world link 2 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.

“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 2 Teacher’s Book: Developing English Fluency, Fourth Edition

Publisher: Sherrise RoehrExecutive Editor: Sarah Kenney

Senior Development Editor: Margarita MatteDirector of Global Marketing: Ian Martin

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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 T306

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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

T2 |

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WORLD LINK PROGRAM WALK-THROUGH

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

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 withabout 15 on a regular basis. As for your close-knitfamily and friends—most of us can count these meaningfulrelationships on one hand.

I have three brothers and

two sisters.Me, too.

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 BANKcamaraderie 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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WORLD LINK PROGRAM WALK-THROUGH

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

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

suggestions in the Teacher’s Book. Updated Speaking

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

B Practice the conversation with a partner.

C Work in pairs. Imagine you share an office. Choose one of these events and create a new conversation similar to the one in A. Include some

of the useful expressions from the box.

1. costume party

2. a Carnival or Mardi Gras 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 thingsThis is a photothatshows my family.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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WORLD LINK PROGRAM WALK-THROUGH

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

ACTIVE ENGLISH Try it out!

A Read the text below and answer the questions.

1. What is the purpose of a Community Service Project? Who benefits?2. How many relative clauses are there in the text? Underline them.

Developing a Community Service Project

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

profit to a charity

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

c. Coach a youth sports team

d. Paint over graffiti e. Go shopping for elderly 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 majorityof Millennials and Generation X own a smartphone.

2. Just over two thirdsof own one.

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

4. Approximatelyone thirdof own a tablet computer, whereas just over halfof own one.

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

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

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

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

E Report the results of your survey to the class.

WORD BANKgeneration 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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WORLD LINK PROGRAM WALK-THROUGH

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.

T6 |

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WORLD LINK PROGRAM WALK-THROUGH

New Academic Skill features develop critical thinking and study skills.

Games are

incorporated to make learning grammar and vocabulary in context fun.

Members of an indigenous community called the Mbya Guaraní in ParaguayLISTENING

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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WORLD LINK PROGRAM WALK-THROUGH

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.

T8 |

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WORLD LINK PROGRAM WALK-THROUGH

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

New “You Choose” exercises develop learner autonomy.

w

Fallas Festival

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

Burning Man Festival

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

Sapporo Snow Festival

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

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

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

Time of year and

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

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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 DEVELOP TEACHING SKILLS.

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 Lesson Planner is designed to help you make your World Link

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

development, we believe that the World Link

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

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

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

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

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

TASK 1

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

new teacher experienced

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.

be areas of resistance.

example, think of the benefits of the change.

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

about what we do and who we are

in our teaching day

learning events with different endings

and unfamiliar language

state and of your external environment

of particular tasks

other’s teaching and giving feedback

illustrate different aspects of our work

preparing, and teaching together

develop his or her knowledge and skills

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

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

growth and change

ourselves, others, and events

E PAINLESS PROFESSIONAL

DEVELOPMENT: IS IT REALLY

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

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

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

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

T22 |

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“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 2: Developing English Fluency,

Fourth Edition

Publisher: Sherrise RoehrExecutive Editor: Sarah KenneyDevelopment Editor: Katie DavisDirector of Global Marketing: Ian MartinHeads of Regional Marketing:

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

Senior Product Marketing Manager:Caitlin Thomas

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

Art Director: Brenda Carmichael

Operations Support: Hayley Chwazik-Gee, Avi Mednick, Katie Lee

Manufacturing Planner: Mary Beth HenneburyComposition: MPS North America LLC

For permission to use material from this text or product, submit all requests online at cengage.com/permissions

Further permissions questions can be emailed to

Printed in Mexico

Print Number: 01 Print Year: 2021L E A R N I N G

</div>Trang 27<div class="page_container" data-page="27">

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 2: Developing English Fluency,

Fourth Edition

Publisher: Sherrise RoehrExecutive Editor: Sarah KenneyDevelopment Editor: Katie DavisDirector of Global Marketing: Ian MartinHeads of Regional Marketing:

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

Senior Product Marketing Manager:Caitlin Thomas

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

Art Director: Brenda Carmichael

Operations Support: Hayley Chwazik-Gee, Avi Mednick, Katie Lee

Manufacturing Planner: Mary Beth HenneburyComposition: MPS North America LLC

For permission to use material from this text or product, submit all requests online at cengage.com/permissions

