were engaged in professional development. If you learned anything about your professional self from doing these activities, then you were engaged in professional development.

Drawing relationships: Bringing togetherthe

Different partsof 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:

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

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

English language teachers also often make use of analogies in their teaching so that simple language can be used to express complex thoughts.

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

TASK 11

Complete the same sentence, but with your own analogy:

In my teaching and learning context, being an English language teacher is like

because

An activity like this can be part of your professional development because, even though it seems short and simple, it may require a lot of thought to create a good analogy and then describe it in clear and concise language.

ChangeanD 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.

TASK 12

Circle a number for each statement below to show how you feel about the statement.

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

Once you have read all the statements on page T15 and circled a number for each one, add up your total score. If you have a total score of more than 20, you have probably had a lot of experience of dealing with challenging change. If you have a total of between 12 and 15, the changes you have experienced may have been largely positive, and with a score of 10 or less, you may have experienced relatively little change or few changes, so far.

Most of us tend to naturally resist change, as we are often creatures of habit—we like things to stay the same. But change is one of the only things we can be sure of in modern life. It is sometimes even said that “change is the only constant”!

TASK 13

Think of an important change in your life—either personal or professional. Was it difficult and complicated? Did it take a lot of time and energy? Are things better now, because of the change? Make a few brief notes about this change. How would you describe it to a friend? Once you have made a few notes, use these to describe your change to a friend or colleague, and ask them to do the same with you.

Change may be difficult, and it may even be painful, but the one thing worse than changing is not changing. As teachers, we are preparing our students for a constantly changing world. If we are to help them, we must be willing and able to change, grow, and develop. It is even possible that change is at the heart of all teaching and learning. Here are some ways to make change less difficult: 1. Break it down into small steps.

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

6. Reward yourself as you achieve each goal and complete each step.

Like all professions, teaching has its own language which teachers can use to talk about teaching. Within this language of the profession there are a number of words and phrases that are commonly used when talking about professional development. As a language teacher you know that when learning a language, it is not necessary to remember all the meanings of all the words, but it is important to be familiar with them. This task has, then, been created to help you become more familiar with some commonly used terms related to teacher professional development.

As English language teachers, we often ask our students to complete “matching” activities, linking a word with its meaning. So, let’s do one of those activities here.

TASK 14

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

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

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

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 to 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 to 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.

To learn about new approaches to English language teaching and learning

1 2 3

There are many other reasons for engaging in professional development. Can you identify some of them?

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.

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

F MAKING YOUR TEXTBOOK

PART OF YOUR PROFESSIONAL DEVELOPMENT

To review some of the main points we have discussed so far:

Professional development is anything you choose to do because you want to be better at what you do. Professional development does not only mean going to conferences, reading books, or writing papers. There are many different ways to grow professionally.

We also touched upon various types of professional development activities, such as the following:

But one method that few English language teachers think of is using their English language textbook as part of their professional development.

In these pages, you have so far completed 15 different tasks. If you completed each of these tasks carefully and thoughtfully, you were actively engaged in professional development.

But what about the textbook itself? How can an English language textbook be part of an English language teacher’s professional development? Most English language teachers do not think of their textbooks as tools for professional development. Some of the reasons are:

1. Textbooks are used to teach students, so they are not thought of as ways for teachers to learn about teaching.

2. Textbooks are part of our regular, routine, everyday classroom work.

3. Professional development is still often thought of as doing something different, something “extra,” or going somewhere else, away from where we are now.

But here are some reasons why you should think of your textbooks as a part of your professional development.

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

2. Deciding which textbook to use is in itself a professional decision, drawing on your knowledge, skills, and experience. 3. The way in which a textbook is used—

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

PART TWO: PURSUING

PROFESSIONAL DEVELOPMENT USING YOUR TEXTBOOK

At the end of Part One, we said:

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

Also in Part One, we defined reflective practice as a set of structured and systematic ways of thinking about what we do as English language teachers, including the ways in which we use materials. Reflective practice is an important component of professional development, and can be thought of as a kind of “stepping back.” As we do this, we create the necessary distance to see ourselves, and what we do, more clearly.

