world link 4 students book

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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 4: Developing English Fluency,

Fourth Edition

Publisher: Sherrise RoehrExecutive Editor: Sarah Kenney

Senior Development Editor: Margarita Matte Director 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

</div>Trang 4<div class="page_container" data-page="4">

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 4: Developing English Fluency,

Fourth Edition

Publisher: Sherrise RoehrExecutive Editor: Sarah Kenney

Senior Development Editor: Margarita Matte Director 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 China

Print Number: 01 Print Year: 2020L E A R N I N G

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SCOPE AND SEQUENCE UNITS 1–6

UNIT LESSONWARM-UP VIDEOVOCABULARYLISTENINGGRAMMARPRONUNCIATIONSPEAKINGREADINGWRITINGENGLISHACTIVE ACADEMIC SKILLGLOBAL VOICES

Call p. 17Work-life balance (performance,

morale, burn out )

p. 28 Talk about work p. 22Talk about skills and

The Man, the Myth, the Cube

Being online (data

trail, social media, Learning (look up,

pick up, drop out,

sign up, hand in ) Aziz Abu Sarah, Laurel Chor, Victor Zea Díaz: Language film you saw or book you read;

REAL WORLD LINK 2 Reviews Are In! p. 88

Scope and Sequence | v

Call p. 17Work-life balance (performance,

morale, burn out )

p. 28 Talk about work p. 22Talk about skills and

The Man, the Myth, the Cube

Being online (data

trail, social media, Learning (look up,

pick up, drop out,

sign up, hand in ) Aziz Abu Sarah, Laurel Chor, Victor Zea Díaz: Language film you saw or book you read;

THE SECOND SELF P. 46THE WORKING WEEK P. 16

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SCOPE AND SEQUENCE UNITS 1–6

Call p. 17Work-life balance (performance,

morale, burn out )

p. 28 Talk about work p. 22Talk about skills and

The Man, the Myth, the Cube

Being online (data

trail, social media, Learning (look up,

pick up, drop out,

sign up, hand in ) Aziz Abu Sarah, Laurel Chor, Victor Zea Díaz: Language film you saw or book you read;

REAL WORLD LINK 2 Reviews Are In! p. 88

Scope and Sequence | v

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SCOPE AND SEQUENCE UNITS 7–12

Cause and effect

(lead to, due to )

The schwa sound

/ / p. 123 Linking words p. 122 Weird Animal

For and against

(have doubts, object to, believe in, in favor

p. 167 What’s the Most Beautiful Thing You Have Ever Seen?

p. 175

REAL WORLD LINK 4 Interview Skills p. 176

SCIENCE FACT AND FICTION P. 104

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SCOPE AND SEQUENCE UNITS 7–12

Cause and effect

(lead to, due to )

The schwa sound

/ / p. 123 Linking words p. 122 Weird Animal

For and against

(have doubts, object to, believe in, in favor

p. 167 What’s the Most Beautiful Thing You Have Ever Seen?

p. 175

REAL WORLD LINK 4 Interview Skills p. 176

Scope and Sequence | vii

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UNIT 1

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 about great camaraderie that you will never possibly see, have, find in life again.”

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

4. “He’s a friend of mine, but on the

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

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

Lesson A

/ Talk about your communities/ Ask about free-time activities

Lesson B

/ Describe trends and tendencies/ Argue for and against

For many years in Tarragona, Spain local communities, called Castellers, have come together and built these human towers.

LOOK AT THE PHOTO. ANSWER THE QUESTIONS.

1. Why do you think this type of activity is good

for the local community?

2. When does your local community come

together for a special event or activity?

ABOUT THE PHOTO

Photographer David Ramos, who is based in Barcelona, took this amazing picture in Tarragona, a port city in Catalonia in the northeast of Spain. Tarragona hosts the Santa Tecla festival every year, which brings many visitors from near and far. The photo shows the live construction

of a human tower, or castell,

one of the festival’s most

popular spectacles. It was taken during the Concurs de Castells competition where the “Castellers” use special techniques and compete against each other in groups called “colles” to build the highest and most complex human tower. This tradition is part of Catalan culture and is believed to have originated from human towers built at the end of the 18th

century by dance groups.

INTRODUCE THE THEME

In this opening unit, students consider the theme of community. The unit equips students to discuss their own community and friendships as they look at some of the things that bring people together. In Lesson A, they explore ideas such as what it is to be community-minded and how we respond to those who look or behave differently than us. In Lesson B, they will examine generational sectors of society and the varying impact the internet has on these groups. They get to think about the relationship between technology and people and to express views on its advantages and disadvantages.

On the board, write community. Ask, Does community mean a

place or people? Get a show of

hands. Then tell the class that it means both. Community can refer to a particular area, and it can also mean a group of people who have something in common;

for example, a shared history, characteristic, or interest. The latter is the context in this unit.

Ask, Does your city or town have

any special groups or clubs that you know about or attend? Read

the photo caption aloud. Give the class a moment to study the photo. Invite students to call out one word the photo makes them think of and write these on the

board. For example, fun, exciting,

trust, tradition, community, talent, skill, dangerous.

Look at the photo. Answer the questions. 5 min

Have students answer the two questions in small groups. Then have each group share their ideas with the class. Try to elicit as many answers as possible to both questions. For question 1, also ask whether anyone

thinks the activity is not good for the

community and why.

WARM-UP VIDEOAbout the video

This short video is based on Capital Checkers, a club started in 1985, in

2 | Lesson Planner UNIT 1

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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 about great camaraderie that you will never possibly see, have, find in life again.”

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

4. “He’s a friend of mine, but on the

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

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

Lesson A

/ Talk about your communities/ Ask about free-time activities

Lesson B

/ Describe trends and tendencies/ Argue for and against

For many years in Tarragona, Spain local communities, called Castellers, have come together and built these human towers.

LOOK AT THE PHOTO. ANSWER THE QUESTIONS.

1. Why do you think this type of activity is good

for the local community?

2. When does your local community come

together for a special event or activity?

replay the video. While students are working on the exercise individually, write the sentences on the board. Check answers by getting volunteers to come up and write the missing words. You may want to play the video one last time to reinforce understanding.

D Would you like to join the Checkers Club? How important

is it to have local communities like this? Discuss as a class.

5–10 min

Try to encourage as many students as possible to share their views.