Further permissions questions can be emailed to

Printed in Mexico

Print Number: 01 Print Year: 2021L E A R N I N G

</div>Trang 28<div class="page_container" data-page="28">

SCOPE AND SEQUENCE UNITS 1–6

UNIT LESSONWARM-UP VIDEOVOCABULARYLISTENINGGRAMMARPRONUNCIATIONSPEAKINGREADINGWRITINGENGLISHACTIVE ACADEMIC SKILLGLOBAL VOICES

(get good grades, prepare for exams,

Play a game of chance and guess information about group members

Fill out a style

profile p. 58Discuss shopping experiences p. 52

Create your own service and role-play

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

Retelling p. 83Getting Started with Your Goals

p. 87

REAL WORLD LINK 2 Design a Survey p. 88

Scope and Sequence | v

(get good grades, prepare for exams,

Play a game of chance and guess information about group members

Fill out a style

profile p. 58Discuss shopping experiences p. 52

Create your own service and role-play

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

Retelling p. 83Getting Started with Your Goals

(get good grades, prepare for exams,

Play a game of chance and guess information about group members

Fill out a style

profile p. 58Discuss shopping experiences p. 52

Create your own service and role-play

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

Retelling p. 83Getting Started with Your Goals

(get good grades, prepare for exams,

Play a game of chance and guess information about group members

Fill out a style

profile p. 58Discuss shopping experiences p. 52

Create your own service and role-play

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

Retelling p. 83Getting Started with Your Goals

p. 87

REAL WORLD LINK 2 Design a Survey p. 88

Scope and Sequence | v

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SCOPE AND SEQUENCE UNITS 1–6

(get good grades, prepare for exams,

Play a game of chance and guess information about group members

Fill out a style

profile p. 58Discuss shopping experiences p. 52

Create your own service and role-play

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

Retelling p. 83Getting Started with Your Goals

p. 87

REAL WORLD LINK 2 Design a Survey p. 88

Scope and Sequence | v

(get good grades, prepare for exams,

Play a game of chance and guess information about group members

Fill out a style

profile p. 58Discuss shopping experiences p. 52

Create your own service and role-play

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

Retelling p. 83Getting Started with Your Goals

p. 87

REAL WORLD LINK 2 Design a Survey p. 88

Scope and Sequence | v

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SCOPE AND SEQUENCE UNITS 7–12

Plan a party, and make and respond to

Story p. 112Write a modern fairy tale p. 116Tell stories with classmates and guess if they are true p. 110Find the differences between two fairy The simple past and the present perfect p. 129

Reduced for in time

expressions p. 123Interviewing for a job p. 122Asher Jay: Creative Read a job ad and choose the best email

robot p. 160Describe how your life has changed in the past five years p. 154Design a robot that

for a visa, book tickets, get travel

REAL WORLD LINK 4 Make a Travel Ad p. 176

ONCE UPON A TIME P. 104

Plan a party, and make and respond to

Reduced for in time

expressions p. 123Interviewing for a job p. 122Asher Jay: Creative Read a job ad and choose the best email

robot p. 160Describe how your life has changed in the past five years p. 154Design a robot that

for a visa, book tickets, get travel

REAL WORLD LINK 4 Make a Travel Ad p. 176

ONCE UPON A TIME P. 104

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SCOPE AND SEQUENCE UNITS 7–12

Plan a party, and make and respond to

Reduced for in time

expressions p. 123Interviewing for a job p. 122Asher Jay: Creative Read a job ad and choose the best email

robot p. 160Describe how your life has changed in the past five years p. 154Design a robot that

for a visa, book tickets, get travel

REAL WORLD LINK 4 Make a Travel Ad p. 176

Scope and Sequence | vii

Plan a party, and make and respond to

Reduced for in time

expressions p. 123Interviewing for a job p. 122Asher Jay: Creative Read a job ad and choose the best email

robot p. 160Describe how your life has changed in the past five years p. 154Design a robot that

for a visa, book tickets, get travel

REAL WORLD LINK 4 Make a Travel Ad p. 176

Scope and Sequence | vii

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UNIT 1

People talk and laugh at the Bottletree Cafe in

/ Talk about classes and lessons / Describe something you learned to do

MY LIFE

LOOK AT THE PHOTO. ANSWER THE QUESTIONS.

