world link 3 students book

I think Sugar Beach is a good / bad idea for item 1, have each student give just one piece of the answer:• in Toronto • on the waterfront • on a pier• in an industrial area Tell students

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

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

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

Visit National Geographic Learning online at ELTNGL.com

Visit our corporate website at www.cengage.com

National Geographic Learning, a Cengage Company

World Link Level 3: Developing English Fluency,

Fourth Edition

Publisher: Sherrise RoehrExecutive Editor: Sarah Kenney

Senior Development Editor: Brenden LayteDirector of Global Marketing: Ian MartinHeads of Regional Marketing:

Charlotte Ellis (Europe, Middle East and Africa) Justin Kaley (Acting Head of Marketing, Asia)Irina Pereyra (Latin America)

Senior Product Marketing Manager:Caitlin Thomas

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

Art Director: Brenda Carmichael

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

Manufacturing Planner: Mary Beth HenneburyComposition: MPS North America LLC

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

Further permissions questions can be emailed to

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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; Migiel 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

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

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

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

Visit National Geographic Learning online at ELTNGL.com

Visit our corporate website at www.cengage.com

National Geographic Learning, a Cengage Company

World Link Level 3: Developing English Fluency,

Fourth Edition

Publisher: Sherrise RoehrExecutive Editor: Sarah Kenney

Senior Development Editor: Brenden LayteDirector of Global Marketing: Ian MartinHeads of Regional Marketing:

Charlotte Ellis (Europe, Middle East and Africa) Justin Kaley (Acting Head of Marketing, Asia)Irina Pereyra (Latin America)

Senior Product Marketing Manager:Caitlin Thomas

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

Art Director: Brenda Carmichael

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

Manufacturing Planner: Mary Beth HenneburyComposition: MPS North America LLC

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

Further permissions questions can be emailed to

Printed in China

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

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SCOPE AND SEQUENCE UNITS 1-6 UNIT LESSONWARM-UP VIDEOVOCABULARYLISTENINGGRAMMARPRONUNCIATIONSPEAKINGREADINGWRITINGENGLISHACTIVE ACADEMIC SKILLGLOBAL VOICESPodcast about the rules for visiting a

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

p 36

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

Play a game where you agree / disagree about cultural norms

Got Her Message to the World p 87

REAL WORLD LINK 2 Hiring in the Workplace p 88

Scope and Sequence | vPodcast about the rules for visiting a

Game using set answers to ask and answer questions anddiscuss likelihood

p 36

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

REAL WORLD LINK 2 Hiring in the Workplace p 88 ACROSS CULTURES P 60

BUSINESS AND MARKETING P 74MEN AND WOMEN P 46 Podcast about the rules for visiting a

Game using set answers to ask and answer questions anddiscuss likelihood

p 36

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

REAL WORLD LINK 2 Hiring in the Workplace p 88 ACROSS CULTURES P 60

BUSINESS AND MARKETING P 74MEN AND WOMEN P 46

UNIT LESSONWARM-UP VIDEOVOCABULARYLISTENINGGRAMMARPRONUNCIATIONSPEAKINGREADINGWRITINGENGLISHACTIVE ACADEMIC SKILLGLOBAL VOICESPodcast about the rules for visiting a

p 36

Scope and Sequence | v

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SCOPE AND SEQUENCE UNITS 1-6 UNIT LESSONWARM-UP VIDEOVOCABULARYLISTENINGGRAMMARPRONUNCIATIONSPEAKINGREADINGWRITINGENGLISHACTIVE ACADEMIC SKILLGLOBAL VOICESPodcast about the rules for visiting a

p 36

UNIT LESSONWARM-UP VIDEOVOCABULARYLISTENINGGRAMMARPRONUNCIATIONSPEAKINGREADINGWRITINGENGLISHACTIVE ACADEMIC SKILLGLOBAL VOICESPodcast about the rules for visiting a

p 36

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SCOPE AND SEQUENCE UNITS 7-12 UNIT LESSONWARM-UP VIDEOVOCABULARYLISTENINGGRAMMARPRONUNCIATIONSPEAKINGREADINGWRITINGENGLISHACTIVE ACADEMIC SKILLGLOBAL VOICES

Emphasis with get

expressions p. 95Describing symptoms p. 94Modern Health

Put survival news stories in the correct

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

(active, spare time, take part in)

Preparing and embarking on a trip p. 111

(challenge, head out, get used to) Talk about the class’s interests and hobbies

Talk about online and offline life and social media

Talk about and make suggestions for fixing problems in your city

Word final /t/ and

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

Are you a good

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

(against the law,

Do a role play while telling white lies

Draw conclusions

What fact about you would surprise

Play a board game using relative clauses to describe animals

p. 168

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

REAL WORLD LINK 4 Track Your Food Waste p 176 WHAT ARE YOU INTO? P 104

UNIT LESSONWARM-UP VIDEOVOCABULARYLISTENINGGRAMMARPRONUNCIATIONSPEAKINGREADINGWRITINGENGLISHACTIVE ACADEMIC SKILLGLOBAL VOICES

Are you a good

(against the law,

p. 168

REAL WORLD LINK 4 Track Your Food Waste p 176 WHAT ARE YOU INTO? P 104

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SCOPE AND SEQUENCE UNITS 7-12 UNIT LESSONWARM-UP VIDEOVOCABULARYLISTENINGGRAMMARPRONUNCIATIONSPEAKINGREADINGWRITINGENGLISHACTIVE ACADEMIC SKILLGLOBAL VOICES

Are you a good

(against the law,

p. 168

REAL WORLD LINK 4 Track Your Food Waste p 176

Scope and Sequence | vii

UNIT LESSONWARM-UP VIDEOVOCABULARYLISTENINGGRAMMARPRONUNCIATIONSPEAKINGREADINGWRITINGENGLISHACTIVE ACADEMIC SKILLGLOBAL VOICES

Are you a good

(against the law,

p. 168

REAL WORLD LINK 4 Track Your Food Waste p 176

Scope and Sequence | vii

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UNIT 1

WARM-UP VIDEO

A This video is called The Rise of Open Streets

What do you think the video is going to be about? Tell a partner.

B Watch the first part of the video Complete the definition of Open Streets.

Open Streets are when you temporarily (1.) a street to people (2.) , and then (3.)

it up for people (4.) , walking, skating, running—pretty much doing anything but driving a car!

C Watch the video and complete the quotes.

1 “You get young and old,

get everybody!”

2 “Summer Streets celebrates the concept

that streets are for ”

3 “It’s showing people that streets can have

different according to the

4 “It’s a great way to bring in new folks who

are maybe interested in

D What do you think of Open Streets? Where would you create an open street in your city?

LOOK AT THE PHOTO ANSWER THE QUESTIONS.

1 Who and where are these people? What are

they are doing? Have you ever done this?

2 Do you prefer going out to busy places or

staying at home? Why?

PUBLIC AND PRIVATE

/ Discuss home improvement ideas

/ Make and respond to informal night in Bryant Park in New York City, US

ABOUT THE PHOTO

Around the world, cities and towns are rethinking how public spaces can be used to bring people together, build community, and promote wellbeing This photo shows a movie night in Bryant Park in New York City The land was first designated for public use in 1686, and saw a variety of uses before a park was first built in 1847 The park is next door to the New York Public Library, and when the library needed more space, the park was dug up and 84 miles of bookshelves were built underneath it The park was rebuilt with the help of the Bryant Park Corporation and reopened in 1992 Since then, Bryant Park has been a destination for people who want to relax, and it also holds a variety of events, such as movie nights, theater, dance parties, musical performances, exercise and martial arts classes, and ice skating.

INTRODUCE THE THEME

In this unit, students will discuss private and public spaces The language in the two lessons will help students communicate on these themes, including discussing home improvement ideas, making and responding to informal suggestions, debating uses for public and private spaces, and stating rules for appropriate behavior in public places In the Warm-Up Video, students will watch a video that talks about open streets in cities around the world Then, in Lesson A, students will learn to talk about making home improvements They will listen to a lecture about the color wheel and practice listening for details and saying a series of items They will also learn how to suggest solutions to problems by making informal suggestions Finally, they will use the passive voice to discuss problems with a room and propose solutions In Lesson B, students will learn to talk about public and private spaces They will learn about the issue of public access to private

spaces and read about repurposing public spaces They will practice making and checking predictions and inferring information They will listen to a report about a place that had to change its rules for visitors, and practice listening for details They will also learn how to express permission and prohibition Finally, they will write and talk about inappropriate behavior in public places.