It might be interesting to explore whether anyone’s

views changed since A, before

they watched the video. Did the Capital Checkers Club influence their outlook in any way?

Washington, D.C., in the United States. Members of the club meet to play a board game called “checkers,” but, as we discover, the club is about much more than the game. It’s about the sense of community that it brings to the members and the friendships that form.

Warm up 3 min

Ask whether anyone is familiar with checkers. Point out that, in the UK, it is known as “draughts” and explain that it has many other national variants, too. Checkers is a game of strategy where opponents try to capture each other’s pieces. It is believed to have originated thousands of years ago in ancient Egypt. Find out whether any of your students play checkers.

A Do you ever play board games? When do you play

Have students discuss the questions in pairs first, then as a class. If board games aren’t popular among your students, encourage them to come up with reasons why.

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

Before playing the video, remind students not to worry if there are some words they haven’t heard before. However, check that everyone

understands nickname (an

informal name used instead of someone’s real name).

Ask everyone to read through the five reasons first. Then play the video and have students complete the exercise individually.

Check answers.

C Watch the video again and

Ask everyone to look over the sentences first. Then

Lesson Planner UNIT 1 | 3

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you think the numbers are true for you?

5. shared with other people

6. important and deep

7. maintain contact

8. close friends

9. people you know, but not close friends

10. spend free time with

with each other.

friends? 5? 15? More than 150? According to one theory, humans

at any one time. So, while you might

I have three brothers and

MAKING FRIENDS

4 | UNIT 1

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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

for who they are at Comic-Con?

come from similar backgrounds?

with her close friends?

cafe when they first met?

themselves or are they judged?

If so, are its members from similar backgrounds or 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

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B

Practice the conversation with a partner.

Choose one of these events and create a new

of the useful expressions from the box.

Pair 1: Perform your conversation for the other pair. Pair 2: Listen. Which useful expressions did you hear?

Shawna: Hi. How was your weekend?

Do anything fun?

Keith: Yeah, I did. Actually, it’s a bit embarrassing.Shawna: Go on. Tell me!

Keith: Promise not to tell anyone who works in the office?Shawna: I promise.

Keith: Well, a friend invited me to this event where

everyone dressed up as comic book characters.

Shawna: Oh, you mean Comic-Con! It’s a blast! Who did

you go as?

Keith: Well, there was a group of us, so we all went as a

superhero. I was Captain America. Shawna: You’re joking! I want to see photos!

Keith: I don’t have many. This is a picture that shows

us when we arrived.

Shawna: You look amazing. Who are all these other people

with you?

There were thousands of people there and everyone was so friendly. It was amazing!

Shawna: The next time you go, tell me!

anyone else?

SPEAKING

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

USEFUL EXPRESSIONS 5

Have a good weekend / evening?Do anything fun?

Promise not to tell anyone?

A friend invited me to . . . where everyone . . .Who did you go as? / What did you wear?This picture / photo shows us when . . .It was amazing! / It was a blast!The next time you go, tell me!

SPEAKING STRATEGY 4

Omitting words

In everyday conversations with friends and colleagues, we often omit words and shorten sentences: Did you have a good weekend? Did you do anything fun?

Do you promise not to tell anyone?

6 | UNIT 1

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exercises. Then do the exercises below.

DEFINING RELATIVE CLAUSES

NON-DEFINING RELATIVE CLAUSES

My brother, who’s an accountant, loves going to Comic-Con. (I have one brother.)

The whole performance was canceled, which was really annoying!

sentences with non-defining relative clauses. Listen to where the speaker

much fun.

person, and an annual event or celebration in your country. Then, write a definition for each one using a defining relative clause. Next, take turns reading your definitions aloud. Can your partner guess the words?

It’s a thing that . . . It’s a person who . . . It’s an event where / when . . .

more interesting by adding new information using relative clauses.

For example: On the weekend, a man, who had just started a new job, moved into a new apartment, that was . . .

On the weekend, a man moved into a new apartment. He didn’t know anyone in the building. His neighbors invited him to their party on the fifth floor. The party started at eight o’clock. He met lots of other people.

relative clauses have your classmates added? Are they defining or non-defining?

UNIT 1 | 7

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ACTIVE ENGLISH

Try it out!

Developing a Community Service Project

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

profit to a charity

are away

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

and your school has offered its building for free.

GOALS

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

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percentages would be for that generation?

Connectivity in the United States

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

Source: Pew Research Center, Survey in 2019

1. The overwhelming majorityof Millennials and Generation X own a smartphone.

2.Just over two thirdsof own one.

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

4.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.

For example: Do you own a smartphone? Do you think that the internet

has been good . . .?

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 . . .

UNIT 1 | 9

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Ask the class, If you left your

house for the day and forgot your phone, how would you feel without it? Have students answer

with just one word if they can. Write the words on the board as they are given. See if one reaction is more predominant than the others.

A Answer the questions in pairs.

5 min

Check that everyone understands the words

unplugged and disconnected.

With their partner, have

students discuss the questions about the photo and the article title. Then discuss the ideas as a class.

CULTURE TIP: Joshua Tree National Park

This large national park in the United States has a desert climate and is a special habitat for the Joshua tree, which gives it its name. Joshua trees appear individually in the park (as seen in the photo) or in forests. The park also has unusual rock formations and is a popular climbing destination. People also like to camp and hike in Joshua Tree National Park; there are nine campgrounds. More than 250 species of birds can be seen in this park.

B Identify feelings. Read the

article about a father (F) and son (S). Who feels the following? Write F, S, or both. 5–10 min

Go over the directions. Ask everyone to read the four statements before they read the article. Recommend that they keep this information in mind as they read through the text. Tell them not to worry about any unknown words at this point. Have them complete the exercise individually.

Check answers as a class.

CAN THE MILLENNIALS

UNPLUG IN THE PARKS?

As Timothy Egan sets off through the Grand Canyon, how will his millennial son manage without connectivity?

AAnswer 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 anddisconnected from in the parks?BRead 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

CRead 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 babyboomers, the figure was exactly a third, at 33%.For Jonathan Jarvis, director of the National ParkService, this presents a challenge. “Young peopleare more separated from the natural world thanperhaps any generation before them.”But rather than rage against the times, theNational Parks are now attempting to attractmore school-aged “Generation Z” visitors byjoining the digital age. Visitors to their websitecan take a virtual tour of every national park,and their social media targets a generation thatspends at least 50 hours a week in front of ascreen—for children 11 to 14 years old, it’s nearly12 hours a day.