1. What are the people doing?

2. Does the activity look fun to you? Why or

why not?

WARM-UP VIDEO

A Watch a video about a day in the life of Shabana Basij-Rasikh and her students in Afghanistan. Number the actions (1–5) in the order you see them.

a. The teacher writes on the board. b. Shabana arrives at the school. c. A girl learns to ride a bicycle. d. The girls describe their future plans. e. The girls have a lesson in their

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

1. When Shabana was young, there were no

5. At SOLA, they create a

space for girls.

6. The girls come to SOLA to

to become future leaders.

7. When you educate a girl, you educate

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

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

ABOUT THE PHOTO

The photo shows a typical day in the life of people at the Bottletree Cafe. People from Birmingham, Alabama, meet here for the food and live music. The photo was taken by Susan Seubert. She specializes in travel photography and has worked all over the world.

Her photos often appear in National Geographic Traveler magazine.

INTRODUCE THE THEME

In this unit, students will explore their personal relationships, and the different ways they learn and practice new skills.

In Lesson A, students learn to talk about people and relationships. They also practice the listening strategies of listening for gist and for details, and they learn how to make introductions. Finally, they review describing habits, facts, and schedules, versus describing actions happening now, for a short time, or for an extended period. In Lesson B, students talk about their classes and describe things they have learned to do. They practice the reading strategies of understanding the main idea and summarizing what they have read. Finally, they review the whole unit by talking about school experiences, and they write a paragraph about something they succeeded in learning.

On the board, write the title of the

unit, My Life. Ask students to call

out any words connected with their life. As this might be the first lesson of the course, encourage students to say any words connected with places they live, free-time activities, family and friends, etc. The idea is to relax students and to show that their ideas are always welcome.

Look at the photo. Answer the questions. 5 min

Ask students to read the two questions and answer them individually or in pairs. Then ask some students to share their answers with the class.

WARM-UP VIDEO

Warm-Up 3–5 min

Write Afghanistan in the middle of

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

about a school in Afghanistan. About the video

The School of Leadership, Afghanistan (SOLA), a boarding school for Afghan girls and young women, was founded in 2008. SOLA is an Afghan- and US-registered non-profit organization whose aim is to

promote education and leadership opportunities for Afghan students. It was cofounded by a young Afghan woman, Shabana Basij-Rasikh. For many years, it was illegal for girls to go to school in Afghanistan. Shabana was lucky because her father believed girls should be educated and, he sent his daughters to a secret school. While studying at college in the US, she set up SOLA to help Afghan women be able to study. After graduating, she returned to Kabul to continue her work with SOLA and advocating education for girls and women internationally.

2 | Teacher’s Book UNIT 1

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People talk and laugh at the Bottletree Cafe in

/ Talk about classes and lessons / Describe something you learned to do

MY LIFE

LOOK AT THE PHOTO. ANSWER THE QUESTIONS.

1. What are the people doing?

2. Does the activity look fun to you? Why or

why not?

WARM-UP VIDEO

A Watch a video about a day in the life of Shabana Basij-Rasikh and her students in Afghanistan. Number the actions (1–5) in the order you see them.

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

1. When Shabana was young, there were no

5. At SOLA, they create a

space for girls.

6. The girls come to SOLA to

to become future leaders.

7. When you educate a girl, you educate

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

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

also put them into small groups of three. Ask them to plan a video called “My Life” by writing down the actions they will show in the video. These actions could be written down as phrases or full sentences.

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

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

initiate (from within) serve (your country)

TEACHING TIP: Using English videos

Remind students to look at what is happening around the person who is talking in a video: where the person is, what objects or other people there are, what the other people are doing. Noticing these aspects will help students understand the context of what they are listening to, and therefore help them understand what is being said.

A Watch a video about a day in the life of Shabana Basij-Rasikh and her students in Afghanistan. Number these actions (1–5) in the order you see them. 5 min

Before showing the video, allow time for students to read the five sentences and check they understand that they need to number them in the order they see them. Note that when students watch a video for the first time, they often panic because of the level of the spoken language, so emphasize that they only need to watch the video to do this exercise; they don’t need to listen. Play the video and then check their answers.