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

At the end of Part One, we also said:

Deciding which textbook to use is in itself a

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

It is true that not all English language teachers are allowed to choose the textbooks they believe would work best for them and for their students. Many teachers are simply given books selected by someone else, or textbooks assigned according to standardized, national exams. But even if we do not choose the textbook we work with, there are ways, even in this situation, to create opportunities for professional development. In Part Two, we will explore some of these opportunities.

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

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There are as many different meanings of teaching as there are teachers, because teaching—like learning—is a personal experience. As it is a unique experience, it is never exactly the same for any two teachers or for any two students. Compare your definition with the description below of how teaching and learning happens.

Teaching and learning are the result of a series of choices and decisions, made by the teacher and by the students. Sometimes, the choices and decisions are made together, between students and teachers, and sometimes they are made independently. Teaching—like learning—is about making choices and making decisions.

In a single English language lesson, the teacher— and the students—may make hundreds of moment-to-moment choices and decisions.

ABOUT TEXTBOOKS AS PART OF OUR PROFESSIONAL DEVELOPMENT

Although choices and decisions are similar, they are not exactly the same. For example, in an English language class, a teacher may choose between one student and another, both of whom have raised their hands to answer a question. But decisions in classrooms are often a little more complicated, for example, deciding whether or not to continue with a particular activity, as your decision here will affect the timing for the rest of the lesson.

In the English language classroom, there are so many decisions being made that teachers are unaware of many—or even most—of them. But away from the classroom, we can reflect on our decisions so we can understand better why we decided to follow one course of action rather than another. So, if we think carefully about why we decide to use one textbook over another, we are engaged in a professional development process.

If we think and talk with other teachers about the strengths and weaknesses of one textbook compared to another, we are engaged in professional development.

If we read a short article about how to evaluate textbooks, so that our decisions are informed not only by our knowledge, skills, and experiences, but also by a systematic way of assessing textbooks, then we are also engaged in professional development. Thinking about the decisions we make when we select an English language textbook can become part of our professional development. But once the decision about which textbook to use has been made, there are many other decisions that need to be made as well.

C SHARING AND CHARTING YOUR PROFESSIONAL DEVELOPMENT

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

Sharing is an important part of your professional development. Even if you are all using different English language textbooks, you can still learn a lot from each other by exchanging ideas and experiences, as the challenges you face and the decisions you make are often similar.

We have left spaces for you to write your responses to the different tasks and activities in this section for two reasons.

First, your notes will help you share your thoughts with other teachers. But your notes may also form an important part of documenting your professional development, even if you work by yourself.

Development, growth, and change—like teaching and learning—are often invisible, so it is important to keep a record of your development, for yourself and for others.

TASK 17

If you decided to use this World Link textbook, on

what did you base that decision?

I decided to use this World Link textbook because ...

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

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TASK 18

Think of some other English language textbooks you

have used recently. How is this World Link textbook

similar to those other textbooks, and in what ways is it different from those textbooks?

A good English language textbook should help the teacher and the students learn more, and learn more effectively and more enjoyably. Your textbook should add to your lesson, not detract from it.

TASK 19

How could this World Link textbook help develop

your English teaching?

E GETTING TO KNOW YOUR WORLD LINK TEXTBOOK

When we make decisions, we generally base those decisions on our knowledge, skills, and experiences.

If we are to make the most of our textbooks and use them as part of our professional development, we must have a thorough knowledge of the textbook.

How well do you know your World Link textbook?

Q2. True or False? The first part of each unit is called Lesson A and is made up of six main parts.

Q3. Can you name all the parts of Lesson A in the

Q4. True or False? The second part of each unit is called Lesson B, and is made up of six main

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?