But even if the National Parks are nowembracing technology, that doesn’t mean wiringup the parks so you can get a signal on yourphone. Even after a sublime first day spent on theriver and an evening feast of prime rib cookedover a gas stove, Casey and I experience a bit ofinternet withdrawal.

“We should just let it go,” I suggested. “Try to bemindful. Stare at the stars. Drift.”

“I get it,” replies Casey, “this thing about beingdisconnected. But everyone I know likes toshare—publicly—what we’re doing. We are socialtravelers. If you can’t share it now, is it reallyhappening? Just a thought.” 7

On our journey through the Grand Canyon, me and my son, Casey, will see ancient fossils from a time when the rock was under the ocean. We’ll take a boat down the Colorado River and, at night, we’ll sleep under the sky and look at the universe. As we get ready to leave, my son complains he has no phone service and can’t check the score for a game. I tell him that’s a good thing.

Casey is a millennial, in his mid-20s. I’m a baby boomer. My generation loves the national parks to death. His generation will have to save them in the future. The night before, we gorged on social media, sent our final text messages, used the

internet to find the best Mexican restaurant, and used our smartphone’s GPS to guide us back to our hotel. Now for the diet: a fast from our devices—our overconnectedness. What could be a better antidote to our eight-second attention span than a landscape that is nearly two billion years old?

I sense that Casey is not convinced. And in that, he is not alone. A recent survey reported that the overhwelming majority of millennials—71% —said they would be “very uncomfortable” on a

DCircle the words and phrases that can replace the underlined words.Use the paragraph numbers to help you find them.

Paragraph 21. 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.

ERead 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

Understandingwords from context

When you read a text with new words, try to guess their meaning from context before you look them up in a dictionary. Then try to use the words in your own sentences.

Young adults hold hands at a campground in Joshua Tree National Park, California.

Identify feelings. This is an important reading comprehension skill that students will often encounter on exams. It’s important because we have a deeper understanding of a text when we understand how the people in it are feeling. Help your students to

develop the skill of identifying feelings by encouraging them to look carefully at the language used.

C Read the article again and answer these questions in your

Again, don’t explain any unknown language from the article at this point. This will be

covered in D.

Ask everyone to read the six questions. See Teaching Tip. Have students complete the exercise individually. Then check answers as a class.

10 | Lesson Planner UNIT 1, Lesson B

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CAN THE MILLENNIALS

UNPLUG IN THE PARKS?

As Timothy Egan sets off through the Grand Canyon, how will his millennial son manage without connectivity?

A Answer the questions in pairs.

1. Look at the photo. How are the people

connected? How do they feel about it?

2. Read the title of the article. What do

you think millennials are unplugged anddisconnected 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.” But rather than rage against the times, the National Parks are now attempting to attract more school-aged “Generation Z” visitors by joining the digital age. Visitors to their website can take a virtual tour of every national park, and their social media targets a generation that spends at least 50 hours a week in front of a screen—for children 11 to 14 years old, it’s nearly 12 hours a day.

But 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.

“We should just let it go,” I suggested. “Try to be mindful. Stare at the stars. Drift.”

“I get it,” replies Casey, “this thing about being disconnected. But everyone I know likes to share—publicly—what we’re doing. We are social travelers. If you can’t share it now, is it really happening? Just a thought.” 7

On our journey through the Grand Canyon, meand my son, Casey, will see ancient fossils froma 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 atthe universe. As we get ready to leave, my soncomplains he has no phone service and can’tcheck the score for a game. I tell him that’s agood thing.

Casey is a millennial, in his mid-20s. I’m a babyboomer. My generation loves the national parksto death. His generation will have to save them inthe future. The night before, we gorged on socialmedia, sent our final text messages, used the

internet to find the best Mexican restaurant, andused our smartphone’s GPS to guide us backto our hotel. Now for the diet: a fast from ourdevices—our overconnectedness. What couldbe a better antidote to our eight-second attentionspan than a landscape that is nearly two billionyears old?

I sense that Casey is not convinced. And in that,he is not alone. A recent survey reported thatthe overhwelming majority of millennials—71%—said they would be “very uncomfortable” on a

D Circle the words and phrases that can replace the underlined words. Use the paragraph numbers to help you find them.

Paragraph 21. I like the national

parks a lot.

2. I’m not hungry

today! I ate so much ice cream last night!

3. Today I’m going to eat very little for a day

or so.

Paragraph 4

4. Young people often get angry about the age

they are growing up in.

E Read the last paragraph in the article again. Discuss the question in groups. Does

everyone you know like to share—publicly—what they’re doing? What are the advantages and disadvantages of sharing online?

ACADEMIC SKILL

Understanding words from context

When you read a text with new words, try to guess their meaning from context before you look them up in a dictionary. Then try to use the words in your own sentences.

Young adults hold hands at a campground in Joshua Tree National Park, California.

TEACHING TIP: Wh- questions

Remind students to process

the Wh- question words to help

them locate the answers in the

text. For example, Why = look for a reason; Where = look for a place; How = look for a method or

system; etc.

D Understand words from

context. Circle the words and

phrases that can replace the underlined words. Use the paragraph numbers to help you

Go over the tip in the Academic Skill box. Have students work on the exercise individually. Walk around, stopping to offer support. If students seem stuck, encourage them to make their best guesses. Check answers as a class.

Understand words from context. Some students become alarmed when they encounter words they don’t understand, especially in an exam situation where they do not have access to a

dictionary. Tell them to study the underlined items carefully and ask themselves these questions as they review the text:

• What is happening in the article at this point? • Do I understand the

language that comes before and after the unknown word or phrase?

• If the meaning still isn’t clear, what information comes before and after this sentence?

• What is the paragraph about? Is it conveying a positive or a negative idea? By asking themselves these questions, students can usually manage to understand unknown words from context. E Read the last paragraph in

the article again. Discuss the question in groups. Does

everyone you know like to share—publicly—what they’re doing? What are the advantages and disadvantages

Encourage students to list at least two advantages and disadvantages and emphasize that they should support these points with reasons or examples.

Then have the groups share their ideas with the class.