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

Before watching the video again, you could put students in pairs and ask them to read the sentences and try to guess what words might be missing. You could also answer any questions about unknown words in the sentences. Play the video again and then check their answers. C Imagine you are making a

similar video about a day in your life. What five actions do you want to show in the video? Tell a partner. 10–15 min

Students could plan their video on their own but, to encourage speaking practice, you could

Teacher’s Book UNIT 1 | 3

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

A

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

classmate coworker / colleague friend girlfriend neighbor

1. “My name’s Mario, and this is Jason. He’s my best . We met when we were in elementary school, and we often spend our free time together.”

2. “Lei is my at City College. We have two classes together. We sometimes say hello, but I don’t know her very well.”

3. “I’m working part time in an office these days, and Julia is my there. She’s in a different department, but sometimes we work together.”

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

5. “I met Sally at City College last year. She’s my . We got along well right away, and now we’regoing out.”

B

Work in pairs. Answer the questions.

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

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

C

Look at the words in blue and think of people in your life. On a piece of paper, write People I Know at the top of the page. List five people and write a sentence or two about each one.

D

Tell a partner about the people in your life.

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

A

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

classmate coworker / colleague friend girlfriend neighbor

1. “My name’s Mario, and this is Jason. He’s my best . We met when we were in elementary school, and we often spend our free time together.”

2. “Lei is my at City College. We have two classes together. We sometimes say hello, but I don’t know her very well.”

3. “I’m working part time in an office these days, and Julia is my there. She’s in a different department, but sometimes we work together.”

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

5. “I met Sally at City College last year. She’s my . We got along well right away, and now we’regoing out.”

B

Work in pairs. Answer the questions.

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

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

C

Look at the words in blue and think of people in your life. On a piece of paper, write People I Know at the top of the page. List five people and write a sentence or two about each one.

D

Tell a partner about the people in your life.

Tell students to work in pairs and look at the words

for different people in blue in A. Ask them to define

each word and give an example of someone from

their own life. For example, “Luis is my classmate. We have all our classes together.”

Afterwards, ask a few students to share their definitions and people with the class. Use the opportunity to correct any of the definitions and make sure everyone understands what they mean. A Mario is describing people in his life. Complete

the sentences with the words in blue. 10 min

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

LANGUAGE TIP

Coworker and co-worker are both acceptable

School can be used to refer to college and university, as well as the lower levels of education

(elementary school, etc.)

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

B Work in pairs. Answer the questions. 5 min

The questions in B reuse the phrases in blue

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

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

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

TEACHING TIP: Pair work

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

that everyone gets to know each other in the class. If you are teaching online, you can put students in new pairs by using the breakout rooms. Note also that we often need to have one group of three students because we don’t have even numbers in the class, so make sure you vary the pairs so it isn’t always the same students having to work as a group of three. C Look at the words in blue and think of people

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

write a sentence or two about each one. 10 min

Point out the adjectives for describing friends in the Word Bank. Then model the exercise by writing the names of some of the people you know on the board. For each person, tell the class something about that person and write a sentence on the board next to their name. Have students tell you what your relationship with that person is, using the new vocabulary and word partnerships, and add it to your sentence on the board. Then have students write a list of the people they know and sentences about each person. Monitor and help with ideas and vocabulary as necessary. Remind students to use the new vocabulary and the words in the Word Bank as needed.

D Tell a partner about the people in your life.

15–20 min

Put students in pairs and have them tell each other about the people on their lists. Monitor and provide help as necessary; make sure students are using the new vocabulary appropriately. Note that students might also want to know more words for describing people they know, so you may need to provide some of the words shown below. At the end, call on several students to tell the class about two people their partner knows.

MORE WORDS: People we know

colleague, client, customer, associate, contact, partner

fellow student, teammate, roommate ex-boyfriend, ex-girlfriend, fiancé, fiancée neighbor, family, relative, relation (close relation, distant relation), in-law

EXTRA! Write about people you know

20–30 min

Tell students to write a paragraph giving more

details about the people they talked about in D.

Students should describe specifically when and how often they see these people. Tell students to use three to four of the blue vocabulary words on the page. Then students can share their paragraphs in small groups by either swapping their writing or reading the paragraphs aloud.

Teacher’s Book UNIT 1, Lesson A | 4a

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Elicit key words discussed in prior exercises that

define relationships, such as family, neighbor, classmate, and coworker, and write them on the

board. Call on volunteers to describe a person they know who falls under each category.