In Global Voices, students will learn about a tour guide in Shanghai, China who loves sharing her city

with tourists Then students will present their own tour.

Look at the photo Answer the questions.

Call on students to describe what they see in the photo.

Have students answer the questions individually or in pairs, then

compare answers with the class Point out the unit goals and explain what students will learn Elicit any key vocabulary students already know, and write it on the board Explain any unfamiliar phrases in the unit goals to the students.

2 | Lesson Planner UNIT 1

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WARM-UP VIDEO

A This video is called The Rise of Open Streets

What do you think the video is going to be about? Tell a partner.

B Watch the first part of the video Complete the definition of Open Streets.

Open Streets are when you temporarily (1.) a street to people (2.) , and then (3.)

it up for people (4.) , walking, skating, running—pretty much doing anything but driving a car!

C Watch the video and complete the quotes.

1 “You get young and old,

get everybody!”

2 “Summer Streets celebrates the concept

that streets are for ”

3 “It’s showing people that streets can have

different according to the

4 “It’s a great way to bring in new folks who

are maybe interested in

D What do you think of Open Streets? Where would you create an open street in your city?

1 Who and where are these people? What are

they are doing? Have you ever done this?

2 Do you prefer going out to busy places or

staying at home? Why?

PUBLIC AND PRIVATE

/ Discuss home improvement ideas

/ Make and respond to informal night in Bryant Park in New York City, US

C Watch the video and complete the quotes 10 min

Go over the quotes with the class and have them work out what kind of word they need for each blank by looking at what comes before and after the blank Play the full video Tell students to write as they watch Have students compare their answers in pairs Check answers with the class, playing the video again as necessary.

WARM-UP VIDEOWarm-Up

Ask students about exercise they do outside Prompt with specific

questions as necessary, Do you have a bike? Do you go jogging? Do you walk? Once you have a

list of activities on the board, ask where they do the activities Write the places on the board 5 min

About the Video

Around the world, many cities are organizing open street days On these days, main avenues are closed to cars and open to people People can walk, ride, skate, run, dance, do yoga and many other activities, and socialize with people from all over the city The concept began in Bogotá, Colombia, in the 1970s and has successfully spread to other countries Closing the streets to cars gives citizens a chance to see their city, and their fellow citizens, from a different point of view It also promotes physical activity and exercise.

A This video is called The Rise of Open Streets What do you

think the video is going to be about? Tell a partner 5 min

Have students discuss the question in pairs Elicit their ideas and write them on the board to help students when they watch.

B Watch the first part of the video Complete the definition of Open Streets 10 min

Go over the paragraph with the class Have them think about what kind of word they might need in each blank by looking at what comes before and

after the blank (e.g., the you before temporarily means the

blank probably needs a verb

to go with you) Play the full

video, telling students to write as they watch Remind them that at this stage they shouldn’t worry about spelling; they can correct mistakes later Play the video again Have students compare answers in pairs; then check answers with the class D What do you think of Open

Streets? Where would you create an open street in your city? 10–15 min

Go over the questions with the class and give students a moment to think about their answers Encourage them to write a few notes to help them when they are speaking (key words, not complete sentences) Assign students to pairs to discuss the questions Have pairs share their ideas and lead a class discussion on the topic of open streets

Lesson Planner UNIT 1 | 3

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A Look at the photo and read the text Answer the questions with a partner B Read about making a small space better Look up any words you don’t know.

Redecorating a small space can feel difficult You want it to be comfortable, but not too cluttered What are your options? Here are some tips for creating that perfect space!

1 To make the space look bigger

• Keep the floor clean and free of clutter.

•Install mirrors throughout your space.

• Choose a large rug that goes well with everything.

2 To make the space look brighter

•Repaint one wall in a strong, bright color.

•Recreate a sunny environment with lots of lights.

3 To use the space

•Get rid of one or two pieces of furniture and repair any broken items.

•Replace big desks or chairs with folding pieces of furniture.

•Rearrange the area around your bed so that you can store things underneath it.

C Work in groups of three Each person chooses a category of advice (1, 2, or 3) from B Close your books Practice telling your group

members the advice.

D What is the best piece of advice? What advice do you want to try? E Study the diagram.

• How are the words space and room used differently?

Can you add information to the circles?

• Make your own diagram with get rid of and remove

How are the words different?

ACADEMIC SKILL

Using diagrams

Many words that have similar meanings are used differently You can use a diagram to show these

Many students live in small rooms to save money on rent What are the difficulties of living in small spaces? How can you make a small space better?

Victoria is a student in Los Angeles, California, in the United States

4 | UNIT 1

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A Look at the color wheel Discuss the questions with a partner.

1 What’s your favorite color? What color is directly across from your favorite? Do you like that color, too?

2 Decorators often use a color wheel in their work Why?

B Listen to the beginning of the lecture Circle the correct answer 2

You want to rearrange/ replacethe furniture C Listen for details Listen to the full lecture

Complete the sentences 3

1 The warm colors create a feeling of and the cool colors are

2 The first group has the colors: red, blue, and yellow.

3 We mix these colors together to get the colors.

4 As you can see, when we red and blue, for example, we get violet.

5 Finally, if you want to go with an exciting color , you could choose the color that is on the opposite side of the color wheel.

6 I think you can agree that a red chair would really color to the room!

D PRONUNCIATION: Saying a series of itemsListen Pay attention to the underlined words Then listen again and repeat 4

1 The primary colors are red, yellow, and blue.

2 Our room has a sofa, a table, and two chairs.

E Take turns telling a partner about the color wheel, first with your books open, and then closed Use the information in C to help you.

F Listen to the end of the lecture The rug and the curtains are green What colors are suggested for the chair? Listen and point to the colors on the color wheel Then answer the question 5

What color is not recommended for the chair?

a green b blue c yellow

G What are your favorite color combinations? Why? How would you redecorate a room in your home using the color wheel? Take notes and share your ideas with a partner.

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A Emilia has a new apartment Listen to and read the conversation and answer the questions 6

Felipe: How’s the new place?

Emilia: I haven’t moved in yet There are some things I need to do first.

Felipe: Oh, really? Like what?

Emilia: I’m going to repaint the walls and install new lights I’m also going to replace the shower curtain.

Felipe: That makes sense.

Emilia: I also need to fix the living room wall It’s cracked.

Felipe: Oh, no! Why don’t you just hang a picture over it?

Emilia: No, I can’t really It’s a pretty big crack Felipe: Well, my friend Sam does home repairs

You could try calling him.

Emilia: Thanks, but I think I should tell the building manager He needs to fix it.

1 What is Emilia going to do in her apartment?

2 What’s the problem? Underline Felipe’s suggestions to solve it.

3 How does Emilia respond to the advice? Circle the sentences.

B What would you do in Emilia’s situation? Tell a partner Then practice the

conversation together.

C Read the two situations Choose one and role-play it with a partner Then switch roles and role-play the other situation.

Student A: Tell your friend about your problem.

Student B: Make informal suggestions to help solve the problem.

You need to change a light in your kitchen, but you can’t reach it.

You want to brighten up your dark apartment, but you don’t have a lot of money.

My apartment has really high ceilings I can’t reach!Why don’t you fix it yourself?

SPEAKING STRATEGYMaking informal suggestions 7

Why don’t you picture over it?

(You could) try

calling my friend.

Strong yes: Good idea. /

That’s a great idea. /

Sounds good to me.

Weak yes / maybe: I guess it’s worth a try. /

Maybe I’ll do that.

No: I think I should (do something else) / I don’t think so. / No, I can’t.

8 | UNIT 6 | UNIT 1

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

STATIVE PASSIVE VOICE

I broke the window This sentence describes an action.

The window is broken This sentence describes a state B Complete the chart with the correct forms of the verbs Then listen and repeat 8

C What nouns can you use with the verbs in B? Make a list.