Lesson Planner UNIT 1, Lesson B | 11

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Members of an indigenous community called the Mbya Guaraní in Paraguay

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

Where is the news report What did the forest provide them in the past?

people’s lives in your country or local community? Tell the class.

ACADEMIC SKILL

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

12 | UNIT 1

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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.

The United States / The United Nations has many states / members. (with plural countries / organizations)

Subject + plural verb

None of / Some of my family use technology.

Subject + singular verb or plural verb

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

Our community live in houses around this region. (= individual members of the community)

The majority of my friends spend time on social media. (majority of + plural count noun + plural verb) The majority of our time is wasted on social media. (majority of + noncount noun + singular verb)

verb. Make two sentences true and one sentence false.

Lesson B | 13

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GOALS

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

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

ACTIVE ENGLISH

Try it out!

enjoying the moment more than the other fans? Why? Tell the class.

B

WRITING Read the Unit 1 Writing Model in the appendix and answer the questions below.

vote on this topic: “Digital communities and social media have had a positive impact on humans.” One group is for digital communities and social media. The other group is against.

five minutes to prepare.

discuss and ask questions about their opinions.

As a movie star arrives, almost everyone is more interested in their phone than the moment.

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A

Watch the video. Number the events described (from 1 to 5) in the order you see them.

speak it

news and information with each other

modern technology

language and culture with the wider world

to donate money so they can save languages. Imagine you are going to advertise the work of Harrison’s organization in order to raise money. Which benefits would you emphasize in your advertising? What slogan can you use in your advertisement?

GLOBAL VOICES

K. David Harrison and Greg Anderson interview Ichiro John, a Mwoakilloan elder.

UNIT 1 | 15

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UNIT 2

/ Talk about work-life balance / Take part in a meeting

Lesson B

/ Identify skills and personal qualities / Ask and answer interview questions

WARM-UP VIDEO

AMany meetings use technology to connect people who are in different locations. What communication problems might occur in these meetings compared to face-to-face meetings?BWatch a conference call meeting and decide if

the statements are true (T) or false (F).

1. Everyone arrives on time. 2. Participants introduce themselves.3. One person keeps getting disconnected. 4. Paul has difficulty entering.

5. People speak at the same time and interrupt

each other.

6. Everyone is looking at the same image on

their screens.

7. Everyone leaves at the same time. 8. It’s easy for everyone to tell who else is in

the meeting.

9. Everyone agrees the meeting was a good

use of time.

10. One person does not tell anyone that they

are in the meeting.

CWork in groups. Write a list of guidelines for people attending conference call meetings in order to avoid the problems in the video.

For example:Always arrive on time for the conference call.

LOOK AT THE PHOTO. ANSWER THEQUESTIONS.

1. What type of work is this person doing?2. What do you think are the pros and cons of

this job?

THE WORKINGWEEK

Work on a ship includes cleaning the deck while ships sail over rolling waves.

ABOUT THE PHOTO

These photographs are by Zay Yar Lin, who comes from Myanmar. A self-taught photographer, he spent time at sea studying at the Institute of Marine Technology, but photography soon became his main passion. His images have won many international awards and have appeared in several respected publications, including

National Geographic Magazine.

On the left in the photo, we see the vast deck of a ship being soaped and washed. The seafarer’s yellow raincoat makes a striking contrast with the red deck. On the right, we sense the movement and foam of the ocean’s waves echoing the swirls made by the seafarer’s mop.

INTRODUCE THE THEME

Unit 2, The Working Week, is

about the world of work. Students get to consider their work-life balance and the advantages that flextime can offer. They role-play meetings to discuss changes to working hours and learn speaking strategies for agreeing and disgreeing. They finish Lesson A with a fun board game that enables them to practice the vocabulary and grammar they have studied.

In Lesson B, they explore different job skills and the personal qualities that suit certain roles. They

encounter some unusual jobs and places of work, and even learn some top tips from a career counselor. They also get to write a cover letter and practice asking and answering interview questions.

On the board, write The Working

Week. Ask, What does this phrase mean to you? Encourage students

to call out their answers. Let them know they can react with just a word or a phrase; for example,

busy / Monday to Friday /

pressure / nine to five / interesting projects / colleagues / stress / salary. Note how many positive,

negative, and neutral answers were provided. You could even categorize these on the board. If you have enough time, you could get students to work in pairs and use five of the words or phrases in sentences.

TEACHING TIP: Warm ups

At the start of a new unit or lesson, students are often quiet to begin with. They might be slow to participate in the warm-up exercise, so help them along. If no one volunteers an answer at first,

suggest one or two ideas of your own; this usually helps to break the ice. You can also ask more focused questions that are easy to

answer, such as yes / no questions; for example, Do you look forward

to the working week? (Students

will work on open and closed questions in Lesson B.) This helps put them at ease, and then they will become more engaged in the exercise.

Look at the photo. Answer the questions. 5–10 min

Have students answer the two questions in pairs. Elicit their

16 | Lesson Planner UNIT 2

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GOALSLesson A

/ Talk about work-life balance / Take part in a meeting

Lesson B

/ Identify skills and personal qualities / Ask and answer interview questions

WARM-UP VIDEO

A Many meetings use technology to connect people who are in different locations. What communication problems might occur in these meetings compared to face-to-face meetings?B Watch a conference call meeting and decide if

the statements are true (T) or false (F).

1. Everyone arrives on time. 2. Participants introduce themselves. 3. One person keeps getting disconnected. 4. Paul has difficulty entering.

5. People speak at the same time and interrupt

each other.

6. Everyone is looking at the same image on

their screens.

7. Everyone leaves at the same time. 8. It’s easy for everyone to tell who else is in

the meeting.

9. Everyone agrees the meeting was a good

use of time.

10. One person does not tell anyone that they

are in the meeting.

C Work in groups. Write a list of guidelines for people attending conference call meetings in order to avoid the problems in the video.

For example: Always arrive on time for the

conference call.

LOOK AT THE PHOTO. ANSWER THE QUESTIONS.

1. What type of work is this person doing?2. What do you think are the pros and cons of

this job?

THE WORKING WEEK

Work on a ship includes cleaning the deck while ships sail over rolling waves.