PRONUNCIATION TIP: Stressed words

It is important to help students see that stressed words can carry the meaning in English. Therefore, if they stress the wrong word in a sentence or question, it can change the focus of the question (as they will see in the examples in A and B). Being aware of this will help them both in their understanding of spoken English and in their own production.

Notice how the answer to the question is different depending on the stressed word. Then listen again and repeat. 25 min

Have students read the conversations. Then play the audio and have students repeat. Next, have students identify which word is stressed in each conversation. Help them understand how the different stress changes the meaning of the question. The word that is stressed is the one that the speaker is asking about. Play the audio again and have students repeat. Point out that in

number 1, speaker A stresses boyfriend to ask

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

number 2, the stress on your means that speaker

A knows the person is somebody’s boyfriend, but isn’t sure if it is speaker B. In number 3, speaker A is asking if a specific person in a group is speaker B’s boyfriend.

three sentences and responses. Then listen for the stressed word in each sentence. Choose the best answer. 310 min

First, have students read the conversations and then play the audio. Tell students to underline the stressed words and then compare their answers with a partner’s. Play the audio again and tell students to choose the best response according to the word that is stressed in the first part of the conversation. Have students compare their answers with a partner’s. Check answers with the class and ask students to explain why they chose each response.

TEACHING TIP: Tag questions

Point out the question in number 3. When a word

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

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

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

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

information, which is the case in number 3.

C Listen for gist. Listen to the conversations. Write

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

Have students look at the photos and say where the people are and what they are doing. Have them guess what the relationships are in each photo. Play the first conversation and pause. Tell students to write number 1 on the photo of the people who they heard talking in the audio. Then continue the audio. Check answers with the class. Ask students which words helped them find the correct answers.

Listen for gist. Remind students that when they

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

D Listen for details. Read the sentences about

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

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

Listen for details. Remind students that they do

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

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

D. Try to use all the expressions in the box. Then

perform your conversation for another pair.

10–15 min

Put students in pairs to create their

conversations. Monitor and help students who are having difficulty with ideas and using all the expressions in the box. Allow students time to practice their conversation. Remind them to look at each other as they speak. When pairs are ready, join pairs to make groups of four and have them perform their conversations for each other. Call on one or two pairs to perform their conversation for the class.

A

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

is different depending on the stressed word. Then listen again and repeat. 21.A:Is he your boyfriend?

B: No, we’re just friends.

2.A:Is he your boyfriend?

B: No, he’s going out with Maria.

B

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

listen for the stressed word in each sentence. Choose the best answer. 31. Are you a student at City College?

a. No, I work there.

b. No, I go to Essex College.

2. Are you her classmate?

a. No, my brother is.

b. No, I’m her coworker.

C

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

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

D

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

again and circle the correct answers. 41. a. They are / aren’t dating now. b. They are / aren’t friends now.2. a. They are / aren’t friends.

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

E

Work in pairs. Write a conversation between two people similar to the conversations from C and D. Try to use all the expressions in the box. Then perform your conversation for another pair.

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

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

a. No, I think it’s his colleague.

b. No, I think he lives down the street.

3.A: Is he your boyfriend?

B: No, he is.

3. a. They know / don’t know each other.

b. They are / aren’tclassmates now.

5a | Teacher’s Book UNIT 1 , Lesson A

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A

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

is different depending on the stressed word. Then listen again and repeat. 21.A:Is he your boyfriend?

B: No, we’re just friends.

2.A:Is he your boyfriend?

B: No, he’s going out with Maria.

B

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

listen for the stressed word in each sentence. Choose the best answer. 31. Are you a student at City College?

a. No, I work there.

b. No, I go to Essex College.

2. Are you her classmate?

a. No, my brother is.

b. No, I’m her coworker.

C

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

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

D

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

again and circle the correct answers. 41. a. They are / aren’t dating now. b. They are / aren’t friends now.2. a. They are / aren’t friends.

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

E

Work in pairs. Write a conversation between two people similar to the conversations from C and D. Try to use all the expressions in the box. Then perform your conversation for another pair.

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

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

a. No, I think it’s his colleague.

b. No, I think he lives down the street.

3.A: Is he your boyfriend?

B: No, he is.

3. a. They know / don’t know each other.

b. They are / aren’tclassmates now.

Lesson A | 5

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When you first meet someone, do you always shake hands? If not, what do you do instead?