D Complete the sentences with the correct form of the word in parentheses This house is a mess! The walls (1.) (crack) and the rug (2.) (stain) Some kids (3.) (jam) a plastic bag down the drain and now the sink (4.) (stop up) Someone (5.) (break) a couple of windows and they haven’t been fixed yet, so they (6.) still (break)! Also, it rained a lot last night, so now the basement (7.) (flood) Oh, and the light in the hallway (8.) (burn out), too!

E Think of things in your home or school that are broken or not working properly Write the problems in the chart below.

F Tell two classmates about your problems Ask for their advice and write it in E

Which suggestions do you like the most? Why?

Window goes together with break You can say I broke the window.

UNIT 1 | 7

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ACTIVE ENGLISH Try it out!

A Look at the photo above What do you like or not like about the room?

B You are going to have a party to celebrate the end of the school year You have been given a room like the one above to use for free, but it needs some work Make some notes.

• Use at least three words from Row A to talk about the room’s problems (Use the passive form.)

• Use at least three words from Row B to say how you will fix up the room.

• Use at least two words from Row C to describe the color of the room.

Row A break, burn out, clutter, crack, get rid of, stain, tear

Row B clean, install, rebuild, redecorate, repair, replace, repaint, rearrange

Row C primary / secondary color, color combination, add color, bright color

C Compare ideas with a partner.

• Give and respond to suggestions to improve the room.

• When you agree on an idea, write it down Make a list.

D Choose your three best ideas and share them with another pair.

GOALS Now I can

Discuss home improvement ideas Make and respond to informal

The curtains look old and don’t go well with the rest of the room.

Why don’t we get rid of them? We can replace them with new ones.That’s a great idea! Maybe we can choose something in a warmer color.

8 | UNIT 1

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A Read the information in the Word Bank Then answer the questions.

• Name a public space in your city Do you ever go there?

• What is an example of private property?

B Read about Martin’s Beach What’s the issue? Tell a partner in your own words and explain the words in blue.

Student A: Describe Martin’s Beach.

Student B: Describe what happened in 2008.

Martin’s Beach, surrounded by cliffs and farmland, is a wild and beautiful place There is only one road to the beach Even though this road goes through private property, the beach itself is open to the public For years, surfers, fishermen, and other people paid a small fee for publicaccess to the beach.

That changed in 2008, when a wealthy businessman paid a lot of money for the land around the beach, including the road to the beach He put up a gate and informed the public that the beach was closed Many people were upset They wanted to preserve this beach as a public space There was not a lot of public support for closing the beach.

C In your opinion, should the general public be able to visit Martin’s Beach, even when it is on

privately owned land? Why or why not? Tell your partner.

Martin’s Beach is open to the public That means anyone can go there But the road

WORD BANK

public related to people

in general: public support; open to everyone: public access, public property, public space

the (general) public

all the people in a community

private belonging to one

person or group only; not

shared: private property,

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ABOUT THE PHOTO

Toronto, Canada, is a waterfront city, but not a coastal city It’s located on the northern shore of Lake Ontario, one of the five Great Lakes in North America While Toronto isn’t a city that fills your mind with images of warm, sunny beaches like Miami or Rio de Janeiro, like most of southern Canada, Toronto has warm summers with plenty of hot days (but very cold and snowy winters).

Have students keep their books closed Tell them they’re going to read about a beach called Sugar Beach Ask them first why a beach might be named this, and ask where they think it’s located Tell students to take guesses Take any answers List some on the board to refer to after students read the text Then ask,

Does a beach have to have an ocean? If students say no, ask

for explanations and examples (e.g., lakes, rivers) Tell students they’re going to read about a unique beach 5 min

A Make predictions You are

going to read about a place called Sugar Beach 10 min

Tell students to cover the text, read the title, and look at the photo Have them write brief answers to the questions (notes and incomplete sentences are fine) and then share their ideas with a partner Have pairs share their ideas with the class.

Point out the re- verb

repurpose in the title Ask for a

volunteer to explain or take a guess at the meaning

B Check predictions Read the

article Discuss the questions with a partner 910 min

Tell students to read the text Pair students to answer the questions Check the answers with the class When calling on students for answers for

Blue sky, pink umbrellas, white sand As you relaxinto your comfortable chair with a good book, youfeel the cool breeze on your face.You’re so happyto be at the beach.

But this isn’t just any beach It’s Sugar Beach,located on the waterfront in downtown Toronto,Canada The city of Toronto wanted to clean upthe area and bring more people to the waterfront,so they repurposed1 the space They got rid of theparking lot that was there before and built SugarBeach Now everyone can enjoy this beautifulpublic space.

Sugar Beach is a fun and relaxing urban2 parkthat is open to the general public Visitors enjoysunbathing, climbing on the rocks, walking underthe trees, or just doing nothing as they watchboats pass by In the summer, there are concerts,outdoor movies, and other public events Butthere’s one thing you can’t do: you can’t swimat Sugar Beach It’s built on top of a pier3 andjumping from the pier into the water isn’t allowed.

Sugar Beach has two neighbors On one side is Redpath Sugar, a privately owned sugar factory that was built in 1854 When the city replaced the parking lot with a beach, they wanted to preserve the waterfront’s industrial4 history.They named the new beach after the sugar factory On the other side is a modern media company You could say that Sugar Beach is a bridge between the old and the new.Just a few years ago, Sugar Beach wasn’t here It was an old parking lot only for people visiting the factory Now it’s a lovely park with tremendous public support It’s been described as an “Instagrammer’s dream”—a way to take great photos and get away from the city without having to actually leave.

1Torepurpose means to find a new use for something.

2Urban means “in or related to a city.”

3Apier is a platform from land over water It’s used for

getting on and off boats.

4Anindustrial area has lots of factories in it.

A Make predictions You are going to read

about a place called Sugar Beach.

1 Where do you think the place is?2 Why do you think the city built this place?

B Check predictions Read the article Discuss

the questions with a partner. 9

1 Where is Sugar Beach located?2 Why did the city of Toronto create Sugar

3 Who are the beach’s neighbors?

CCheck (✓) the correct answer(s).

1 What can you find in the park?

chairs umbrellas sand

2 What kinds of public events are there?

concerts swim races movies

3 What do visitors like to do there?

walk under the trees

climb on the rocks jump off the pier

DComplete this sentence.

Sugar Beach is called an Instagrammer’sdream because you can there.

EBrainstorm your ideas to answer 1 and 2 Then circle your answer for 3.

1 When the pier was a parking lot, how

did it benefit the public? What were the disadvantages of having a parking lot?

2 How does Sugar Beach benefit the public?

Can you think of any disadvantages?

3 I think Sugar Beach is a good / bad idea for

item 1, have each student give just one piece of the answer:

• in Toronto • on the waterfront • on a pier

• in an industrial area Tell students to refer back to their answers to the questions

in A Ask for a show of hands of

students whose predictions for question 1 were correct and ask them to share those answers again Acceptable answers

include in a city, urban area

Then do the same for question 2 Check that students understand

the new vocabulary: repurpose, urban, pier, industrial area.

Make and check predictions.

Remind students that checking predictions after they have read a text enables them to see how predicting is useful, or, if their prediction wasn’t correct, to analyze why the answer was not what they had predicted.

10 | Lesson Planner UNIT 1, Lesson B

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Blue sky, pink umbrellas, white sand As you relax into your comfortable chair with a good book, you feel the cool breeze on your face You’re so happy to be at the beach.

But this isn’t just any beach It’s Sugar Beach, located on the waterfront in downtown Toronto, Canada The city of Toronto wanted to clean up the area and bring more people to the waterfront, so they repurposed1 the space They got rid of the parking lot that was there before and built Sugar Beach Now everyone can enjoy this beautiful public space.

Sugar Beach is a fun and relaxing urban2 park that is open to the general public Visitors enjoy sunbathing, climbing on the rocks, walking under the trees, or just doing nothing as they watch boats pass by In the summer, there are concerts, outdoor movies, and other public events But there’s one thing you can’t do: you can’t swim at Sugar Beach It’s built on top of a pier3 and jumping from the pier into the water isn’t allowed.

