world link 4 teachers book

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L E A R N I N G

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National Geographic Learning, a Cengage Company

World Link Level 4 Teacher’s Book: Developing English Fluency, Fourth Edition

Publisher: Sherrise RoehrExecutive Editor: Sarah Kenney

Senior Development Editor: Margarita MatteDirector of Global Marketing: Ian MartinHeads of Regional Marketing:

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Printed in China

Print Number: 01 Print Year: 2020

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Professional Development Pages by Dr. Andy Curtis T12

A Quick Guide to Using the World Link Videos T314

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

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-knit

family 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. 21. 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.

WORLD LINK PROGRAM WALK-THROUGH

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

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

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

family 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

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?

Lesson A | 5

Sample pages shown are from Level 4, Unit 1.

WORLD LINK PROGRAM WALK-THROUGH

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

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

suggestions in the Teacher’s Book. Updated Speaking

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

B Practice the conversation with a partner.C Work in pairs. Imagine you share an office.

Choose one of these events and create a new conversation similar to the one in A. Include some

of the useful expressions from the box.

1. costume party

2. a Carnival or Mardi Gras 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?

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 CLAUSESMain 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. 61. I’ve invited over 50 people to my party which is probably enough.

2. Miles who is probably my best friend can’t come to my wedding!

3. My father’s company which he set up thirty years ago is closing down.

4. Independence Day which is on September 7th in my country is so much fun.

5. A so-called friend ate my sandwich which is really annoying!

C Work in pairs. First, individually write the names of an object, a famous person, and an annual event or celebration in your country. Then, write a definition for each one using a defining relative clause. Next, take turns reading your definitions aloud. Can your partner guess the words?

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

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

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

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

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

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

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

WORLD LINK PROGRAM WALK-THROUGH

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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? 81. Modern technology has a negative effect on traditional

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. 8Where 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.

1. My family .

2. The majority of my friends .

3. One of my favorite is .

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

Lesson B |13

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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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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.

GENERATIONS1B

WORD BANK

generation people born and living at about the same time

tendency when you often behave or do things in a certain way

connectivity the state of being connected to others

fractions one fifth, one quarter, a third, a half

The majority of us own . . .Just over a third of us . . .

The Baby Boomers

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MAKE TEACHING AND LEARNING

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

perfect for all classrooms.

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!

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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UNIT 2

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

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 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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TASK 4

Fill in the blanks in the short passage below. I first became interested in being an English language teacher in (time / place). My first position as an English language teacher was in (place). I felt

(feelings) before my first lesson. The students were

(adjective), and I felt

(feelings) when that first lesson was over! I now feel when a lesson is over. I enjoy being an English language teacher because

(reason). One of the main challenges I face as an English language teacher is (challenge). If I had the chance, I would make the following changes to my life and work as an English language teacher:

This exercise is called Starting Your Own

Autobiography because it is just a beginning. You could continue and write about your first day, first week, or first semester as an English language teacher. Writing about our own early experiences as a teacher is one way to reflect on those times and to think about how we’ve changed since then—and what has remained unchanged.

So far, you have completed four short, simple tasks to help you think about the kind of English language teacher you are. It’s important to know who we are and what we do before we try to develop professionally, because all professional development is based on personal development. Try the next two tasks to help you describe who you are and what you do as an English language teacher.

TASK 5

Imagine you meet someone at a party who’s never heard of teaching English as a second or foreign language. They ask you what you do, and you tell them, “I’m an English language teacher.” They reply, “An English language teacher? What’s an English language teacher? What do English language teachers do? What do you do?”

How would you reply?

As English language teachers, we work mostly with words. But English language teachers (and students) are also often very visual, and many of us

use a lot of pictures, drawings, photographs, and other images in our classrooms.

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 exercise is a good example. To learn the most about yourself from this exercise, you and another teacher should each draw your spider map on large, blank sheets of paper; then show them to each other and talk about what each picture represents.

C WHAT IS PROFESSIONAL DEVELOPMENT?

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

TASK 7

For me, “professional development” means ...