A

Listen to the conversations. Which one is more informal? In each conversation, who is meeting for the first time? 5

Conversation 1

Maria: Hi, Junko.

Junko: Hi, Maria. It’s good to see you again! How are you?

Maria: Fine. How about you? Junko: Pretty good.

Maria: Oh, and this is my friend Ricardo. We both go to City University.

Junko: Hey, Ricardo. Nice to meet you. Ricardo: Yeah, you, too.

Conversation 2

Mr. Otani:Morning, Miriam.

Miriam: Good morning, Mr. Otani. Oh, Mr. Otani, I’d like you to meet Andre Garcia. He started working here yesterday. Andre, Mr. Otani is our VP of Sales.

Mr. Otani:Nice to meet you, Andre.

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

B

Read and practice the conversations in pairs.

C

Work in groups of three. Follow the steps below.

1. Student A: Choose a famous person

to be. Write down your identity on a piece of paper and give it to Student B.

2. Student B: Read the identity of

Student A. Then introduce Student A to Student C formally. Use the Speaking Strategy to help you.

3. Student C: Respond to the introduction.4. Switch roles and repeat steps 1–3.

D

Now introduce the “famous friends” you met in C to your other classmates. Use a formal or informal style.

Mr. Otani, I’d like to introduce you to Andre.Mr. Otani, I’d like you to meet Andre.

Junko, this is Ricardo. Junko, meet Ricardo.

Junko, Ricardo.

It’s (very) nice to meet you.

(It’s) nice / good to meet you, too. Nice / Good to meet you. You, too.

Asking for someone’s name again

I’m sorry, I’m terrible with names.I’m sorry, I’ve forgotten your name.

Ricardo and Junko are meeting for the first time.

6 | UNIT 1

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Write on the board, Introducing someone. Ask, In what situations or places do we often meet people for the first time? And in what situations do we introduce one friend to another? Then ask students, When you meet someone for the first time, what kinds of questions do you ask them? Discuss the responses.

TEACHING TIP: Question types

When you ask students questions, try to ask open-ended and short-answer questions as well

as Yes / No questions. This will maximize students’

opportunities to practice language when they answer. A Listen to the conversations. Which one is more

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

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

to answer the questions. Then ask students

which words and phrases helped them find the answers.

CULTURE TIP: Terms of respect

Explain that in English-speaking cultures, terms of respect include titles for people with certain jobs

(such as Dr. Lopez or Judge Li) or those who are older than others in the group (Mr. Hansen or Mrs.

Fernandez). People can also be introduced with a

term of respect and their job title, such as Mr. Otani is our V.P. of Sales. V.P. is a vice president, a

high-ranking executive position. Commonly used titles

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

that we use these titles with last names, not first

names. Mrs. Teresa Valero and Mrs. Valero are correct; Mrs. Teresa is incorrect.

SPEAKING STRATEGY 6 3 min

Play the audio of the phrases in the Speaking Strategy box so students can listen and read. Draw attention to the importance of intonation in both the formal and informal expressions. Play the expressions again and this time students can listen and repeat.

B Read and practice the conversations in pairs. 3 min

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

TEACHING TIP: Reading conversations aloud

Although reading a written conversation aloud isn’t that common in day-to-day life (except if you’re actors rehearsing for a play), for students it can be very reassuring and it builds confidence with new language. As your students become more familiar with this type of practice, you can vary it by asking them to read it with a certain type of emotion; for example, one character can read it as if they are angry about something or extremely happy about something. C Work in groups of three. Follow the steps below.

10 min

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

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

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

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

CULTURE TIP: Body language

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

EXTRA! Correct the introduction 10 min

This exercise helps students practice using phrases for introductions. Divide the class into two teams (A and B) and call on a student from Team A. Choose a sentence from this page used to introduce and respond. Say the sentence, but say it with one error.

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

Ask the student to listen and guess the error

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

answer correct, Team A gets a point. If not, Team B gets a turn. Say 10 sentences in total with errors. After all sentences have been corrected, the team with the most points wins.

Teacher’s Book UNIT 1, Lesson A | 6a

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A

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

THE SIMPLE PRESENT VS. THE PRESENT CONTINUOUS

I always take a shower in the morning.

She’s taking a shower right now. Can she call you back?

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

Use the present continuous to talk about actions happening right now.

I live in Tokyo.

At the moment, I’m living in Tokyo. The present continuous can show that a situation is more temporary. Do you study English?