Sugar Beach has two neighbors On one side is Redpath Sugar, a privately owned sugar factory that was built in 1854 When the city replaced the parking lot with a beach, they wanted to preserve the waterfront’s industrial4 history They named the new beach after the sugar factory On the other side is a modern media company You could say that Sugar Beach is a bridge between the old and the new.Just a few years ago, Sugar Beach wasn’t here It was an old parking lot only for people visiting the factory Now it’s a lovely park with tremendous public support It’s been described as an “Instagrammer’s dream”—a way to take great photos and get away from the city without having to actually leave.

1 To repurpose means to find a new use for something.

2 Urban means “in or related to a city.”

3 A pier is a platform from land over water It’s used for getting on and off boats.

4 An industrial area has lots of factories in it.

A Make predictions You are going to read

about a place called Sugar Beach.

1 Where do you think the place is?2 Why do you think the city built this place?

B Check predictions Read the article Discuss

the questions with a partner 9

1 Where is Sugar Beach located?2 Why did the city of Toronto create Sugar

3 Who are the beach’s neighbors?

C Check (✓) the correct answer(s).

1 What can you find in the park?

chairs umbrellas sand

2 What kinds of public events are there?

concerts swim races movies

3 What do visitors like to do there?

walk under the trees

climb on the rocks jump off the pier

D Complete this sentence.

Sugar Beach is called an Instagrammer’s dream because you can there.

EBrainstorm your ideas to answer 1 and 2 Then circle your answer for 3.

1 When the pier was a parking lot, how

did it benefit the public? What were the disadvantages of having a parking lot?

2 How does Sugar Beach benefit the public?

Can you think of any disadvantages?

3 I think Sugar Beach is a good / bad idea for

Have students answer the questions If students are having trouble, let them know that each question has more than one correct answer Check answers as a class Ask students why there aren’t swim races and why visitors can’t jump off the pier.

D Complete this sentence

10 min

Students can complete this exercise on their own Check answers with the class.

Ask students where in their city or area is an Instagrammer’s dream Why? If anyone has photos of this place on their phone, ask them to show them to the class.

E Brainstorm your ideas to answer 1 and 2 Then circle your answer for 3 10 min

Tell students to try to think of as many answers as possible for the questions in items 1 and 2 Have students share their answers with a partner Take a few answers from pairs; then ask for students to share any answers that the class hasn’t heard yet.

Ask for a show of hands of how many students answered “good” for item 3 If anyone didn’t raise their hand, ask for their reasons why Sugar Beach isn’t a good idea for the waterfront.

EXPANSION: Design a public park

As a class, brainstorm outdoor places in your students’ town or surrounding area that could be repurposed for use as a beach or public park Tell students to think of land that isn’t being well used or is not used at all—for example, an empty space covered with weeds or an old parking lot If students can identify a few places for repurposing, the expansion exercise can be done in groups If students agree that one place

is good for repurposing, do the exercise as a class Guide students through the steps needed to make the beach or park someplace people can enjoy For example, planning clean up and landscaping, activities people can enjoy there, and rules for using the park Have students create plans and drawings of the beach or park Each group can present its plan to the class, or in the case of one plan designed by the class, a few volunteers can present 25–30 min

Lesson Planner UNIT 1, Lesson B | 11

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c Why public access is important d Why the islands were closed e The culture of the islands

Tourists started visiting the islands because

they liked the beaches.problems started.But then some For example,

The Once Islands can be reached by boat from Zamboanga City, Philippines.

C Listen again Answer the questions 10

1. People were damaging rocks on the island What other problem was happening?

2. What did the government do in response to those problems?

3. How many people can visit the Once Islands a day? How many islands can the public visit now?

4. What should you not bring to the island?

5. What is the government’s new GIGO plan?

D Summarize Summarize what happened on the Once Islands in a group Take turns, with each

person adding a detail.

12 | UNIT 1

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A Read the sentence Choose the option that means the same.

1. Only 200 people a day are allowed to visit a No more than 200 people a day can visit.

2. Jumping from the pier into the water isn’t allowed a It’s possible to jump, but it is against the rules.

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

GIVING PERMISSION AND EXPRESSING PROHIBITION

You are(n’t) allowed to / permitted to bring glass bottles ’re not supposed to

Jumping is(n’t) allowed / permitted

from the pier No jumping

C Write as many rules for each public place as you can Work with a partner You have one minute for each place.

1. your school

2. your classroom

3 on the bus, train, or subway

4. at the pool

5 at the movie theater

D Join another pair Take turns telling each other your rules For each rule, answer these questions.

1. Do you think it’s a good rule? Why or why not?

2. Do you always follow this rule? Explain your reasons.

You’re not supposed to use your phone once the movie starts I think it’s a good rule, but a lot of people don’t follow it I often see people texting during the movie.

b 199 people are not allowed to visit b It is not possible to jump into the water.

Lesson B | 13

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GOALS Now I can

Debate uses for public and private spaces State rules for appropriate behavior

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

A You are going to do a role play First, read the notice below Then, read about the four different roles Assign a role to each person in your group.

Landowner, Vacationer, Scientist: Think of extra information you can use to win.

Government Official: Think of questions you might ask each person.

Notice to the general public

As of May 1, Borden Peak Trail is closed to everyone Thank you for respecting our privacy.

–The Landowner

Your situation You paid a lot of money for land surrounding Borden Peak Trail You spent two years (and a lot of money) cleaning up the area so that you and your family could enjoy it You don’t want people disturbing your privacy.

Your situation You and your family have spent summers hiking on Borden Peak for the past 20 years The mountain is a public place Everyone enjoys hiking and picnicking there and should have the right to visit whenever they want to.

Your belief It’s your right to close the trail to

the public Your beliefpublic The trail should be open to the

Use words like

Your situation You are studying a rare kind of fox that only lives in the area around Borden Peak You want to preserve the fox’s home in the summer To do this, the trail must be closed to the public for part of the year.

Your situation The Landowner wants to keep people off the trail The Vacationer wants to continue using the trail The Scientist wants to close the trail for part of the year What should be done? You must decide!

Your belief The trail should be closed to the

public from April through July Your beliefprivate citizens and listen to public opinion. You want to respect the rights of

Use words like

open / closed to the public B Do the role play.

Landowner, Vacationer, Scientist: You each have one minute to explain your opinion to the Government Official.

Government Official: Listen, take notes, and ask questions At the end, make a decision Should

the trail stay open? Why or why not? Explain your reasons.

paragraph explaining your reaction to the decision Turn to the Writing appendix to see an example.

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A Watch the video about Shanghai Check (✓) the things Alice talks about a famous garden different types of architecture a famous river a local sports team festivals a famous street B Watch again Choose the correct answer.

1. The neighborhood around Yu Garden is very

2. The area around Yu Garden is good for experiencing

a traditional Chinese culture b the new, modern side of China

3. Shanghai is famous for steamed

a dumplings b vegetables

4. The store that Alice is in shows Shanghai-style

a clothing b paintings

C Plan a similar tour of your neighborhood or another area that you know well Use words from the unit.

D Share your tour with a partner Ask questions about your partner’s tour.

GLOBAL VOICES

The Yu Garden area in the Old City of Shanghai, China.

UNIT 1 | 15

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/ Explain simple news stories

/ Report a news story

WARM-UP VIDEO

A The video is about a town in a quiet zone

What do you think a quiet zone is?

B Watch the video and complete the sentences.

1 “Just listen to all around you.”

2 “No one here has a .”

3 “There’s a long list of

conveniences that we can’t utilize here.”

4 “We can’t because I don’t have service.”

5 “I really enjoy it because it’s , it’s peaceful, it’s ”

CWhat are some of the pros and cons of living in a quiet zone? Use your answers in B to

help Can you think of others? Fill in the chart.

DWould you want to live in a quiet zone? Why or why not?

Students at a tech leadership program in Nairobi, Kenya

1 What are the students doing? How many kinds

of communication can you see?

2 How do you usually communicate with people?

Is it different for friends, family, and coworkers or classmates?