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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 exercises carefully and thoughtfully, then you were engaged in professional development. If you learned anything about your professional self from doing these exercises, then you were engaged in professional development. Drawing relationships: Bringing 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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One interpretation of this diagram might be: Trusting yourself and others, engaging in professional development because you choose to do so, and willingness to change are all necessary for professional development to take place.

Another example:

An interpretation of the diagram above might be: English language teachers and students work together, using English language textbooks, to teach and learn the language.

TASK 9

Try to put into your own words what this next diagram shows:

In professional development, teachers often talk

about reflective practice. This means thinking about

what we do so we can understand more and then make changes so we can do what we do better.

TASK 10

Think of three aspects of what you do as an English language teacher and label the three corners of the triangle below. In the middle of the triangle, write what it is that connects the three corners; then write a brief description of how the three are connected.

Making ConneCtions: piCturing professional DevelopMent

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

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

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

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

TASK 13

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

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

2. Set yourself realistic, achievable goals at each step.

3. Expect resistance and identify where there will be areas of resistance.

4. Think of ways to overcome this resistance; for example, think of the benefits of the change. 5. Allow enough time for each step to be

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

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

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

TASK 14

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

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a. Structured, systematic ways of thinking about what we do and who we are

b. A diary of significant events and moments in our teaching day

c. Short stories based on real teaching and learning events with different endings d. Sudden and complete immersion in a new

and unfamiliar language

e. Being conscious of your psychological state and of your external environment f. A set of skills acquired for the completion

of particular tasks

g. Two (or more) teachers observing each other’s teaching and giving feedback h. A collection of documents and texts that

illustrate different aspects of our work i. Two (or more) teachers planning,

preparing, and teaching together j. A senior teacher helps a junior teacher

develop his or her knowledge and skills k. A structured, step-by-step investigation

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

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

m. Becoming better at what you do through growth and change

n. Ways of understanding and responding to ourselves, others, and events

E PAINLESS PROFESSIONAL DEVELOPMENT: IS IT REALLY POSSIBLE?

There are many reasons why many English language teachers do not engage in as much professional development as they might like to do. As we discussed earlier, development requires change, and change can be difficult. Two other common problems are a lack of time and a lack of money. What are some of the obstacles to professional development that you face in your teaching and learning context?

Although there may be challenges to overcome, there are many reasons why we should engage in professional development.

TASK 15

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

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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F MAKING YOUR TEXTBOOK

PART OF YOUR PROFESSIONAL DEVELOPMENT

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

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

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

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

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

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

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

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

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

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

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

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

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

PART TWO: PURSUING

PROFESSIONAL DEVELOPMENT USING YOUR TEXTBOOK

At the end of Part One, we said:

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

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

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

At the end of Part One, we also said:

Deciding which textbook to use is in itself a

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

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

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

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

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

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

B MAKING CHOICES AND DECISIONS ABOUT TEXTBOOKS AS PART OF YOUR PROFESSIONAL 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 exercises are designed so that they can be carried out by one person, but as teaching and learning are interactive events, you will learn more from these exercises if you work on them with another teacher, or with a group of teachers, that you know and trust.

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

We have left spaces for you to write your responses to the different tasks and exercises for two reasons. First, your notes will help you share your thoughts with other teachers. But your notes may also form an important part of documenting your professional development, even if you work by yourself.

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

TASK 17

If you decided to use this World Link textbook, on

what did you base that decision?

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

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

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TASK 18

Think of some other English language textbooks you

have used recently. How is this World Link textbook

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

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

TASK 19

How could this World Link textbook help develop

your English language teaching?

E GETTING TO KNOW YOUR WORLD LINK TEXTBOOK

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

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

How well do you know your World Link textbook?

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

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

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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F EXPLORING YOUR DECISIONS BY ASKING QUESTIONS

The key to making your textbooks part of your professional development is to keep asking questions that explore the decisions you make as you use the textbook.

Before you use a textbook, it is important to

consider it in its entirety, then make decisions about individual units, and finally make decisions about the different parts within each unit.

TASK 21

Here are some examples of questions you should

consider before starting to use your World Link

Q1. Do you plan to use all 12 of the units in the textbook? If so, why? If not, which units will you not use, and why?

Q2. Do you intend to use the units in the order in which they are presented? If yes, why?