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

ASKING QUESTIONS

The 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

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 TEXTBOOK

The 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?

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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

If so, what kinds of changes will you make?

TASK 26

Are there any changes you will make to your World Link textbook to adapt it to your teaching style(s)?

If so, what kinds of changes will you make?

There are other questions you could ask yourself as well, including: What local objects and artifacts can I—and my students—bring in to supplement and localize the material in the textbook? These “pedagogical artifacts” are sometimes called “realia.”

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

We have already looked at many examples of some of the questions you might ask before and during the lesson, related to your textbook. But there are many questions you should ask afterwards. These include:

• Did that unit or lesson work the way I thought it would? If not, how was it different? It is important to remember here that a lesson may go better than you thought it would, so “different” can be “different but better” as well as “different and worse” than you thought it would be!

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

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

instructions for all of the exercises?

We hope we have helped you to start thinking of

your World Link textbook as part of your professional

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

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

Answers to Task 14

1. c, 2. k, 3. h, 4. j, 5. m, 6. a, 7. b, 8. d, 9. g, 10. i, 11. f, 12. l, 13. e, 14. n

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

Visit National Geographic Learning online at ELTNGL.com

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National Geographic Learning, a Cengage Company

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

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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

“National Geographic”, “National Geographic Society” and the Yellow Border Design are registered trademarks of the National Geographic Society

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

Visit National Geographic Learning online at ELTNGL.com

Visit our corporate website at www.cengage.com

National Geographic Learning, a Cengage Company

World Link Level 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

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SCOPE AND SEQUENCE UNITS 1–6

UNIT LESSONWARM-UP VIDEOVOCABULARYLISTENINGGRAMMARPRONUNCIATIONSPEAKINGREADINGWRITINGENGLISHACTIVE AND READING LISTENING

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 )

Contractions p. 20Greeting people and asking how

Syllables p. 33Talking about things you need

Talk about what someone has and

Podcast about the best time to travel Item Would You Not Leave Home

Simple past -ed

endings p. 71Agreeing and disagreeing

Talk about interesting people from the past

fall asleep, wake up )

Radio show about Talk about sleep habits and give advice

REAL WORLD LINK 2 Profile a Role Model p. 88

Scope and Sequence | v

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 )

Contractions p. 20Greeting people and asking how

Syllables p. 33Talking about things you need

Talk about what someone has and

Podcast about the best time to travel Item Would You Not Leave Home

Simple past -ed

endings p. 71Agreeing and disagreeing

Talk about interesting people from the past

fall asleep, wake up )

Radio show about Talk about sleep habits and give advice Podcast about the rules for visiting a

Game using set answers to ask and answer questions anddiscuss likelihood

p. 36

Talk about milestonesand share interesting facts about a partnersmall talk, body language, and eye Present and future time clauses with

Play a game where you agree / disagree about cultural norms

p. 81 How Melati Wijsen Got Her Message to the World p. 87

REAL WORLD LINK 2 Hiring in the Workplace p. 88

ACROSS CULTURES P. 60

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

Podcast about the rules for visiting a

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

p. 36

Talk about milestones and share interesting facts about a partner small talk, body language, and eye Present and future time clauses with

Play a game where you agree / disagree about cultural norms

p. 81 How Melati Wijsen Got Her Message to the World p. 87

REAL WORLD LINK 2 Hiring in the Workplace p. 88

Scope and Sequence | v

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SCOPE AND SEQUENCE UNITS 1–6

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 )

Contractions p. 20Greeting people and asking how

Syllables p. 33Talking about things you need

Talk about what someone has and

Podcast about the best time to travel Item Would You Not Leave Home

Simple past -ed

endings p. 71Agreeing and disagreeing

Talk about interesting people from the past

fall asleep, wake up )