GETTING INFORMATION

ABOUT THE PHOTO

These students are in the Technical Leadership Program at Andela, a development company in Nairobi, Kenya The four-year program trains students in software development The program is unique because it pays the students as they learn The students learn to work with a number of programming languages, and they are guaranteed a job when they finish The photo was taken by National Geographic photographer Ciril Jazbec

In this unit, students will talk about getting and sharing information The language in the two lessons will help students communicate on this theme, including explaining who people are or what something is, expressing uncertainty, and talking about how we get news and information They will also explain and report news stories In the Warm-Up Video, students will watch a video that shows life in a town in the US without cell phones Then, in Lesson A, students will learn to describe ways of talking to people They will practice listening for details, and they will also learn how to express uncertainty Finally, they will learn how to explain who people are or what something is, as well as how to describe people In Lesson B, students will learn to talk about and describe news programs and news stories They will read two unusual viral news stories, and then listen to two news stories and use context clues to understand them They will also report a news story they feel is important

In Global Voices, students will learn about linguist and National Geographic Explorer K David Harrison’s work to record and share languages and cultures from around the world.

Look at the photo Answer the questions

Call on students to describe what they see in the photo Have students answer the questions

individually or in pairs; then compare answers with the class Point out the unit goals and explain what students will learn Elicit any key vocabulary students already know (words to describe news stories, for example) and write it on the board Explain any unfamiliar phrases in the unit goals.

WARM-UP VIDEOAbout the Video

The small town of Green Bank, West Virginia, in the United States, is home to the Robert C

Byrd Green Bank Telescope, an almost 500-foot (152-meter) tall radio telescope with a dish as big as a football field This high-tech telescope is used by astronomers to detect and study objects in space, so it is extremely sensitive to even very faint radio waves from space This means that it is also very sensitive to interference from electronic devices, such as cell phones, digital cameras, televisions, and modems Consequently, people who live in the 13,000-square-mile National Radio Quiet Zone that the telescope is in have to agree,

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/ Explain simple news stories

/ Report a news story

WARM-UP VIDEO

A The video is about a town in a quiet zone

What do you think a quiet zone is?

B Watch the video and complete the sentences.

1 “Just listen to all around you.”

2 “No one here has a .”

3 “There’s a long list of

conveniences that we can’t utilize here.”

4 “We can’t because I don’t have service.”

5 “I really enjoy it because it’s , it’s peaceful, it’s ”

CWhat are some of the pros and cons of living in a quiet zone? Use your answers in B to

help Can you think of others? Fill in the chart.

DWould you want to live in a quiet zone? Why or why not?

Students at a tech leadership program in Nairobi, Kenya

1 What are the students doing? How many kinds

of communication can you see?

2 How do you usually communicate with people?

Is it different for friends, family, and coworkers or classmates?

GETTING INFORMATION

compare sentences in pairs Play the video again and check answers with the class C What are some of the pros and

cons of living in a quiet zone? Use your answers in B to help

Can you think of others? Fill in the chart 10 min

Check that students understand

the meaning of pros and cons

Call on volunteers to explain:

pros = positive things and cons = negative things If

students need help, add one or two items to the chart as a class.

D Would you want to live in a quiet zone? Why or why not?

10 min

Go over the question with the class and give students a moment to think about their answers Encourage them to write notes to help them when they are speaking Assign students to pairs to discuss their opinions Call on students to share their opinions and discuss the concept of living in a quiet zone as a class.

by law, to live without electronic devices In this video, some of the residents of Green Bank share their views on life in the Quiet Zone and the irony of being without modern gadgets right next door to some of the world’s most sophisticated technology.

Ask students to count how many of the following electronic gadgets are in their homes: cell phones, televisions, Wi-Fi modems, and digital cameras Take counts from a few volunteers Then ask students to share what they think it would be like to live without those things 5 min

TEACHING TIP: Cultural context clues

Videos can provide an entry point for talking about culture When you watch something, how do you know which country it is in or where the people are from? What are the cultural clues? the way people talk? how they are dressed? the buildings and landforms? How do students know that these people / clothes / buildings / landforms are from a certain country or culture? A The video is about a town in a

quiet zone What do you think a

quiet zone is? 5–10 min

Elicit ideas from students about what a quiet zone could be Write their ideas on the board

B Watch the video and complete the sentences. 5–10 min

Go over the sentences and make sure students understand that they need to take notes as they watch in order to complete the sentences Remind them to try to work out what kind of word they need in each blank and have them explain how they

know (e.g., a noun after listen to) Play the video twice Give

students time to complete the sentences; then have them

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A Look at the Word Bank The verbs are all about communication Then look at the pairs of verbs below Write the correct verb for each definition.

chat / talk

1. Which word always means “to have a quick, friendly, light conversation with someone”?

2. Which word can mean “to communicate with someone online”?

3. Which word is more general and means “to have a conversation about light or serious topics”?

describe / explain

4. Which word means “to give a reason or to make something easier to understand”?

5 Which word means “to say what something is like”?

discuss / share

6. Which word means “to talk in detail about something with others”?

7. Which word means “to tell others your ideas or something personal”? B Find and correct the mistake in each question Write the correct

1. Can you explain me the difference between talk and chat?

2. What is something you want to discuss about with your class?

3 Can you describe your best friend me?

4. Do you ever share personal information to others online?

5 Before class, do you ever chat classmates? What do you talk?

C Check your answers in B with a partner Then ask and answer the questions.

D Look up the verb gossip in a dictionary Then answer the questions below.

1. How are gossip and talk similar in meaning? How are they different?

2. Which smaller words (e.g., with) are used with gossip?

3 Use the word gossip in a sentence Share your sentence with a partner.

You can use synonyms, instead of the same words, to keep a talk interesting When you learn synonyms, pay attention to word meaning and collocations*

For example, talk and discuss

are similar in meaning, but they are followed by different words.

You talk about something.Not: discuss about something* Collocations are words that

go together.

18 | UNIT 2

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A Look at the photo below What is the person doing? Tell a partner B Listen for details Read the questions Then listen to the beginning of

a talk about a video trend called mukbang Answer the questions 111. Where did mukbang start?

2. In mukbang videos, what do hosts do?

C Cover D below Then tell a partner why you think people watch

mukbang videos

D Read the sentences (a–f) Then listen Match the sentences with a reason the speaker gives Two sentences are extra 12

Reason 1: Reason 2: Reason 3: Reason 4:

Reasons mukbang is popular

a Some hosts discuss interesting topics b Hosts explain how to make certain foods c Hosts chat with celebrities.

d Some mukbang videos are eating challenges e It’s fun to see the food and hear the host

describe it.

f Hosts do restaurant reviews E Answer the questions with a partner.

1. Why are mukbang videos popular? Explain using ideas

from D and your own words.

2. Would you watch a mukbang video? Why or why not?

WORD BANK

On a show or in a video, a host is a person who

talks to viewers (the people watching)

USEFUL EXPRESSIONS

As you listen for reasons, pay attention to these

Some mukbang hosts do challenges from viewers—like adding a lot of hot pepper to the food.

Lesson A | 19

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I have no idea. (informal)

I have no clue. (informal)

Saying you might know*

If I remember correctly,

I’m pretty sure (that) .

I’m not sure, but I think

*With these sentences, you can add right:(If I remember correctly,) he invented the Web, right?

B PRONUNCIATION: Rising intonation on tag

question right When you think something is

true, you can add right to the end of a sentence to confirm When you say right, your intonation

rises Listen and repeat the sentences 14

He’s the guy that invented the Web, right? It was in the late 1980s, right?

C Practice the conversation in A with a partner.

D Read the questions with a partner Use expressions from the Speaking Strategy in your answers.

1. Who is Mohamed Salah?

2. Is Mexico in North or South America?

3. What is Kyoto?

4. Who gave us this famous equation: E = mc2 ?

5. What is a tarantula?

6. Which country is pop singer Rosalia from?

7. What is a big mouth?

8. Who are Batman and Superman?

9. On which continent is the Sahara Desert?

10 Were dinosaurs reptiles or mammals?

Who is Mohamed Salah?

I’m pretty sure that he’s a , right?

E Check your answers on page 210 Each correct answer gets one point A Ana and Luis are studying Listen to and read the

conversation Then answer the questions 13

Ana: OK, let’s see The last test question is “Who is Tim Berners-Lee?”