Q3. If you plan to change the order of the units and present them in a different sequence, why, and what sequence do you plan to use?

Reason(s) for changing the sequence:

Alternative sequence:

ENGLISH LANGUAGE TEXTBOOK

The questions in Task 21 are related to adapting

your World Link textbook to your local teaching

and learning context, as every student and every teacher is unique, as we discussed earlier, and every teaching and learning context is unique. Because of this uniqueness, once a textbook has been chosen, or adopted, it may also then need to be “localized,” or adapted.

TASK 22

What are some aspects of your English language teaching and learning environment that make it different from others?

TASK 23

Describe the students with whom you expect you will be using this book.

Q1. First language: Q2. Age range:

Q3. Number of years they have studied English:

Q4. English language ability levels:

Q5. Reasons for learning English:

Q6. What makes these students different from other students?

Q7. You are unique, too! What makes you different from other English language teachers you work with?

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In Part One, we talked about the importance of change in professional development.

TASK 24

Are there any changes you plan to make to your

World Link textbook to adapt it to your English

language teaching and learning environment? If so, what kinds of changes will you make?

TASK 25

Are there any changes you will make to your World

Link textbook to adapt it to your English language

If so, what kinds of changes will you make?

TASK 26

Are there any changes you will make to your World

Link textbook to adapt it to your teaching style(s)?

If so, what kinds of changes will you make?

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

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

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

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

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

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

instructions for all of the exercises?

We hope we have helped you start thinking of your

World Link textbook as part of your professional

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

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

Answers to Task 14

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

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World Link Level 4: Developing English Fluency,

Fourth Edition

Publisher: Sherrise RoehrExecutive Editor: Sarah Kenney

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

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

Latin America

Anthony Acevedo, ICPNA, Lima; Jorge Aguilar, Centro de Estudios de Idiomas UAS, Culiacan; Lidia Stella Aja, Centro Cultural Colombo Americano, Cali; Ana Laura Alferez, Instituto Domingo Savio, Mexico City; Lúcia Rodrigues Alves, Seven, Sao Paulo; Alessandra Atarcsay, WOWL Education, Rio de Janeiro; Isabella Campos Alvim, IBEU Copacabana, Rio de Janeiro; Ana Berg, Ana Berg EFL School, Rio de Janeiro; Raul Billini, Santo Domingo; Isabela Villas Boas, Casa Thomas Jefferson, Brasilia; Lourdes Camarillo, Escuela Bancaria Comercial, Mexico City; Cinthia Castañeda, Centro de Idiomas, Coatzacoalcos; Enrique Chapuz, Universidad Veracruzana, Coatzacoalcos; Giseh Cuesta, MESCyT, Mexico City; Carlos Fernández, ICPNA, Lima; Vania Furtado, IBEU Copacabana, Rio de Janeiro; Mariana Garcia, BUAP, Puebla; Jeanette Bravo Garonce, IPA Idiomas, Brasilia; Luiz Henrique Bravo Garonce, IPA Idiomas, Brasilia; Fily Hernandez, Universidad Veracruzana, Coatzacoalcos; Manuel Hidalgo Iglesias, Escuela Bancaria Comercial, Mexico City; Dafna Ilian, ESIME, Azcapotzalco; Rubén Jacome, Universidad Veracruzana, Coatzacoalcos; Beatriz Jorge, Alumni, Sao Paulo; Gledis Libert, ICDA, Santo Domingo; Rocio Liceaga, International House, Mexico City; Elizabeth Palacios, ICPNA, Lima; Emeli Borges Pereira Luz, UNICAMPI, Sao Paulo; Patricia McKay, CELLEP, Sao Paulo; Victor Hugo Medina, Cultura Inglesa Minas Gerais, Belo Horizonte; Maria Helena Meyes, ACBEU, Salvador; Isaias Pacheco, Universidad Veracruzana, Coatzacoalcos; Miguel Rodriguez, BUAP, Puebla; Nelly Romero, ICPNA, Lima; Yesenia Ruvalcaba, Universidad de Guadalajara, Guadalajara; Eva Sanchez, BUAP, Puebla; Marina Sánchez, Instituto Domingo Savio, Mexico City; Thais Scharfenberg, Centro Europeu, Curitiba; Pilar Sotelo, ICPNA, Lima; Rubén Uceta, Centro Cultural Domínico Americano, Santiago De Los Caballeros; Italia Vergara, American English Overseas Center, Panama City; Maria Victoria Guinle Vivacqua, UNICAMP, Sao Paulo