TEACHING TIP: Circling back

Now that students have watched the video, circle back to the board

and their answers from A. Ask them

to note how many problems in their list actually happened in the video. C Work in groups. Write a list of

guidelines for people attending conference call meetings in order to avoid the problems in

Read the directions and model the example provided. Ask students what other phrases

they might use for writing

guidelines. For example, Try

not to . . . / Do . . . / Don’t . . . / Never . . . / It’s best not to . . . / If possible, please . . ..

As well as the problems seen in the video, you could refer students back to the list on the board for other ideas.

Call on one group to read their guidelines for the class. Invite other groups to add any items not already mentioned.

answers and write the pros and cons on the board.

WARM-UP VIDEOAbout the video

This video demonstrates the chaos that can happen on some conference calls. Almost every problem that could occur does occur in this meeting: people having problems joining the meeting; people calling in while they are on the move and losing the connection; the background noise from people working from home; people talking over each other. It’s a comical illustration of things to avoid, as much as possible, when organizing conference calls.

Warm up 4 min

Ask, Have you ever been on a

conference call (with more than two speakers) at work or in your private life? Do you find them useful or tedious? Why?

A Many meetings use technology to connect people who are in different locations. What communication problems might occur in these meetings compared to face-to-face

Read the question aloud. Have students discuss the question in pairs first, then as a class. Make a list of students’ ideas on the board. B Watch a conference call

meeting and decide if the statements are true or false.

Write T or F. 10 min

Ask students to read through the ten statements first. Play the video and have students complete the task individually.

Check answers as a class. Then replay the video to enable students to confirm all the answers.

Lesson Planner UNIT 2 | 17

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the correct box(es) with a partner.

and free time)

company. Prepare a list of reasons to present to the head of the school or the company.

WORK-LIFE BALANCE

work and school, but do we really? Recently, a financial services company in New Zealand introduced a four-day week. The company’s two-month test period showed that the

from this? In 2018, when a school in Colorado cut classes on Mondays from their timetable, teachers and students were healthier and happier. Although some parents complained,

change to student performance—in fact, some exam results were even better with this more

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• any benefits • any difficulties

C

Listen for details.Listen again and answer these questions with

Yes, No, or Don’t Know (because the information is not given). 9

an unofficial system of flextime?

core hours?

working from home?

meeting? Give reasons for your answers. • formal or informal?

• direct or indirect? • polite or impolite?

offices? What type of businesses would not be able to adopt flextime? Why?

WORD FOCUS

Some companies have a system of flextime. This means that employees in a company can start and finish their work day at different times, though they might have to be at work during certain core hours in the middle of the day.

Lesson A | 19

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B

Work in groups of three and practice the conversation.

the second column. Add your own expression in the third column.

USEFUL EXPRESSIONS

State the aim Ask for an opinion Disagree

Say you don’t understand Ask for an explanation Show understanding

and then disagree Agree

break is from 12 to 1. Some employees would like a more flexible lunch break, so they can spend less time having lunch and end their work day earlier if they want to. Have a meeting to discuss the suggestion.

discuss the idea of working from home so that staff have the option to work from home one day a week. How do we feel about that?

there’s some work you have to do in the office.

Beverley: I don’t follow you. What do you mean?

then they need to be at work.

Beverley: I get your point, but it’s a question of planning. You always schedule a staff meeting on a certain day, and so everyone has to come in on that day.

For the system to work, managers also need to be flexible.

SPEAKING STRATEGY11Ways of agreeing

When we express opinions, we can agree or disagree strongly or partially.

Strongly: I totally agree. / I strongly disagree. / You’re

absolutely right. / I’m not at all convinced.

Partially: I tend to agree, / I agree to some extent . . . /

On the whole I agree with you, but . . . / I get your point, but I don’t agree on everything . . .

A group of people is discussing a work agenda during a business meeting.

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exercises. Then do the exercises below.

DYNAMIC AND STATIVE VERBS

Dynamic verbs with the simple present and present continuous

You can use dynamic verbs in the simple present to talk about facts and routines:

My company employs 250 people. / I start work at nine.

You can also use dynamic verbs in the present continuous to talk about an action happening now, or repeated actions over a period of time:

My company is employing more staff right now. / This week I’m starting early, at eight.

Stative verbs with the simple present

You use stative verbs to talk about states, such as existence, beliefs, and possession:

I know what you mean. (=belief) This belongs to me. (=possession)

Some stative verbs are only used with the simple present (not with the present continuous); for

example, agree, believe, belong, know, seem, understand:

I understand what you mean. ✓ I’m understanding what you mean. ✗

Stative verbs with the simple present and present continuous

You can use some stative verbs with both the simple present and the present continuous, with a change in emphasis or meaning:

I love my job. = A general comment about your job.I’m loving my new job. = So far, my new job is great.I think he’s five years old. = It’s my belief or opinion.I’m thinking about leaving my job. = I’m considering it.Gill is a nice person. = She’s always like this.

Gill is being nice. = She’s behaving like this right now, but it isn’t normal.

You can also use always with the present continuous to express irritation.

We’re always having meetings! = It’s a repeated event and it’s very annoying.

sentences a and b.

example, the way things are done, or somebody you work or study with. Then

write three sentences using always + present continuous.

For example: I have a colleague who is always talking and keeping me from

1. 2. 3.

Your partner should listen and then suggest possible solutions.

Maybe you should explain to your colleague that you need to concentrate while you are working, but that you’re happy to talk during a coffee break.

Lesson A | 21

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Explain why you are returning late from your lunch break. Miss your next turn.

You have to

work late. Give an excuse why you can’t. Miss your next turn.

Explain why

you are late for work. Miss your the board. Tell them some gossip about on your staff and avoid burn out. and then agree or disagree with them.

Are you loving

this game? Why?

Work in groups of three. You are going to play a game with a lot of different

conversations around the office. Each player places a game piece on START.

Flip a coin to move (Heads = Move two squares. Tails = Move one square)

Move to another player on the board and follow the instructions on the

square you are leaving.

BLUE SQUARES

Ask a question to the person on your right using the time

expression given.

ACTIVE ENGLISH

Try it out!

GOALS

Now I can . . . Talk about work-life balance Take part in a meeting

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themselves without supervision.

the video-gaming industry.