Radio show about Talk about sleep habits and give advice

REAL WORLD LINK 2 Profile a Role Model p. 88

Scope and Sequence | vPodcast about the rules for visiting a

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

p. 36

Talk about milestones and share interesting facts about a partner small talk, body language, and eye Present and future time clauses with

Play a game where you agree / disagree about cultural norms

p. 81 How Melati Wijsen Got Her Message to the World p. 87

REAL WORLD LINK 2 Hiring in the Workplace p. 88

Scope and Sequence | v

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SCOPE AND SEQUENCE UNITS 7–12

Using can and

could for ability

p. 153

Connecting ideas

with because and

so p. 159

Can / can’t, could /

couldn’t p. 153 Complimenting someone on

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

Scope and Sequence | vii

Using can and

could for ability

p. 153

Connecting ideas

with because and

so p. 159

Can / can’t, could /

couldn’t p. 153 Complimenting someone on

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

ALL ABOUT YOU P. 104

Emphasis with get

expressions p. 95Describing symptoms p. 94Modern Health

Put survival news stories in the correct

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 the class’s interests and hobbies

Talk about online and offline life and social media

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

Are you a good

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

(against the law,

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

REAL WORLD LINK 4 Track Your Food Waste p. 176

WHAT ARE YOU INTO? P. 104

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SCOPE AND SEQUENCE UNITS 7–12

Using can and

could for ability

p. 153

Connecting ideas

with because and

so p. 159

Can / can’t, could /

couldn’t p. 153 Complimenting someone on

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

Scope and Sequence | vii

Emphasis with get

expressions p. 95Describing symptoms p. 94Modern Health

Put survival news stories in the correct

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 the class’s interests and hobbies

Talk about online and offline life and social media

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

Are you a good

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

(against the law,

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

REAL WORLD LINK 4 Track Your Food Waste p. 176

Scope and Sequence | vii

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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.

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 VIDEO

About 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

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?

✓✓

EXTRA! Post-viewing 5 min

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 YOU1A

B

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

3. What’s her number?

4. What’s her address?

5. Where is she from?

6. Where does she live now?

7. What does she do?

8. How many does she speak?

9. What does she do for fun?

C

PRONUNCIATION: Question Intonation Read the questions. Then listen and 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’s from Salvador. It’s her .

She lives in São Paulo. It’s a big ! She’s a student, and she has a part-time . She speaks three languages: Portuguese, Spanish, and English.

She’s in a band with her , Yumi and Matteo.

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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1A GETTING TO KNOW YOU

Write social media on the board and elicit platforms

students know. Discuss what the preferred social

media sites are in the class. Write the word profile

on the board and ask students if they know what this means. If they don’t know the word, explain that it is a personal page on a social media

platform where people can share information about themselves. Elicit the kind of information you can find on a social media profile. You may also want to discuss the advantages and disadvantages of making personal information like this public. A Look at Silvia’s profile. Practice saying the words

in blue. 5 min

Ask students to look at the words in blue on Silvia’s profile. Read the words aloud one at a time and have students repeat them. Check that they understand the meaning of all the words in

blue. It may be useful to clarify first name and last name (see Culture Tip). Also point out that hometown is where you are from and lives refers

to where you currently live.

CULTURE TIP: First Name and Last Name

English speakers often use the terms first name (given name) and last name (surname or family

name). Some other cultures don’t fit this pattern. In Asian countries, the family name is often written first (Park Yong-Jun: Park = family name; Yong-Jun = first name). In Spanish-speaking countries, some people use both their father’s and mother’s family names (Teresa Sanchez Rios: Teresa = first name; Sanchez = father’s family name; Rios = mother’s family name). In Islamic countries, some people use their father’s first name after their own first name (Rashid Omar al-Arabi: Rashid = first name; Omar = father’s first name; al-Arabi = family name).

TEACHING TIP: Pronunciation Practice

Having students repeat the words in A gives the

teacher the opportunity to identify and correct any pronunciation issues before students use the

vocabulary independently in B. Make sure that you

provide a clear model of the words for your students to copy, highlighting where the word stress is. Have students repeat the words as a whole class to build up confidence before asking individual students to pronounce the words.