United States and Canada

Bobbi Plante, Manitoba Institute of Trades and Technology, Winnipeg; Richard McDorman, Language On Schools, Miami, FL; Luba Nesteroba, Bilingual Education Institute, Houston, TX; Tracey Partin, Valencia College, Orlando, FL

Acknowledgments | iii

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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.

GOALS

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

With students’ books closed, play a very quick game. Bring a tennis ball or some other lightweight ball to class. Tell students you are going to ask a question and the student you throw the ball to must answer it without hesitation.

Ideally ask simple questions that draw from Lesson A, but you can ask general questions, too. Example

questions: Have you ever been on a conference

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

The objective is to get students thinking and

responding quickly, so don’t ask any difficult questions.

Set up 5 min

Tell students they are going to play this board game in groups of three. Give them a moment to look over the game on their own.

Tell each group you will give them a coin.

Demonstrate flipping a coin and explain that heads is the front of the coin; tails means the back of the

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

Explain that the winner is the person who reaches

the Finish point first.

Squares 1–17 5–10 min

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

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

For square #8, check that everyone understands

the word gossip. It means talking about someone

who is not present. Encourage students to keep the

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

Remind students that their answers have to be grammatically correct.

Rules 5–10 min

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

Here are some possible rules you could introduce.

Who goes first? Come up with an arbitrary rule for

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

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

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

Full sentences It’s better language practice if you

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

a complete sentence: Right now I’m working

on . . ..

Repetition Students may not give the same answer

that someone else has previously given.

Play! 15 min or more

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

If someone wins and there is still class time available, have that group start the game again. Some of your students may be quite competitive. Some might become frustrated if they are losing. Try to emphasize the fun aspect of the game. Enjoy!

Check students’ competencies as follows: • Are students using appropriate vocabulary to

talk about work-life balance in the game? • Are they using stative verbs correctly? • Are they using the correct form—simple

present or present continuous—with the time expressions in the blue squares?

• Are they using the grammar correctly to express annoyance?

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

GOALS

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

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

Talk about work-life balance: Vocabulary,

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

Active English, page 22

Lesson Planner UNIT 2, Lesson A | 22a

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

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

3 The working life of a Mexican circus performer is notoriously tough. Emily calls it a world of “blood, sweat, and 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 meanings. 10 min

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

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

LANGUAGE TIP: Blood, sweat,

and tears

The title of this article is based

on the phrase blood, sweat,

and tears. We use this phrase

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

a circus and you need some new performers. Write a short description of the job and the type of people you are looking for (e.g., what skills, talents, abilities, and personal qualities should they have?). 5–10 min

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

CULTURE TIP: Controversy about the circus

In the past, circus acts traditionally involved wild

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

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

LARGE CLASS OPTION To save time and streamline D,

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

Lesson Planner UNIT 2, Lesson B | 25

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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

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

Beautiful Thing You Have Ever Seen?

p. 175

REAL WORLD LINK 4 Interview Skills p. 176

Scope and Sequence | vii

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GOALS

Now I can . . . Identify skills and personal

A

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

B

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

1. Which job is the person applying for?

2. What is the person currently doing?

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

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

C

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

D

Read the Academic Skill box. Then decide which of these

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

1. Can you come for an interview on Monday?

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

3. Are you able to work independently?

4. Would you describe yourself as reliable?

5. Are you good at working in teams?

6. How would your friends or work colleagues describe your personal qualities?

E

Work in pairs and take turns interviewing each other for one of the jobs in A. Use some of the questions in D as well as your own questions.

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

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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 them? If not, why? 5 min

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

B Watch the video. Check (✓) the reasons the people give for playing checkers. 10 min

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

understands nickname (an

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

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

Check answers.

C Watch the video again and complete these quotes. 10 min

Ask everyone to look over the sentences first. Then

Lesson Planner UNIT 1 | 3

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A

Read the article and find out what the numbers in the circles mean. In general, do you think the numbers are true for you?