Experience with handling money is desirable.

reliable (4)motivated (4) reliability (6)motivation (4)

C

PRONUNCIATION:Stressed Syllables Listen and check your answers in B. Write the number

of syllables in each word and underline the syllable with the main stress. Notice how the stress can

wanting to help and do one’s best.

crossword. For example:

B: What’s 1 Down?

A: Able to work alone without much help. B: Independent?

A: Correct.

Student A: Turn to your crossword on page 214. Student B: Turn to your crossword on page 215.

WORD BANK

We often turn adjectives into nouns by using these suffixes:

-ility, -ation, -ence, -ity, -ent, -ty, -ness

SKILLS AND QUALITIES

Lesson B | 23

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Your students will most likely know what a circus is but, depending on where they grew up, they may not know much about it.

On the board, write The Circus. Ask, Who can explain what

the circus is? (a company of

performers that travels from place to place putting on shows— sometimes involving live animals— for entertainment purposes) Avoid asking who has been to a circus, as that will be covered in

discussion; for example, What are

some positive and negative things about the circus?

A Activate prior knowledge.

Have you ever been to the circus? What types of performers did you see there?

5 min

Do this as a class-wide exercise. Encourage as many students as possible to share their answers.

If not many students have attended a circus performance themselves, ask what they know about circuses from TV or the internet.

Activate prior knowledge.

Activating prior knowledge is an important pre-reading strategy. It means getting students to think of everything they already know about the topic (and, often, they know more that they realize). This strategy helps students to engage better with the materials they are about to read and tends to improve their reading comprehension, too. Brainstorming is a good way of activating background knowledge. Encourage students to develop this habit before they read something new.

B Paraphrasing. Read the article

and circle T for true or F for

false. Underline the parts of the

text that tell you the answer.

10 min

1 When Emily Ainsworth—a National GeographicExplorer—showed up at the Circus Padilla inMexico City one day, she got more than shebargained for. She’d planned to take a seriesof photographs capturing the lives and work ofthe performers. Instead, Emily was handed acostume and they got her to dance on the stage.“They offered me a job on my first night there.They turned on the music and I went to performfor the first time.” Emily had no prior experienceas a dancer. “My main skill was that I looked quitegangly and white, and people thought it wouldbe funny if I had a dancing act.” As a result of herwillingness and enthusiasm, Emily went on towork with seven different circuses around MexicoCity, including the well-known Circo HermanosVazquez, Circo Atayde, and the American Circus,to name just a few.

2 It is claimed that Mexico has more circusesthan any other country in the world. Some aretiny, family-run businesses with only four orfive performers, most of whom are siblings andrelatives. Others are much more grandiose,like traveling villages. These circuses employabout 50 people, and some of the richest, mostsuccessful circuses travel the length and breadthof the Americas.

3 The working life of a Mexican circus performer isnotoriously tough. Emily calls it a world of “blood,sweat, and sequins1” where most performershave “generations of circus blood pumping

through their veins” and many artists “die inthe ring, rather than of old age.” It’s a close-knitcommunity that most of its people are born into,and it’s rare for an outsider like Emily to join it.Talents and tricks are passed down throughgenerations. Parents get their children to performin the ring even before they start to walk.

4 If a life in the circus has always been challenging,perhaps now the industry is facing its biggestchallenge. In the past, circus audiences werealways reliable and would come back year afteryear. But more recently, it has seen a dramaticfall in audience numbers. The traditional circusis competing with new forms of cheaper, moremodern entertainment such as online TV andvideo gaming. On top of that, the use of animalsin circuses was banned in 2015, causing some ofMexico’s best-known circuses to close down, withmany performers losing their jobs.

5 Those still determined to perform have retrainedand reinvented themselves; for example, insteadof jumping from horses, now they performstunts on motorbikes. Emily believes that theseperformers continue to offer something unique.Circus people “challenge us to think howdifferent our own lives could be if we worked onthe basis that they do—that anything is possiblefor our own selves, we are only limited by our

1. When you receive something unexpected 2. Very tall and thin, and moving awkwardlyParagraph 2:

3. Very large and impressive in appearance4. From north to south and east to west

Paragraph 3:

5. Clever acts to deceive the audience 6. The part of the circus where people performParagraph 5:

7. Actions showing great skill and courage

DWork in pairs. Imagine you own a circus andyou need some new performers. Write a shortdescription of the job and the type of people youare looking for (e.g., what skills, talents, abilities,and personal qualities should they have?).A Have you ever been to the circus? What types

of performers did you see there? B Paraphrasing. Read the article and circle T

for true or F for false. Underline the parts of

the text that tell you the answer.

1. Emily visited Circus Padilla because T / Fshe wanted to get a job.

2. She hadn’t been a dancer before. T / F

3. It’s a fact that Mexico has the most T / F circuses in the world.

4. It’s impossible for people who are T / F not born in circus families to get a job in the circus.

5. Fewer people are going to the T / F circus these days.

6. Emily doesn’t think you can see T / F anything else quite like it.

Lesson B|2524| UNIT 2

Read the directions aloud. Explain what paraphrasing means (see strategy note below).

Have students go over the six statements.

Point out the title of the reading and the photo. Students may not fully understand the title, but resist explaining it (or any unknown words in the text) until

Tell students to read the article

and then do the exercise individually.

Check answers as a class and ensure that students also say which part of the text they underlined in order to find the correct answer.

Paraphrasing—using different words to express the same meaning—is often used in exams to check comprehension. The ability to paraphrase and to recognize paraphrasing is

24 | Lesson Planner UNIT 2, Lesson B

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1 When Emily Ainsworth—a National Geographic Explorer—showed up at the Circus Padilla in Mexico City one day, she got more than she bargained for. She’d planned to take a series of photographs capturing the lives and work of the performers. Instead, Emily was handed a costume and they got her to dance on the stage. “They offered me a job on my first night there. They turned on the music and I went to perform for the first time.” Emily had no prior experience as a dancer. “My main skill was that I looked quite gangly and white, and people thought it would be funny if I had a dancing act.” As a result of her willingness and enthusiasm, Emily went on to work with seven different circuses around Mexico City, including the well-known Circo Hermanos Vazquez, Circo Atayde, and the American Circus, to name just a few.

2 It is claimed that Mexico has more circuses than any other country in the world. Some are tiny, family-run businesses with only four or five performers, most of whom are siblings and relatives. Others are much more grandiose, like traveling villages. These circuses employ about 50 people, and some of the richest, most successful circuses travel the length and breadth of the Americas.