Luis: We were discussing him in class last week I’m pretty

sure he’s the guy that invented the Web, right? Ana: I have no idea I don’t have anything in my notes Luis: Let’s look it up online

Ana: Good idea

Luis: What’s the answer?

Ana: You were right He’s a computer scientist who invented the World Wide Web

Luis: OK, but when and where? We’ll have to explain on the test.

Ana: Uh, I’m not sure, but I think it was in the late 1980s I’ll check.

1. What test question does Ana ask at the start?

2. Does Luis know the answer? What about Ana? Underline their responses.

3. What’s the answer to the question?

20 | UNIT 2

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

SUBJECT RELATIVE CLAUSES WITH WHO AND THAT

Tim Berners-Lee is a scientist

who / that invented the Web. Oceanographers are scientists study the ocean Mukbang is a video trend

that started in South Korea. Hosts chat about things are interesting

*Do not repeat the subject: He is a scientist who he invented

B Turn to page 210 Read the sentence pairs Then write each sentence on a small piece of paper, as in the example You will have 20 pieces of paper.

C Read the directions Then close your books and play Concentration.

1.Mix the 20 pieces of paper from B.

2. Put each piece of paper face down on the desk.

3. One student begins Turn over two pieces of paper.

• If they are a match, make a sentence with who or that.

• If your sentence is correct, take the two papers.

• If the pieces of paper don’t match, turn them back over.

4. The next student takes a turn Repeat Step 3.

5. At the end, the winner is the person with the most pieces of paper.

Kyoto is a city that’s

It is in Japan.Kyoto is a city.

Yasaka Pagoda and Sannen Zaka Street in Kyoto, Japan

UNIT 2 | 21

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Do you know someone who’s a night owl?

Can you explain the meaning of night owl again?

Oh, right My sister is a night owl She Sure, it’s someone

A Work in a group of three Follow the steps below.

1. Earlier, you learned the expression a big mouth It describes a person.

Do you remember what it means?

2. Now look at the expressions to the right What do they mean? Discuss your ideas with your partners.

What’s an early bird?

I’m not sure, but I think

I have no idea.

3. Each group member chooses three expressions You should all have different words.

B Work on your own Write definitions for your three expressions below using subject relative clauses Use a dictionary for help.

Definition: Definition: Definition:

C Explain your definitions to the group The others will write them in their notebooks When you have all nine definitions, discuss the questions.

1. Which expressions are positive, negative, or neutral in meaning?

2. Are any expressions similar in meaning? Are any of them opposites? D Follow the steps below with your group.

• Student A: Choose one of your expressions and ask your group:

Do you know someone who is a(n) ?

•Students B and C: Close your notebooks Answer Student A’s question.

• Then switch roles and repeat.

GOALS Now I can

Explain who people are or what something

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A With a partner, choose three types of news from Column A in the Word Bank Write a sentence about a current news story for each one Share one of your ideas with the class.

For example: Sports news: Right now, the Copa America soccer tournament is in the news.

B Complete the question and statements with verbs from Column B Use your dictionary to help you Question: How do people news and information?

1. News sites (like the BBC or Al Jazeera) local, national, and international news.

2. Regular people information on social media

3. On political talk shows, guests with different opinions about an issue.

4. On news shows or podcasts, reporters interesting stories C Ask and answer the questions with a partner.

1. How do you get your news? What kind of news do you usually read?

2. When was the last time you posted a news story on social media? What was it about?

3. Do you ever argue with friends or people on social media about things in the news?

HAVE YOU HEARD THE NEWS? politicalsportsnews

argue (withsomeone

The Copa America soccer tournament, held every four years, is one of the biggest sports stories in the world.

I get my local news from

Lesson B | 23

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ABOUT THE PHOTO

The Republic of Vanuatu is an archipelago of islands in the Pacific Ocean There are 13 larger islands and a number of smaller ones The islands were formed by volcanoes and there are still active volcanoes on some of the islands The country has a population of about 218,000, and over 113 languages are spoken there Most of them are local Melanesian languages and dialects The three official languages are Bislama, English, and French Vanuatu is very popular with tourists because of its tropical climate and beautiful landscape and beaches The underwater postcard mentioned in the article was issued in December 2017.

Ask students to think for a minute about an interesting or unusual news story they’ve heard or read Ask volunteers to share them with the class, but be prepared to share one or two in case students can’t think of any (you can find examples online) 5 min

A Look at the title A viral news

story spreads quickly, usually online, and becomes very popular Do you know any news stories like this? 5–10 min

Have students look at the title

and explain what a viral news

story is Then assign them to pairs to share viral stories they have read or heard about Call on different students to tell the class about the viral news story their partner told them about Have other students heard the story? Where did they hear about it? Why do stories go viral?

Use background knowledge.

Students bring to any text the knowledge they already have about life and the world in general, as well as any knowledge they have about the specific topic of the text

The underwater post office is near Hideaway Island, off the coast of Port Vila, Vanuatu.

News story 1:

This feel-good story about a family pet comes to us from a local news station in Australia

Lulu is a kangaroo She has lived with the Richards family since she was a baby The family adopted Lulu after they found her next to her dead mother, not far from the Richards family’s home in New South Wales, Australia.Ken Richards is a farmer He was working on his farm when a heavy tree branch suddenly fell on him and he passed out.1 Lulu stood next to Mr Richards She started barking and didn’t leave his side.

After 15 minutes, the Richards family went to investigate “I’ve never heard Lulu bark like that She sounded like a dog,” explained Celeste, Mr Richards’s daughter “She barked and didn’t stop She saved my father.”

Craig Middleton, a veterinarian, says that Lulu’s story is rare “I have never seen a kangaroo act like that Maybe Lulu helped Ken because the Richards family is the only family she has ever known.”

1If you pass out, you fall down and lose consciousness.

News story 2:

Some people on social media have argued that this next story is fake news But, in fact, the place is real.

Recently, the Republic of Vanuatu has been in the news—but not for the usual reasons.Approximately 275,000 people live in the Republic of Vanuatu, an island chain east of Australia It is a popular tourist destination because there’s a lot to do there: you can visit waterfalls, go horseback riding, or go scuba diving and snorkeling.

To draw attention to these popular water sports,Vanuatu has created a world’s “first”: anunderwater post office.You have to be a trainedscuba diver to work there The office is threemeters (about ten feet) below the surface in anarea that is outside Port Vila, the capital city.Post office employees work in a room that is surrounded by the beauty of Vanuatu’s underwater world People buy waterproof postcards on land and then dive down to the post office to get a special waterproof stamp!

A Look at the title A viral news story spreads

quickly, usually online, and becomes very popular Do you know any news stories like this?

B Work in pairs Read your news story Answer the questions 16

Student A: Read news story one

1 Where is the news story from?2 Who is Lulu? Who is Ken Richards?3 What happened to Ken?

4 What did Lulu do?

5 Lulu’s story is a feel-good story What

does that mean?

Student B: Read news story two.

1 Where is the news story from?2 Why is this place popular?3 What has the government done?4 How will people use this place?5 Some people thought this story was fake

news What does that mean?

C Ask your partner the questions in B about his

or her news story Take notes Then read the story and check your partner’s answers.

D With your partner, invent a headline (title) for each story Tell the class your ideas Vote on the best title for each story

E Summarize Why do you think these two news

stories went viral and were shared by so many people?

Students need to know that they should draw on this knowledge to help them understand what they are reading

B Work in pairs Read your news story Answer the questions

Assign partners as Student A and Student B Each partner reads one of the stories and answers the questions.

C Ask your partner the questions in B about his or her news

story Take notes Then read the story and check your partner’s answers 15 min

Student A asks Student B the questions about news story two Student A takes notes on the answers Student B gives and then reads the story in order to see if the answers are correct Then they repeat the process with Student B asking the questions about news story one.

24 | Lesson Planner UNIT 2, Lesson B

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The underwater post office is near Hideaway Island, off the coast of Port Vila, Vanuatu.

News story 1:

This feel-good story about a family pet comes to us from a local news station in Australia.