B

Match the words and phrases in blue with these meanings.

close friends

10. spend free time with

C

Work in pairs. Ask and answer these questions.

1. How large is your actual circle of friends?

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

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

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

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

D

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

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

• TV, films, books, music • sports and games • work and education How large is your actual circle of

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

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

I have three brothers and

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GLOBAL VOICES

On the board, write freelance / freelancer /

freelancing. Ask whether anyone knows what freelance means. You could provide a hint by telling

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

knows, provide the definition yourself. Freelance means working on different projects for different

companies rather than being a full-time employee of one particular company.

Take a class poll on who would prefer to be a company employee or a freelancer. Discuss the pros and cons of both.

ABOUT THE VIDEO

After a unit in which students have explored the working week as well as job skills and personal qualities, this video provides an interesting platform for students to consider how one woman, Hannah Reyes Morales, developed her career in photojournalism. (See About the Speaker.) In the video, she provides an honest account of her early aspirations and how they changed over time. She explains some of the difficulties she has encountered and what she has learned along the way.

ABOUT THE SPEAKER

National Geographic Explorer, Hannah Reyes Morales, is part of the Young Explorer Leadership and Development Program. She is a photojournalist from The Philippines, and the focus of her work is largely on social inequality. She has received many awards for her work, including a Society of Publishers in Asia (SOPA) award for her contributions

to the New York Times’ Outlaw Ocean series in 2016.

Hannah’s work has been published in print and

online in the New York Times, Washington Post, Wall

Street Journal, Time (online), National Geographic

(online), Guardian, and Lonely Planet.

A You are going to watch a video with Reyes

Morales talking about her work as a photographer. Match her quotes (a–e) to 1–5. Then watch the video to check. 5 min

Ask students to read through the points, 1–5, and the five quotes, a–e. Have them match the items. Then play the video so they can check their answers. Optionally, stop the video after each of the quotes and confirm the correct answer with the class.

TEACHING OPTION: Initial reactions

Having watched the video once, ask students to share their initial reactions to it. Ask if they found it interesting or surprising. Find out what they think of Hannah’s job. Ask who would like to do a job like Hannah’s.

B Watch the video again and answer these questions in your notebook. 5 min

Have students read through the five questions. As usual, encourage them to underline the key words so they will know what information they need to listen for.

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

students about the work they did on open questions.

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

Check answers as a class.

VIDEO STRATEGY: While-viewing

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

C Work in pairs and ask and answer these questions about your current job or a job you would like to do in the future. 5–10 min

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

Walk around, monitoring the exercise. Then discuss the questions as a class. Encourage students to give reasons for their answers.

EXTRA! Post-viewing

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

Wanted: Freelance Photographer

The students of Oaklands School are holding an event to raise funds for their international trip. They are organizing a garden party. They would like a photographer to document the events of the day and will offer the best photo as a prize in the raffle. In pairs or groups, tell students to pretend they are Hannah and discuss the skills and qualities that would make her suitable for this freelance role. Then open it up to a class discussion.

29a | Lesson Planner UNIT 2, Lesson B

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A

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

B

Identify a speaker. Listen to four interviews at a Comic-Con

event. Match the speaker (1–4) to the statement. There is one extra statement. 2

a. This person fell in love at Comic-Con. b. It’s a chance to meet up with old friends.

c. You can meet famous people and complete strangers. d. All the latest computer games are available to try out. e. It’s an opportunity to express yourself once a year.

C

Listen again. Answer these questions. Circle Yes, No, or Don’t know. 2

1. Does Diego think that people are judged Yes / No / Don’t know for who they are at Comic-Con?

2. Do most of the people at Comic-Con Yes / No / Don’t know come from similar backgrounds?

3. Does Stella always come to the event Yes / No / Don’t know with her close friends?

4. Has someone taken Stella’s photo Yes / No / Don’t know

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

8. Did they wear costumes at their wedding? Yes / No / Don’t know

D

Work in pairs. Ask and answer these questions.

1. In your school or place of work, do you think people can be themselves or are they judged?

2. Are you a member of a particular community, club, or group? If so, are its members from similar backgrounds or do

they come from different walks of life?