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

A. 10–15 min

With the class, read one or two of the questions and complete them together. Have students complete the rest with a partner. Then check answers with the class. Read the questions and answers aloud for students to repeat in chorus. Review the information about how to say email addresses, and write more addresses on the board for the class to practice saying them. Discuss with the class whether students feel comfortable saying their own email addresses. If they do not feel comfortable giving out such personal information, have students invent email addresses to practice saying them. Use the information note to remind students how we say certain email addresses: .edu = dot e-d-u; .net = dot net; .uk = dot u-k. C PRONUNCIATION:Question Intonation Read

the questions. Then listen and repeat. Notice the intonation. 2 5–10 min

Have students read the directions. Then play the audio track, and ask students to repeat each question. Help them notice how the intonation falls

at the end of Wh- questions. Write the questions

on the board and draw arrows to show the intonation. Remind students about intonation—the rising and falling in our speaking—and that every language has different intonation. Explain to the class that practicing intonation will make their English sound more natural.

TEACHING TIP: Intonation

To highlight the correct intonation of different types of sentences, demonstrate by raising and lowering your hand and moving it left to right as you say the sentence, showing the “contour” of the sentence. Repeat and have students follow along with their hands. Have them say the phrases or sentences to a partner, using their hands for emphasis as well.

D Interview a partner. Use the questions in B as a

model. 15 min

Model the exercise by having a student ask you the questions. Then assign students to pairs and have them ask each other the questions. Encourage them to take notes so they can present their partner to the class. When all pairs have finished, call on students to share one or two pieces of information about their partner. Tell students to invent any personal information they do not feel comfortable providing.

EXTRA! Class Contact List 15 min

Have each student make a class list in their notebook with each student’s first name and last name.

Students may also share email addresses and telephone numbers if they feel comfortable doing so. They should go around the class asking for people’s information until they have a complete list.

A

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

GETTING TO KNOW YOU1A

B

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

3. What’s her number?

4. What’s her address?

5. Where is she from?

6. Where does she live now?

7. What does she do?

8. How many does she speak?

9. What does she do for fun?

C

PRONUNCIATION: Question Intonation Read the questions. Then listen and 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’s from Salvador. It’s her .

She lives in São Paulo. It’s a big ! She’s a student, and she has a part-time . She speaks three languages: Portuguese, Spanish, and English.

She’s in a band with her , Yumi and Matteo.

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.

Draw students’ attention to the photo and the caption. Ask them to tell you about any similar festivals they know. Elicit what people usually do at these festivals.

A An interviewer is asking people questions at a festival in South Korea. Listen. Then write the missing words. 3 5 min

Write the incomplete questions on the board. Tell students that they are going to listen to an interviewer asking people these questions at a festival in South Korea. Tell them that first, they are going to predict what words complete the sentences (see Teaching Tip). Ask for volunteers to make predictions and write them on the board. Tell students that they will now listen to the audio track and complete the sentences with what they hear. Play the audio track, then have them compare their answers with a partner. Check the answers with the class.

TEACHING TIP: Predicting

Predicting what we are going to hear helps activate related vocabulary and other useful background information that is stored in our brains. This helps us understand what we are listening to. You can help

students at the predicting stage in A by having them

think about what kind of word they would expect to

find in each blank (e.g., a Wh- question word).

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. 3

5–10 min

Tell students that they will listen to the audio track

again, and this time, they have to fill in the Job and City columns of the chart. Remind them to write NM if the information is not mentioned, and that they don’t need to fill in the Interest column

of the chart yet. Play the audio track and have them compare their answers with a partner. If necessary, play the audio track again to give them a second chance to complete the exercise.