Lulu is a kangaroo She has lived with the Richards family since she was a baby The family adopted Lulu after they found her next to her dead mother, not far from the Richards family’s home in New South Wales, Australia.Ken Richards is a farmer He was working onhis farm when a heavy tree branch suddenlyfell on him and he passed out.1Lulu stood nextto Mr Richards She started barking and didn’t leave his side.

After 15 minutes, the Richards family went to investigate “I’ve never heard Lulu bark like that.She sounded like a dog,” explained Celeste, Mr Richards’s daughter “She barked and didn’t stop She saved my father.”

Craig Middleton, a veterinarian, says thatLulu’s story is rare “I have never seen akangaroo act like that Maybe Lulu helped Kenbecause the Richards family is the only familyshe has ever known.”

1If you pass out, you fall down and lose consciousness.

News story 2:

Some people on social media have argued that this next story is fake news But, in fact, the place is real.

Recently, the Republic of Vanuatu has been in the news—but not for the usual reasons.Approximately 275,000 people live in the Republic of Vanuatu, an island chain east of Australia It is a popular tourist destination because there’s a lot to do there: you can visit waterfalls, go horseback riding, or go scuba diving and snorkeling

To draw attention to these popular water sports, Vanuatu has created a world’s “first”: an underwater post office You have to be a trained scuba diver to work there The office is three meters (about ten feet) below the surface in an area that is outside Port Vila, the capital city.Post office employees work in a room that is surrounded by the beauty of Vanuatu’s underwater world People buy waterproof postcards on land and then dive down to the post office to get a special waterproof stamp!

A Look at the title A viral news story spreads

quickly, usually online, and becomes verypopular Do you know any news stories like this?

BWork in pairs Read your news story Answer the questions. 16

Student A: Read news story one

1 Where is the news story from?2 Who is Lulu? Who is Ken Richards?3 What happened to Ken?

4 What did Lulu do?

5 Lulu’s story isa feel-good story What

does that mean?

Student B: Read news story two.

1 Where is the news story from?2 Why is this place popular?3 What has the government done?4 How will people use this place?5 Some people thought this story was fake

news What does that mean?

CAsk your partner the questions in B about his

or her news story Take notes Then read the story and check your partner’s answers.

DWith your partner, invent a headline (title) for each story Tell the class your ideas Vote on the best title for each story.

E Summarize Why do you think these two news

stories went viral and were shared by so many people?

D With your partner, invent a headline (title) for each story Tell the class your ideas Vote on the best title for each story

5–10 min

Talk with students about news headlines Show a current headline as an example Help students understand that the purpose of a headline is to get people to read the story To that end, a headline is short and catchy and summarizes the main idea of a news article Point out that headlines are often short, incomplete sentences and in the simple present:

Local Teacher Wins LotteryKangaroo Saves Family FarmerSenate Approves Budget

Note that smaller words (like articles and prepositions) are often omitted

Students can use words from the articles to help them write their headlines, for example,

Kangaroo Saves Family

Farmer (Students will be doing

more with writing headlines on the Active English page at the end of this lesson.)

E Summarize Why do you think

these two news stories went viral and were shared by so many people? 10–15 min

Explain to students that summarizing means to explain the main ideas and supporting details of a text in your own words Tell them to think about what makes the stories interesting and include that information in their summaries.

Summarize. Summarizing helps consolidate information and comprehension This is particularly true when done in pairs or groups, as students can fact-check each other when something is missed and reinforce each other when something has been correctly interpreted

LANGUAGE TIP: like that

The story about Lulu uses the

phrase like that In this context,

says, “But, in fact, the place is real.” (In other words, the news story is legitimate, not fake.) Here are some tips for

recognizing news that is fake:

Does the story come from a reliable news source?

Does the story appear in more than one newspaper, magazine, website, or news program? Is the story supported with facts and quotes from sources or experts? Or is it just the author’s opinion?

Richards is talking about Lulu’s behavior: “I’ve never heard Lulu

bark like that.” and “I’ve never seen

a kangaroo act like that.” In both of

these examples like that means “in

that way” or “as she did.”

TEACHING TIP: Help students recognize fake news

The term “fake news” is in the introduction to the story about the post office Students should be able to infer the meaning of the term because the next sentence

Lesson Planner UNIT 2, Lesson B | 25

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A Read the sentences Then listen and choose the best answer for each 17

1. The speaker is going to talk about two news stories a political b scandalous c international

2 people have heard these news stories.

a Very few b.About 1,000 c.Many

B Use context clues You are going to hear two news stories Follow the

steps below 18

1. Read about the stories below Can you guess any of the answers?

2. Listen and write a word or number in each blank.

News story 1

Where the UK

What people do Many people use (1.) ID instead of a password on their phone The problem A woman found that (2.) using (4.) . could (3.) her phone The solution The company says it is (5.) the problem

News story 2

Where (6.)

What people did People planted over (7.) million trees in (8.) day(s) Why they did it They did it to fight against (9.) change.

The problem Today, trees cover only (10.) percent of the country C Listen again Fill in any information you

missed 18

D Summarize the news stories with a partner Do you think these stories are important? Why or why not?

People planted a record amount of trees in Addis Ababa, the capital of Ethiopia

26 | UNIT 2

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

REVIEW OF THE PRESENT PERFECT

Question

Have you heard the news? Yes, I have I heard it this morning.* No, I haven’t What happened? How long have you used WeChat? (I’ve used it) for six months.

has she (She’s used it) since May.

*When you use a specific time expression, use the simple past in your response:

A: Have you heard the news?

B: Yes I heard it this morning

i The question Have

you ever ? asks if

something happened at any time in your life.

B Unscramble the questions Use the correct past participle form of the verb.

1. read / you / any funny / have / recently / news stories

2. in English / ever / have / you / watch / the news

3 you / see / have / a fake news story / ever / on social media

4. study / how long / you / English / have

5 you / how long / your / have / know / best friend

6 online / have / in / you / English / ever / chat

C Ask a partner the questions in B For each, also ask a follow-up question.

Then write your partner’s answers in your notebook.

Have you ever watched the news in English?

No, I haven’t, but I’ve listened to podcasts in English.

I really like Have you listened to it?Really? Which one is

your favorite?

D Tell a different classmate one thing you learned about your partner Include his or her answer to your follow-up question.

Min hasn’t watched the news in English, but he has listened to podcasts His favorite is

Lesson B | 27

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GOALS Now I can Explain simple news stories Report a news story

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

A Work with a partner Answer the questions.

1. What is a news story (from your school, neighborhood, city, or country) that you want people to know about? It can be about a person or an event Write your idea.

2. What type of news story is it? Circle all that are true local entertainment national art / culture science / technology sports political feel-good business other:

3. What is your news story about? Use the question starters to help you think about the main details Take some notes.

Who ? What ? Where ? When ? Why ? How ?

WORD BANK

lottery a game in which people buy tickets to win prizes

News storyShop Local Lottery

Type of news story local, business, feel-good

Questions to think about

What is the Shop Local Lottery?

Why should people play it?

Who can play?

How do you play?

What can you win?

How has it helped our city?

B WRITING Using your ideas from A, write a short article about your news

story Turn to the Writing appendix and follow the directions there

C Get together with another pair Take turns explaining (not just reading) your news story to them They will listen, take notes, and ask you questions

Have you heard about the

What is it?Yes I’ve played it!

D Repeat C with three more pairs At the end, review your notes and discuss

the questions with a partner

1. What’s one new thing you learned from your classmates?

2. Which of your classmates’ news stories would you share with others?

28 | UNIT 2

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A Read the sentences with a partner Discuss your ideas using expressions from the Speaking Strategy box on page 20 Circle the correct answer.

1. A linguist is someone who speaks many / studies different languages.

2. An endangered language is one that is spoken by very few / a lot of people.

3. A lexicographer is a person who describes different sounds /

writes dictionaries.

4. The environment is the man-made / natural world.

5. Indigenous people are people who are native / new to a certain place.

B Watch the video Check your answers in A Then complete the sentence.

David Harrison is a who languages C Answer the questions in your notebook Use your own words.

1. In his work, what has David Harrison learned?

2. What is one thing you’ve learned from watching this video?

3. Do you think you can learn new things from people even if they think about things in a different way? Why or why not?

4. Will you share this information with others? Why or why not? D Ask a partner the questions in C Use your notes to help you, but don’t

just read them to your partner.