WORD BANK

camaraderie trust and friendship between people who spend a lot of time from their favorite books and movies and have the opportunity to meet some of the actors and authors. Shown below: London.

Read the Word Bank item aloud. Ask students

where they have heard the word camaraderie before (in the Unit Opener video, Capital Checkers). Ask, Where might people experience a sense of

camaraderie? Write the answers on the board as

they are given (for example, sports fans supporting the same team; students preparing for the same exam; a group of friends taking a trip together). A Look at the photo and read the caption below.

Have you ever worn costumes like these? Why do you think people attend events like Comic-Con? 5–10 min

Read the photo caption aloud or call on a student to read it. Then read the two questions aloud.

Have students do the exercise in groups. Encourage them to come up with at least one reason why people attend Comic-Con events. Examples could be: for the camaraderie in meeting like-minded people; to share their enthusiasm for comics; to have fun; to learn about new comic books being launched. Open up a class discussion. If any students have worn similar costumes, invite them to tell the class where and when.

For the second question, see how many different reasons students have come up with.

CULTURE TIP: Comic-Con

Comic-Con is the term used for a comic book convention. The first known Comic-Con was held in New York City in 1964, and, in the ensuing years, other US cities started conventions of their own. The first British convention was held in 1968. Today, comic conventions are held in cities across the world.

B Identify the speaker. Listen to four interviews at

a Comic-Con event. Match the speaker (1–4) to the statement. There is one extra statement.

25–10 min

First, have students read through the five

statements. Remind them that the statements will be paraphrased (see second Teaching Tip). Play the audio and have students complete the exercise individually.

Check answers as a class, but don’t replay the audio for verification because students will hear

it again in C.

Identify the speaker. Tell students that they

will often be required to do this type of task on standardized exams. They need to match several speakers to a list of statements and eliminate one or more distractors (extra

statements). The best method of preparation is practice, so give your students lots of multiple-matching tasks.

C Listen again. Answer these questions. Circle Yes,

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

Play the audio and have students complete the task individually.

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

Listen for specific information. Get your students

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

TEACHING TIP: Yes, No, Don’t know

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

work. It is sometimes presented as True, False,

Not given. Make sure everyone understands the

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

TEACHING TIP: Paraphrasing

Paraphrasing—using different words to express the same meaning—is often used on exams to check comprehension. The ability to paraphrase, and to recognize paraphrasing, is a vital technique in language learning. Give your students as much paraphrasing practice as possible.

D Work in pairs. Ask and answer these questions.

5–10 min

Have students discuss the questions in pairs. Monitor the exercise and encourage students to support their answers with reasons or examples. Then open up a class discussion and see how opinions vary or are the same.

5a | Lesson Planner UNIT 1 , Lesson A

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A

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

B

Identify a speaker. Listen to four interviews at a Comic-Con

event. Match the speaker (1–4) to the statement. There is one extra statement. 2

a. This person fell in love at Comic-Con. b. It’s a chance to meet up with old friends.

c. You can meet famous people and complete strangers. d. All the latest computer games are available to try out. e. It’s an opportunity to express yourself once a year.

C

Listen again. Answer these questions. Circle Yes, No, or Don’t know. 2

1. Does Diego think that people are judged Yes / No / Don’t know for who they are at Comic-Con?

2. Do most of the people at Comic-Con Yes / No / Don’t know come from similar backgrounds?

3. Does Stella always come to the event Yes / No / Don’t know with her close friends?

4. Has someone taken Stella’s photo Yes / No / Don’t know

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

8. Did they wear costumes at their wedding? Yes / No / Don’t know

D

Work in pairs. Ask and answer these questions.

1. In your school or place of work, do you think people can be themselves or are they judged?

2. Are you a member of a particular community, club, or group? If so, are its members from similar backgrounds or do

they come from different walks of life?

WORD BANK

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B

Practice the conversation with a partner.

C

Work in pairs. Imagine you share an office.

Choose one of these events and create a new conversation similar to the one in A. Include some of the useful expressions from the box.

1. costume party

2. a Carnival or Mardi Gras parade

3. a 70’s party

D

Get together with another pair.