Listen for details. When we listen for details, we

are trying to identify the specific information that we need to complete a task, instead of focusing on the big picture. Before listening, elicit from students the important details they are listening for (job and city). Remind them that they don’t need to understand every word; they just need to focus on this key information.

C What is each person interested in at the festival? Write your answer in B. Then listen one more time and check your answers. 3 5 min

Write interested in on the board and elicit the

meaning (If you are interested in something, you want to give your attention to it and know more about it.). Ask students to tell you some things that they are interested in (see Language Tip). Have them listen to the audio track once more

and fill in the Interest column in the chart in B.

Check the answers with the class.

LANGUAGE TIP: Interested in

Draw students’ attention to the preposition in that often follows interested. Adjectives are often followed by prepositions, such as in, of, or on.

Unfortunately, there isn’t a fixed rule to tell us which preposition goes with which adjective. Therefore, it’s useful to encourage students to note the preposition that goes with the adjective when recording new vocabulary.

D Imagine you can go to the festival. What are you interested in? Tell a partner. 5–10 min

Have students work in pairs. Ask them to imagine that they can go to the Global Village Festival and get them to tell their partners what they are interested in. Encourage them to ask follow-up questions. For example, if they are interested in trying food from around the world, what kind of food would they most like to try? Call on one or two students to share their partner’s answer with the class.

TEACHING TIP: Comparing Answers with a Partner

Before conducting whole-class feedback on

exercises that students have completed individually,

like A, give students time to compare answers in

pairs first. This can help them feel more confident when participating in whole-class feedback and provides an extra opportunity for students to communicate in English.

TEACHING OPTION

If students are finding the listening exercises difficult, you can help them by pausing the audio track after each speaker. You could also play the audio track an extra time, if necessary.

5a | Teacher’s Book UNIT 1 , Lesson A

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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.

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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 Questions

A: 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 She studies music.

They are meeting for the first time because Mariana says, “My name is Mariana.”Also Danny says, “It’s nice to meet you.”

6 | UNIT 1

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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 Questions

A: 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 She studies music.

They are meeting for the first time because Mariana says, “My name is Mariana.”Also Danny says, “It’s nice to meet you.”

Write Meeting for the first time in a circle on the

board. You could also display a visual of two people meeting for the first time on the board to help introduce the topic. Draw some lines coming out from the circle and ask the class to tell you some things that people might say when meeting for the first time. Write down each suggestion at the end of a line, creating a mind map on the board. Possible

answers could include Hello, / Hi, my name is . . . What’s your name? Nice to meet you. / Pleased to meet you. / Good to meet you.

A Read the conversation and listen. Are Danny and Mariana meeting for the first time? How do you know? 4 10 min

Have students look at the photo. Elicit

information about the man, such as how old he is and what he is doing. Tell them that he is a university student and elicit different subjects that people can study at university. Tell students that they will listen to a conversation between two people who live in the same apartment building. Ask students to listen and decide if the people are meeting for the first time. Play the audio track, then check the answers. Possible answers for how we know they are meeting for the first time are that they exchange names, they tell each other which apartment they are in, and

they say, Nice to meet you.

B Practice the conversation in A with a partner.

Then practice with your own information. 10 min

Assign students to pairs and ask them to practice the conversation twice, switching roles the second time. Then, with the class, read through the conversation and have students underline the information that will change when they make their own conversation (the names, apartment numbers, and occupations). Give students a minute to think about the information they will substitute into the conversation. Have students practice the new conversation with their partners. Ask several pairs to present their conversations to the class.

C Introduce yourself to four classmates. Ask them about their jobs and complete the chart. Use the Speaking Strategy to help you. 10–15 min

With the class, read through the questions and answers in the Speaking Strategy. Point out that these expressions were used in the

conversation in B. Model the expressions with

several students. Explain that What do you do?

asks about a person’s work or studies and is a common question when native English speakers

meet someone for the first time. Where are you from? is another common question to ask when

you meet someone. Tell students to stand up with their books and walk around the class, talking with their classmates. When they are finished, they should sit down (see Teaching Tip).