GLOBAL VOICES

ACADEMIC SKILL

Investigate and Report

1 Are any languagesin your countryendangered? If yes,name one.

2 Are people trying topreserve (save) thisendangered language?If yes, how?

3 Where did you getyour information (for

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UNIT 3

/ Identify coming-of-age events

/ Make predictions and discuss future needs and plans

Lesson B

/ Explain generational trends

/ Describe important milestones in your life

A woman poses in her wedding dress in Havana, Cuba.

1 A milestone is an important life event What

milestone is pictured here?

2 How do the people in the photo feel?3 What are some other important milestones?

WARM-UP VIDEO

WORD BANK

retirement community a place where older people live

stuck unable to move from a place

A Watch the first part of the video about Evelyn Write the missing words.

1 We used to have a here to take people to the grocery store.

2 A lot of people were

around here.

3 I said, “Joyce, I’ll get you to the grocery

4 I lost my driver’s license because somebody

5 I went to it

6 And I it.

B Read the quotes from Evelyn Then watch the rest of the video and answer the questions What do the quotes mean? What do you think of Evelyn? How would you describe her?“I don’t have money to give, but I can give myself, and my time.”

“I don’t do this so you think I’m great.”

C Retell the full story with a partner Take turns and use your own words.

ABOUT THE PHOTO

This photo is part of a series taken of a wedding in Cuba The wedding itself took place at a resort in the town of Varadero, but the day after, the photographer, Dmitri Markine, and the newlyweds went to Havana, the capital, for what wedding photographers call the “trash the dress” session Here the bride sits on a stone bench with a group of women from Havana, taking a break from their daily business The contrast of a young woman in her bridal gown with the elderly women in their everyday pants and sneakers creates an interesting comparison of the different stages in our lives.

In this unit, students will explore life’s milestones The language in the two lessons will help students communicate on this theme, including identifying coming-of-age events, making predictions and discussing future needs and plans, explaining generational trends, and describing important milestones in their lives.

In the Warm-Up Video, students will watch a video about a retired woman overcoming a challenge to help a friend Then, in Lesson A, students will learn about coming-of-age events They will also practice listening for details, and they will learn how to talk about plans and necessities Finally, they will make predictions about the future.

In Lesson B, students will learn to talk about changes in life They will read about two men who look identical, but are not related They will consider ideas about when adolescence ends and adulthood begins They will practice telling stories with object relative clauses and discussing milestones in their own lives Finally, they will write about an important event in their lives In Global Voices, students will learn about ecologist and National Geographic Explorer Dominique Gonçalves and a milestone in her career.

Look at the photo Answer the questions.

Call on students to describe what they see in the photo Have students answer the questions individually or in pairs, then compare answers with the class Point out the unit goals and explain what students will learn Elicit any key vocabulary students already know (words to describe life events and plans, for example) and write it on the board Explain any unfamiliar phrases in the unit goals.

WARM-UP VIDEOWarm-Up

Ask, Can you drive? How do you get to where you need to go?

After hearing from some students,

ask, In general, is it easy for you to find ways to get around?

Students may reply affirmatively or negatively, and answers may vary within the class After

students reply, ask, Which age groups find it difficult to get around? If students don’t include

elderly people in their answer, try to bring them around to it 5 min

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GOALSLesson A

/ Identify coming-of-age events

/ Make predictions and discuss future needs and plans

Lesson B

/ Explain generational trends

/ Describe important milestones in your life

A woman poses in her wedding dress in Havana, Cuba.

1 A milestone is an important life event What

milestone is pictured here?

2 How do the people in the photo feel?3 What are some other important milestones?

WARM-UP VIDEO

WORD BANK

retirement community a place where older people live

stuck unable to move from a place

A Watch the first part of the video about Evelyn Write the missing words.

1 We used to have a here to take people to the grocery store.

2 A lot of people were

around here.

3 I said, “Joyce, I’ll get you to the grocery

4 I lost my driver’s license because somebody

5 I went to it

6 And I it.

B Read the quotes from Evelyn Then watch the rest of the video and answer the questions What do the quotes mean? What do you think of Evelyn? How would you describe her?“I don’t have money to give, but I can give myself, and my time.”

“I don’t do this so you think I’m great.”

C Retell the full story with a partner Take turns and use your own words.

Play the first part again as necessary Discuss students’ ideas as a class.

C Retell the full story with a partner Take turns and use your own words 10–15 min

Have students practice retelling the story, first with their books open (referring to

sentences 1–6 in A) and then

with their books closed.

TEACHING TIP: Using English videos

Remind students to look at what is happening around the person who is talking in a video: where the person is, what objects or other people are around, and what the other people are doing Noticing these aspects will help students understand the context of what they are listening to and therefore help them understand what is being said Additionally, it will help them guess the meaning of words they are not familiar with.

About the Video

Evelyn and Joyce, 70, live in the same retirement community When the bus service that takes them once a week to do their grocery shopping is terminated, Joyce feels she will have to move Without the bus, she has no way of getting her shopping done Evelyn believes in helping others, so she decides to solve her friend’s problem and drive her to the supermarket once a week However, to do this, she needs to get her driver’s license back—it was taken away because she was considered too old to drive Evelyn passes her driving test and is able to keep her promise to Joyce Evelyn’s message is simple: give to others however you can; age does not need to be a restriction! A Watch the first part of the video

about Evelyn Write the missing words 5–10 min

Tell students to read through the sentences and circle any unfamiliar words Students can ask you what they mean or look them up in a dictionary Have students read the definitions in the Word Bank, then call on a student to explain what a retirement community is Ask if retirement homes and communities are common in students’ country or countries Tell students that they are going to watch a video about Evelyn, who lives in a retirement community She decides to fix a problem Play the video, then have students fill in the missing words B Read the quotes from

Evelyn Then watch the rest of the video and answer the questions What do the quotes mean? What do you think of Evelyn? How would you describe her? 10–15 min

Go over what Evelyn says with the class and tell them to think about the questions as they watch the rest of the video

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GROWING UP

Inuit boys spend several days in the Arctic wilderness of Northern Canada when they are 11 or 12 years old They live in tents with their fathers and learn how to hunt and fish as part of a

A Look at the photo and read the text What coming-of-age traditions or events do you know? What happens?

B Complete the coming-of-age events with a word or phrase from the box Then circle the ones that you have done.

credit card date election entrance exam job test weekend

1 apply for a credit card

C Look at your answers in B Discuss your experiences with a partner.• For the items you circled, tell your partner one more piece of information.

I applied for a credit card three months ago I used it to buy books for school.

• For the items you haven’t circled, explain why you haven’t done them.

I haven’t voted in an election yet I’m too young.

32 | UNIT 3

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A Imagine you can go anywhere in the world on vacation Where would you go? What would you do there? Share with a partner.

B Listen to the first part of a speech Complete the sentences 19

The audience is a group of They are going C Listen for details.Listen to the full speech Circle the two correct answers

for each sentence 20

1. Many of your classmates are

a studying for their driving test b going on a first date c getting a part-time job

2. Some of you may feel

a brave b excited c nervous

3 Trying hard to English is wonderful

4. Don’t just

a read English b stay at home c speak with people from your country

5 Ludwig Wittgenstein was

a Austrian b.a philosopher c born 100 years ago D Listen again Complete each quote from the speech What do you think the

sentences mean? Do you agree with them? 20

1. Do you know what an accent is? It’s a sign of

2 A foreign language is like a If you don’t use it, it gets weaker.

3 When you learn a new language, it’s like joining a

4. Speaking English is going to open many new for you.

5 The limits of my language are the limits of my

E PRONUNCIATION: Emphasizing content words Listen to and repeat the sentences Notice how the underlined words are stressed 21

1. A foreign language is like a muscle.

2. They’re always arguing like cats and dogs.

3 Your explanation is as clear as mud.

4. Last night, I slept like a log When you lift weights, you make your muscles

i A simile uses like or

as to compare two things

in an interesting way.Find two similes in D.

Students take photos in Walker Canyon, California The “super bloom” of flowers is popular with both visitors and locals.

Lesson A | 33