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

A

Shawna and Keith work in the same office. Listen to their

conversation. Then answer the questions. 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?

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 4Omitting 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?

Keith went to Comic-Con.Because he’s a bit embarrassed about it (and maybe he thinks people will judge him negatively).

6 | UNIT 1

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B

Practice the conversation with a partner.

C

Work in pairs. Imagine you share an office.

Choose one of these events and create a new conversation similar to the one in A. Include some of the useful expressions from the box.

1. costume party

2. a Carnival or Mardi Gras parade

3. a 70’s party

D

Get together with another pair.

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

A

Shawna and Keith work in the same office. Listen to their

conversation. Then answer the questions. 3

Shawna: Hi. How was your weekend? Do anything fun?

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

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

Keith: Well, a friend invited me to this event where everyone dressed up as comic book characters. Shawna: Oh, you mean Comic-Con! It’s a blast! Who did

you go as?

Keith: Well, there was a group of us, so we all went as a superhero. I was Captain America.

Shawna: You’re joking! I want to see photos!

Keith: I don’t have many. This is a picture that shows us when we arrived.

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

Keith: They asked to have their photo taken with us. There were thousands of people there and everyone was so friendly. It was amazing! Shawna: The next time you go, tell me!

1. Where did Keith go over the weekend?

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

America arrives at New York Comic-Con.

USEFUL EXPRESSIONS5

Have a good weekend / evening?Do anything fun?

Promise not to tell anyone?

SPEAKING STRATEGY4Omitting words

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

Do you promise not to tell anyone?

Keith went to Comic-Con.Because he’s a bit embarrassed about it (andmaybe he thinks people will judge him negatively).

With students’ books closed, begin the class by

asking, What did you do last weekend? Then call

on various students to answer. Follow up by asking,

Was it fun? Try to include as many students as

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

A Shawna and Keith work in the same office. Listen to their conversation. Then answer the questions.

310 min

Read the directions and the two questions aloud. Play the audio and give everyone a moment to think about their answers to the questions. See Teaching Tip.

Check answers as a class.

TEACHING TIP: Empowering students

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

In A, for example, one approach would be to

pre-teach the language in the conversation before asking students to listen and answer the questions. Another approach is to have them try an exercise like this for themselves. As long as you don’t set the challenge level too high, you will build up your students’ confidence by empowering them to tackle certain tasks without too much hand-holding. Remember, you can always go over the language afterwards.

SPEAKING STRATEGY 4

Go over the Speaking Strategy with the class. Read the examples from the conversation aloud. Emphasize that we only use this speaking strategy in informal conversations with people we know well. Point out that it is typically used with questions, but can be used with statements as well. Ask whether anyone can think of another situation in which words are frequently omitted (e.g., newspaper headlines).

EXTRA! Omitting words

If you would like to give your students extra practice with the speaking strategy, make a list of around 10 questions and sentences with words omitted. Put students into pairs and have them write down the words they think are missing. Then check answers as a class and have the pairs practice saying the shortened sentences and questions to each other. You may use these 10 examples or add ideas of your own:

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

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

you] / Know any mechanics? [Do you]

B Practice the conversation with a partner. 5 min

Have students practice the conversation in pairs. Then have them switch roles.

Walk around, helping with pronunciation or intonation where needed.

C Work in pairs. Imagine you share an office. Choose one of these events and create a new conversation similar to the one in A. Include some of the useful expressions from the box. 10–15 min

Go over the Useful Expressions. Read each one aloud and have the class repeat after you. Draw everyone’s attention to the expressions with omitted words. Encourage students to think about how they might complete the sentences with ellipses.

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

In pairs, have students create their new

conversation and then rehearse it. Remind them to include some of the useful expressions and to keep their conversation around the same length

as the one in A.

D Get together with another pair. 5–10 min

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

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

Tell the pair listening to note and count the number of useful expressions they hear. Walk around, monitoring and offering support where required.

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

Lesson Planner UNIT 1, Lesson A | 6a

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GRAMMAR

This warm up exercise is designed simply to get students thinking about some relative pronouns before they begin the grammar lesson. The prop you will need is a watch, but feel free to choose any other item.