TEACHING TIP: Mingling

In mingling exercises, where students are required to speak to several different classmates, it is fun to have students stand up and walk around the classroom instead of just talking to people sitting near them. This can give them the opportunity to talk to a greater variety of people and inject some extra energy into the class. If this is not possible due to space restrictions, try to get the class seated next to new people at the start of the exercise. A simple way to do this is to assign each student a letter (A, B, C, or D, for example) and have students with the same letter sit together.

Play the audio track of the phrases in the Speaking Strategy. Draw attention to the word stress. Play the expressions again, pausing after each one so that students can listen and repeat.

D Tell a partner about the classmates you talked to in C. 10–15 min

Assign students to new pairs. Point out that they need to use the third person to tell their partner about other people in their class. On the board,

write, Danny works in an art gallery. and Mariana studies music. Help students notice how the

verbs change in the third person (by adding

either s or ies). After pairs have finished, call on

students to tell the class one interesting thing they learned about a classmate.

ONLINE TEACHING OPTION

You can carry out mingling exercises in online classes by using breakout rooms. It is best to keep the numbers of students in each breakout room fairly low (4–5 people) to allow each student the chance to participate and to make it easy for them to manage the conversation.

Teacher’s Book UNIT 1, Lesson A | 6a

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GRAMMAR

On the board, write down two or three sentences

about what students in the class do (e.g., Ana works in a bank. David studies photography. Julia teaches French.). You will have learned

this information in the Speaking section, but you can pick out students and ask them if you don’t remember. Ask if anyone knows what verb form is used in these sentences (simple present).

A Read the Unit 1, Lesson A Grammar Reference in the appendix. Complete the exercises. Then do the exercises below. 20–30 min

Go through the charts in the Grammar Reference with the class. Highlight the differences between

I /you / we / they and he / she / it in both the

affirmative and negative columns. Guide them

through the Yes / No questions with be and

other verbs, and point out that if the question

has do / does, the short answer has it, too. Point out how Wh- questions are formed, paying

attention to word order. Have them complete the practice exercise in pairs, first completing the questions and answers with the correct words, then matching the questions with the appropriate answers. Instead of doing this in class, you could ask students to work through this section before class, leaving more time in the classroom for communicative exercises.

B Read Steffi’s paragraph. Write the correct form of each verb. 15 min

Before students complete the sentences, remind them to think about spelling changes between the first- and third-person grammatical forms. Model the first one or two items. Have students complete the answers with the correct form of each verb. After students write their answers, have them compare with a partner. Then check answers as a class by writing them on the board.

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. 10–15 min

Have students read the questions and complete them. Ask them to compare their answers with a partner, then check answers with the class and write them on the board. Then have them ask each other the questions. You could have Partner A ask questions 1–4 and Partner B ask questions 5–8. Then ask students to say how they are similar to or different from Steffi and Monica.

D Complete each sentence with the affirmative or negative form of a verb from the box to make it true for you. 5–10 min

Model two different sentences about yourself to demonstrate how the sentences can be formed with the affirmative or negative form of a verb from the box. Have students write the correct form of the verb, affirmative or negative, so the sentences are true for them. Call on volunteers to share one sentence with the class.

E How are you and your partner similar and different? Use your sentences in D to form questions. Ask follow-up questions. 10 min

Have students read the directions. Then read the example question and follow-up question aloud with a student. Go through the sentences and elicit the question and a possible follow-up question for each one. Then assign students to pairs and have them ask each other questions about each sentence to find out how similar or different they are. Call on different pairs to tell the class their similarities and differences (see Teaching Option).

TEACHING OPTION

To encourage students to ask several questions, you could challenge them to find five similarities and five differences, or have a competition to see which pair can find the most things in common. You could also put students into new pairs after they have finished and have them tell their new partner about the similarities and differences that they found.