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

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

B

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

1. Sophia is my classmate.

2. She’s living at home at the moment.

3. She always arrives at school at 8:00.

4. She’s taking a science class this term.

5. We’re studying for a test now.

C

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

B: I need it for work.

B: Yes, I am. Two business classes.

B: Around 7:00, usually.

D

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

Why are you studying English now?

I’m preparing for the TOEFL because I want to study business at Nanyang Technological University next year.

Nanyang Technological University, Singapore

are you studying

a. describing a routine

b. stating a truth or fact

c. happening right now

d. happening in the extended present

e. suggesting a temporary situation

4.A: How many brothers and sisters ?

B: Four brothers and one sister.

B: I relax and hang out with friends.

B: Alex.

do eat have study take talk

Are you taking

On the board, label two columns Every Day and Right Now. Elicit examples for each column. Prompt by asking, What do you do every morning? What are you doing right now? Provide examples as necessary, such as Every morning, I drive to work, and I am talking. Write your examples and students’ responses

in the correct column, focusing students’ attention on the verb forms.

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

Go over the explanations and examples in the chart. Then have students identify simple present and present continuous verbs in the columns from the Warm-Up. Elicit more examples from students of temporary and extended present usage. Ask a

question like, How many classes are you taking this semester? If students are away from home, ask, Where are you living at the moment? and so

on. The grammar chart in the Grammar Reference gives usage notes, questions, and additional forms, expanding on the information in the chart on page 7.

TEACHING OPTION: The flipped classroom

To open up time for in-class communicative tasks, assign the Grammar Reference exercises in the appendix as homework.

The next time class meets:

1. Review the simple present vs. the present continuous in the Grammar Reference. 2. Go through the exercises students did for

homework; present new examples and reinforce points as needed. Take questions from students. 3. Turn back to page 7 and do the communicative

exercises there, starting with C.

TEACHING TIP: Include comparative examples

When students learn a new verb form, list the form in a column alongside other forms they have previously seen—in this case, the simple present. This allows students to see how the current form compares to those they already know. In addition, provide sentence pairs that show the new and old forms in examples side by side. This helps students understand the formation, meaning, and use of the new form.

GRAMAR TIP: The present continuous

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

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

continuous can also be used to talk about future time,

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

present continuous is not used with verbs of thinking

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

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

10–15 min

Go over the directions and the example with students, making sure they understand they need to do three things: identify simple present verbs, identify present continuous verbs, and match sentences and use. Have students complete the exercise individually first and then check their answers with a partner’s. Check answers with the class.

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

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

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

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

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

10–15 min

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

on the board: A) Why do you study at this school? B) Why are you studying for the test right now?Underline the phrases do you study and are you studying. Ask a volunteer which question is in the

present continuous. Students can complete the questions individually, and then check the answers as a class.

D Now take turns asking and answering the questions in C with a partner. 5–10 min

Assign students to pairs. First, one student should ask each question, while his or her partner answers. Then, partners should change roles. Review responses with the class by calling on students and asking one of the questions.

7a | Teacher’s Book UNIT 1 , Lesson A

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world link 2 teachers book

For audio, video and other content go to

<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>

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

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

Sample pages shown are from Level 4, Unit 1.

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

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>MAKE TEACHING AND LEARNING</b>

<b>TEACH </b>

<b>PLACE </b>

<b>MAKE TEACHING AND LEARNING</b>

STAY CONNECTED AND DEVELOP TEACHING SKILLS.

<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 </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 </i>

<i>LINK TEXTBOOK</i>

ASKING QUESTIONS

ENGLISH LANGUAGE TEXTBOOK

<b>SCOPE AND SEQUENCE UNITS 1–6</b>

<b>SCOPE AND SEQUENCE UNITS 1–6</b>

<b>SCOPE AND SEQUENCE UNITS 7–12</b>

<b>ONCE UPON A TIME P. 104</b>

<b>ONCE UPON A TIME P. 104</b>

<b>SCOPE AND SEQUENCE UNITS 7–12</b>

<b>UNIT 1</b>

<b>MY LIFE</b>

<b>MY LIFE</b>

<b>A </b>

<b>B </b>

<b>C </b>

D

<b>A </b>

<b>B </b>

<b>C </b>

D

A

B

C

D

E

A

B

C

D

E

A