Make sure students have their books closed. At

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

Below this, write these four sentences:

Morelli’s big sale! [who]

Hold up your watch (or whatever item you choose). Read the first part of the first sentence and appeal to the class to call out the missing word. When they give a correct answer, write in the relative pronoun. A Read the Unit 1, Lesson A Grammar Reference in the appendix. Complete the exercises. Then do the exercises below. 20–30 min

Go over the examples in the chart. Emphasize the items in the first column; they are the nouns that each relative pronoun represents.

TEACHING OPTION: The flipped classroom

In grammar lessons, assigning the Grammar Reference as work to be done outside of class can lead to more time for students to practice in class. Go through the exercises students did for homework; present new examples and reinforce points as needed.

GRAMMAR TIP: Meta-language

Students are sometimes daunted by meta-language, such as grammatical expressions. Terms like

defining and non-defining relative clauses may be

off-putting or confusing for some students. Help them to demystify these terms by breaking down the language. What happens when we define something? We describe it; we identify what it means. Defining relative clauses give us essential information about the noun; non-defining relative clauses give us extra, non-essential information about it.

B PRONUNCIATION: Pausing The commas are

missing in these sentences with non-defining relative clauses. Listen to where the speaker pauses and write in the commas. Then listen again and repeat. 65 min

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

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

Check answers by calling on volunteers to come up to the board and insert the missing comma(s) in each sentence. Confirm or correct.

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

of an object, a famous person, and an annual event or celebration in your country. Then, write a definition for each one using a defining relative clause. Next, take turns reading your definitions aloud. Can your partner guess the words? 5–10 min

Read the direction line and explain the task.

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

out the text in blue and model a basic example

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

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

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

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

D Rewrite the description below. Make the

description more natural and more interesting by adding new information using relative clauses.

5–10 min

Go over the directions and have students work on the exercise individually. They should write the description in their notebooks. Point out that they don’t have to begin with the example provided. E In groups, take turns reading your new

descriptions. How many new relative clauses have your classmates added? Are they defining or non-defining? 5 min

In their groups, have each student read his or her description aloud. Get the others in the group to count up how many defining and non-defining relative clauses each person has used. Find out who had the most relative clauses and invite them to read their description for the class. Call on other volunteers to read their descriptions aloud, too.

7a | Lesson Planner UNIT 1 , Lesson A

</div>

world link 4 teachers book

For audio, video and other content go to

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>

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.

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>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.

A

B

C

D

E

<b>GENERATIONS1B</b>

<b>MAKE TEACHING AND LEARNING</b>

<b>MAKE TEACHING AND LEARNING</b>

STAY CONNECTED AND DEVELOP TEACHING SKILLS.

<b>LEARN AND TRACK</b>

<b>MORE ENGAGING</b>

<b>UNIT 2</b>

<b>THE WORKINGWEEK</b>

C WHAT IS PROFESSIONAL DEVELOPMENT?

E PAINLESS PROFESSIONAL DEVELOPMENT: IS IT REALLY POSSIBLE?

F MAKING YOUR TEXTBOOK

PART OF YOUR PROFESSIONAL DEVELOPMENT

<b>PART TWO: PURSUING </b>

PROFESSIONAL DEVELOPMENT USING YOUR TEXTBOOK

B MAKING CHOICES AND DECISIONS ABOUT TEXTBOOKS AS PART OF YOUR PROFESSIONAL DEVELOPMENT

C SHARING AND CHARTING YOUR PROFESSIONAL DEVELOPMENT

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

F EXPLORING YOUR DECISIONS BY ASKING QUESTIONS

ENGLISH LANGUAGE TEXTBOOK

<b> GOALS</b>

<b> GOALS</b>

<b>SCOPE AND SEQUENCE UNITS 7–12</b>

<b>SCIENCE FACT AND FICTION P. 104</b>

<b>SCOPE AND SEQUENCE UNITS 7–12</b>

<b> GOALS</b>

<b>A </b>

B

C

D

E

<b>Call center operators</b>

<b>Au pair wanted this summer!</b>

A

B

C

D

<b>GLOBAL VOICES</b>

A

B

C

D

A

B

C

D

B

C

D

A

B