GRAMMAR TIP: Simple Present

The simple present is used for general truths and facts (Most Americans speak English.); routines and habitual events (I get up at 6:00.); and with stative verbs—verbs that describe mental processes (That soup smells good.).

EXTRA! Partner Facts 20 min

Tell students to write a paragraph about their partner, including the information from the interview

in E and any other facts they know. A fun way

to round off this exercise could be to collect the paragraphs and read them aloud (or have other students read them aloud) without reading the name. The rest of the class could listen and guess who is being described.

7a | Teacher’s Book UNIT 1 , Lesson A

</div>

world link 1 teachers book

<b>WORLD LINK PROGRAM WALK-THROUGH</b>

An updated, dynamic opening spread introduces the unit topic and related language through the “Warm-Up Video” and a beautiful National Geographic photograph. Both the video and the photograph are supported by engaging discussion questions designed to get students talking and sharing.

Updated “Can Do” Language Goals encourage students to mindfully interact with their learning and produce language in real-world scenarios.

<b>EXPLORE A COMPLETE UNIT</b>

Listening and Reading input in Lessons A and B preview the grammar structure students will study, building familiarity toward confident use.

<b>WORLD LINK PROGRAM WALK-THROUGH</b>

Sample pages shown are from Level 4, Unit 1.

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>WORLD LINK PROGRAM WALK-THROUGH</b>

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.

<b>WORLD LINK PROGRAM WALK-THROUGH</b>

<b>CAN THE MILLENNIALS</b>

UNPLUG IN THE PARKS?

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

<b>WORLD LINK PROGRAM WALK-THROUGH</b>

New Academic Skill features develop critical thinking and study skills.

Games are

incorporated to make learning grammar and vocabulary in context fun.

<b>WORLD LINK PROGRAM WALK-THROUGH</b>

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 is now supported by a new appendix that features annotated models.

<b>WORLD LINK PROGRAM WALK-THROUGH</b>

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

New “You Choose” exercises develop learner autonomy.

<b>WORLD LINK PROGRAM WALK-THROUGH</b>

<b>MAKE TEACHING AND LEARNING</b>

<b>TEACH </b>

<b>PLACE </b>

<b>MAKE TEACHING AND LEARNING</b>

STAY CONNECTED AND

<b>LEARN AND TRACK</b>

<b>MORE ENGAGING</b>

<b>PART ONE: ENGAGING IN PROFESSIONAL DEVELOPMENT</b>

B STARTING YOUR OWN AUTOBIOGRAPHY

E PAINLESS PROFESSIONAL

<i>DEVELOPMENT: IS IT REALLY POSSIBLE?</i>

F MAKING YOUR TEXTBOOK

PART OF YOUR PROFESSIONAL DEVELOPMENT

<b>PART TWO: PURSUING </b>

PROFESSIONAL DEVELOPMENT USING YOUR TEXTBOOK

ABOUT TEXTBOOKS AS PART OF OUR PROFESSIONAL DEVELOPMENT

C SHARING AND CHARTING YOUR PROFESSIONAL DEVELOPMENT

E <i> GETTING TO KNOW YOUR WORLD LINK TEXTBOOK</i>

ASKING QUESTIONS

ENGLISH LANGUAGE TEXTBOOK

<b>SCOPE AND SEQUENCE UNITS 1–6</b>

<b>ACROSS CULTURES P. 60</b>

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

<b>SCOPE AND SEQUENCE UNITS 1–6</b>

<b>SCOPE AND SEQUENCE UNITS 7–12</b>

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

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

<b>SCOPE AND SEQUENCE UNITS 7–12</b>

A

<b>GETTING TO KNOW YOU1A</b>

B

C

D

<b>1A GETTING TO KNOW YOU</b>

A

<b>GETTING TO KNOW YOU1A</b>

B

C

D

A

B

C

D

A

B

C

D

B

C

A