3 The working life of a Mexican circus performer is notoriously tough. Emily calls it a world of “blood, sweat, and sequins1” where most performers have “generations of circus blood pumping

through their veins” and many artists “die in the ring, rather than of old age.” It’s a close-knit community that most of its people are born into, and it’s rare for an outsider like Emily to join it. Talents and tricks are passed down through generations. Parents get their children to perform in the ring even before they start to walk.

4 If a life in the circus has always been challenging, perhaps now the industry is facing its biggest challenge. In the past, circus audiences were always reliable and would come back year after year. But more recently, it has seen a dramatic fall in audience numbers. The traditional circus is competing with new forms of cheaper, more modern entertainment such as online TV and video gaming. On top of that, the use of animals in circuses was banned in 2015, causing some of Mexico’s best-known circuses to close down, with many performers losing their jobs.

5 Those still determined to perform have retrained and reinvented themselves; for example, instead of jumping from horses, now they perform stunts on motorbikes. Emily believes that these performers continue to offer something unique. Circus people “challenge us to think how different our own lives could be if we worked on the basis that they do—that anything is possible for our own selves, we are only limited by our

1. When you receive something unexpected 2. Very tall and thin, and moving awkwardlyParagraph 2:

3. Very large and impressive in appearance4. From north to south and east to west

Paragraph 3:

5. Clever acts to deceive the audience 6. The part of the circus where people performParagraph 5:

7. Actions showing great skill and courage

D Work in pairs. Imagine you own a circus and you need some new performers. Write a short description of the job and the type of people you are looking for (e.g., what skills, talents, abilities, and personal qualities should they have?).A Have you ever been to the circus? What types

of performers did you see there?

B Paraphrasing. Read the article and circle T

for true or F for false. Underline the parts of

the text that tell you the answer.

1. Emily visited Circus Padilla because T / F she wanted to get a job.

2. She hadn’t been a dancer before. T / F

3. It’s a fact that Mexico has the most T / F circuses in the world.

4. It’s impossible for people who are T / F not born in circus families to get a job in the circus.

5. Fewer people are going to the T / F circus these days.

6. Emily doesn’t think you can see T / F anything else quite like it.

Lesson B |2524| UNIT 2

a vital technique in language learning. Give your students as much paraphrasing practice as possible by, for example, regularly challenging them to come up with synonyms for words or phrases that you provide.

C Circle words and phrases in the text with the following

Tell students to read the article again and complete the exercise individually.

Remind them to try to understand meaning from context. When they circle their answers, have them double-check that the word or phrase fits this definition. Have students compare their answers with a partner’s; then check answers as a class.

LANGUAGE TIP: Blood, sweat,

and tears

The title of this article is based

on the phrase blood, sweat,

and tears. We use this phrase

to describe what it takes to accomplish something difficult and challenging. The idea is that it requires a great deal of effort and takes a lot out of a person; not literally their “blood, sweat, and tears,” but metaphorically. D Work in pairs. Imagine you own

a circus and you need some new performers. Write a short description of the job and the type of people you are looking for (e.g., what skills, talents, abilities, and personal qualities

Explain the task and put students into pairs. Point out that the first part of their description should be about the job, and the second part should be about the people. Remind them to include some of the vocabulary they studied in this lesson. Encourage the pairs to have some fun with the exercise; it doesn’t have to be a realistic job description.

CULTURE TIP: Controversy about the circus

In the past, circus acts traditionally involved wild

animals such as elephants, lions, tigers, and monkeys. But strong campaigning on the part of animal rights groups in recent decades has brought about the banning of circus animals in many countries, as the article states.

Walk around, monitoring, while students are working on this. Call time and invite some pairs to share their descriptions with the class.

LARGE CLASS OPTION

To save time and streamline D,

you could have pairs limit the task to one job description for one performer.

Lesson Planner UNIT 2, Lesson B | 25

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and spoken)

teams of people

artist data analyst language teacher police officer sales manager

C

Listen for gist. Listen to the advice of a career counselor. Which is the best title

for his talk? 15

Preparing for your future career

Why do I need to prepare?

the jobs we do now. Transferable skills

communicating effectively in emails or presenting

ACADEMIC SKILL

When you take notes, listen for key words. Write the main information as headings and list details using

bullets and numbers.

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exercises. Then do the exercises below.

GET / HAVE / NEED + SOMEONE / SOMETHING

Get someone to do / Have someone do

Get / have something done

Need + -ing

4. (bicycle / paint)

something done. Write a sentence about each place and read them to a partner. Can your partner guess the place?

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GOALS

Now I can . . . Identify skills and personal

ACTIVE ENGLISH

Try it out!

each job.

B

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

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

describe your personal qualities?

well as your own questions.

ACADEMIC SKILL

Closed questions need a

yes / no answer.

Open questions generate more information and are more useful for interviewing people. Prepare for any type of interview by thinking of the questions you will be asked and the answers you can give.

Call center operators

Can you get people to buy insurance?

Full-time position with flextime.

Training will be given.

Au pair wanted this summer!

Our two children need looking after this summer. Must be reliable, willing and patient.

Free accommodation and meals with weekly pay.

Chef in commercial kitchen decorating a dish

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A

You are going to watch a video with Hannah Reyes Morales talking about her work as a photographer. Match her quotes (a–e) to 1–5. Then watch the video to check.

do in the future.

GLOBAL VOICES

more experienced . . . to ask you the right questions has always been important.”

and to work around it.”

photos are just pretty and not doing anything beyond it.”

wondering where your next paycheck will come from.”

Hannah Reyes Morales is a photojournalist and a National Geographic Explorer.

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UNIT 3

Brazilian artist Eduardo Kobra working on a huge mural on a building in central Moscow / Talk about past abilities

LOOK AT THE PHOTO. ANSWER THEQUESTIONS.

1. Is this kind of art important in our daily lives?

Why or why not?

2. Do you think everyone can be creative?

Or is creativity only for artists?

WARM-UP VIDEO

AWatch a video about the man who created the Rubik’s Cube. Number these events in the order you see them.

a.Erno Rubik was starting his career at university.

b.The Rubik’s Cube became the best-selling toy.

c.He made a cube to teach students about space and 3-dimensions. d.He tried to find a method to solve

the cube.

e.There are Rubik’s Cube competitions all over the world.

BComplete the sentences with the numbers.Then watch the video again to check your answers.

1. There are possiblecombinations.

2. In 1974, Erno was years old.

3. There are small cubes on a Rubik’s cube.

4. After month, Erno crackedthe code of the cube.

5. Erno started selling the cube around the

CHave you ever used a Rubik’s Cube? Did yousolve it? Why do you think it is so popular?

301980 43,000,000,000,000,000,000 (quintillion)

ABOUT THE PHOTO

Eduardo Kobra—a street artist known just as Kobra—grew up in São Paulo, Brazil. He started painting in 1987, when he was only 12 years old. Since then, he has held many exhibitions and has painted thousands of murals all over the world. In this photo, he is working on a mural he was commissioned to paint in Moscow, Russia, in 2013. The piece is called “Ballerina” and shows the famous Russian ballerina, Maya Plisetskaya, who danced with the Bolshoi Theater. It is very brightly colored and measures 18 meters x 16 meters (60 feet x 52 feet). Kobra said that he wanted to make something for Moscow that was connected to its culture.

INTRODUCE THE THEME

Unit 3 covers the broad theme of

Creativity and prompts students

to consider different ways in which people think and are creative. Lesson A presents them with a set of interesting phrases and collocations for solving problems in creative ways. They learn different techniques for brainstorming in order to generate creative ideas, as well as a set of useful expressions to use when they brainstorm. The grammar for making suggestions and giving advice is practiced as they work in pairs to help solve various problems. Finally, they explore bad habits and ways of dealing with them.

In Lesson B, the vocabulary is designed around the key factors required for creativity. Students consider this language in the context of quotes by famous creative people. They get to take a fun quiz and discover what type of creative thinker they are! The listening deals with three well-known inventions and the creative women behind them. The grammar lets students talk about their abilities in the past and challenges they overcame. They also write a short biography of a creative person they admire.

Write the unit title on the board. Tell students you want them to come up with a definition

for creativity. Considering and

combining all answers, you should

end up with something like: the

ability to produce something from an idea you have that is original and, perhaps, unusual.

Look at the photo. Answer the questions. 5 min

Ask students to look closely at the photo. Ask different questions to get them thinking about it; for

example, What is he painting?

Why do you think he’s using bright colors?

Give students a moment to look over the questions. You could have them discuss their ideas in pairs or with the class. Try to encourage as much participation as possible.

Take a class poll (yes or no) on the first question and see whether there is a majority.

Ensure that students give reasons for their answers to item 2.

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Brazilian artist Eduardo Kobra working on a huge mural on a building in central Moscow / Talk about past abilities

LOOK AT THE PHOTO. ANSWER THE QUESTIONS.

1. Is this kind of art important in our daily lives?

Why or why not?

2. Do you think everyone can be creative?

Or is creativity only for artists?

WARM-UP VIDEO

A Watch a video about the man who created the Rubik’s Cube. Number these events in the order you see them.

a. Erno Rubik was starting his career at university.

b. The Rubik’s Cube became the best-selling toy.

c. He made a cube to teach students about space and 3-dimensions. d. He tried to find a method to solve

the cube.

e. There are Rubik’s Cube competitions all over the world.

B Complete the sentences with the numbers. Then watch the video again to check your answers.

1. There are possible combinations.

2. In 1974, Erno was years old.

3. There are small cubes on a Rubik’s cube.

4. After month, Erno cracked the code of the cube.

5. Erno started selling the cube around the

world in .

C Have you ever used a Rubik’s Cube? Did you solve it? Why do you think it is so popular?

30 1980 43,000,000,000,000,000,000 (quintillion)

C Have you ever used a Rubik’s Cube? Did you solve it? Why do you think it is so popular?

8–10 min

Assign students a partner. Ask them to discuss the questions. When they have finished, put pairs in groups of four and have them share their answers. Ask groups to share their answers with the class. Elicit

words like persistent, creative, and determined to describe

why this puzzle is so popular.

WARM-UP VIDEO Warm up 5 min

Ask the class to think about

problem solving. Ask, What do you

need to do to solve a problem?

Elicit problem solving techniques. Make sure to elicit the word

creativity.

About the video

In this video, students will discover who Erno Rubik is and what type of work he does. Erno is a creative problem solver and a teacher. He created a cube to help students understand space and 3-dimensions. His students loved it. In 1980, Erno’s Cube would become a best-selling toy. And after almost 40 years, the Rubik’s Cube has seen a comeback, with hundreds of competitions every year across the world. Erno believes that his Cube is a reminder that there is always a solution to a problem. You just need to be persistent and creative.

A Watch a video about the man who created the Rubik’s Cube. Number these events in the

Ask students to look over the five statements first.

Play the video and have students complete the exercise individually. Check answers as a class. B Complete the senteces with the

numbers. Then watch the video again to check your answers.

10 min

Read the numbers in the box aloud.

Play the video again and have students write their answers. Invite volunteers to call out their answers. If some students are getting the answers wrong, replay the video, stopping at the sections where the correct information can be found.

Lesson Planner UNIT 3 | 31

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problem while relaxing in his bath. More recently,

“on vacation,” “in the shower,” or “traveling to and from work”—not one of them said “in the office” or

up your mind about something or reach a difficult decision, you probably don’t find inspiration at your place of work or study, or even your home. Instead, like Archimedes, you need a place where

them in the infinitive form.

problem? with certain nouns as collocations, or are part of

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phrases as possible connected with the topic of “Creativity.”

new ideas

the class.

Then listen to three brainstorming meetings and match them to the

Three ways to generate new ideas

a. Starbursting

Draw a six-pointed star on the board. In the middle of the star, write the problem. Then, on

each of the six points, write a question word: what, who, where, why, when, and how. Ask the

group to suggest questions for each point about the problem in the middle. b. A new perspective

Ask the group to imagine they are someone else, such as a famous celebrity, a historical figure, or someone they know well, like their manager. For example, ask the team to brainstorm solutions as if they are Nelson Mandela. It helps to see things from a different viewpoint.

c. One by one

Everyone leaves the room except for two people. They brainstorm their ideas for a minute. Then, one person comes in and gives their ideas. Then, the next person comes in, and so on until everyone is back in the room. This technique means everyone gets to speak—including shyer people.