FOURTH EDITION WORLD LINK DEVELOPING ENGLISH FLUENCY 1 James R. Morgan Nancy Douglas TEACHER’S BOOK TEACHER’S BOOK LEARNING Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States WLTB_L1_FM_ptg01.indd 1 27/04/21 2:05 PM LEARNING National Geographic Learning, © 2021 Cengage Learning, Inc. a Cengage Company 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.
copyright law, without the prior written World Link Level 1 Teacher’s Book: Developing permission of the copyright owner. English Fluency, Fourth Edition “National Geographic”, “National Geographic Society” and the Yellow Border Publisher: Sherrise Roehr Design are registered trademarks of the National Geographic Society Executive Editor: Sarah Kenney ® Marcas Registradas Senior Development Editor: Lewis Thompson Senior Development Editor: Margarita Matte For permission to use material from this text or product, Director of Global Marketing: Ian Martin submit all requests online at cengage.com/permissions Heads of Regional Marketing: Further permissions questions can be emailed to Charlotte Ellis (Europe, Middle East and Africa) permissionrequest@cengage.com Justin Kaley (Asia and Greater China) Irina Pereyra (Latin America) Senior Product Marketing Manager: Teacher’s Book Caitlin Thomas ISBN: 978-0-357-50375-1 Content Project Manager: Beth Houston Media Researcher: Stephanie Eenigenburg National Geographic Learning Cover/Text Design: Lisa Trager 200 Pier 4 Boulevard Art Director: Brenda Carmichael Boston, MA 02210 USA Operations Support: Hayley Chwazik-Gee, Avi Mednick, Katie Lee Locate your local office at international.com/region Manufacturing Planner: Mary Beth Hennebury Visit National Geographic Learning online at ELTNGL.com Composition: MPS North America LLC Visit our corporate website at www.com For audio, video and other content go to https://eltngl.com/worldlink4e/ Student Resources Username: WL4e_student Password: ngl_worldlink Teacher Resources Username: worldlink4e_teacher Password: ngl_worldlink4e Printed in Mexico Print Number: 01 Print Year: 2021 WLTB_L1_FM_ptg01.indd 2 27/04/21 2:05 PM CONTENTS World Link Program Walk-through T2 Professional Development Pages by Dr. Andy Curtis T12 UNIT 1 2 UNIT 2 16 UNIT 3 30 REAL WORLD LINK 1–3 44 UNIT 4 46 UNIT 5 60 UNIT 6 74 REAL WORLD LINK 4–6 88 UNIT 7 90 UNIT 8 104 UNIT 9 118 REAL WORLD LINK 7–9 132 UNIT 10 134 UNIT 11 148 UNIT 12 162 REAL WORLD LINK 10–12 176 Language Summaries 178 Grammar Reference 186 Information Gap Activities 211 Writing Models 213 Supplementary Content T219 Bridge Units T220 Unit Reviews T236 Process Writing T264 Unit Review Audio Scripts T272 Supplementary Content Answer Keys T278 Student’s Book Audio Scripts T283 A Quick Guide to Using the World Link Videos T300 Warm-Up Video Scripts T306 Global Voices Video Scripts T312 Workbook Answer Keys T321 WLTB_L1_FM_ptg01.indd 3 27/04/21 2:05 PM WORLD LINK PROGRAM WALK-THROUGH EXPLORE A COMPLETE UNIT An updated, dynamic opening spread introduces the unit topic and related language through the “Warm-Up Video” and a beautiful National Geographic photograph. Both the video and the photograph are supported by engaging discussion questions designed to get students talking and sharing.
1 COMMUNITY LOOK AT THE PHOTO. ANSWER THE QUESTIONS. 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? 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. Making friendships Winning competitions Learning to communicate Taking a break from going online Carrying on traditions C Watch the video again and complete these quotes. “We know their family, we know their friends, we know what they do and how they in. “Checkers back a camaraderie that you will never find in life again.
“I do not have a yet. For many years in Tarragona, Spain I like to think that I’m waiting until I get local communities, called Castellers, good .” have come together and built these human towers. “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? GOALS Lesson A Lesson B How important is it to have local communities / Talk about your communities / Describe trends and tendencies like this? Discuss as a class.
/ Ask about free-time activities / Argue for and against Updated “Can Do” Language Goals encourage students to mindfully interact with their learning and produce language in real-world scenarios. T2 | WLTB_L1_FM_ptg01.indd 4 27/04/21 2:05 PM WORLD LINK PROGRAM WALK-THROUGH 1A MAKING FRIENDS VOCABULARY 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? How large is your actual circle of Listening and Reading friends? 5? 15? More than 150? According to one theory, humans input in Lessons A and can only keep in touch with a maximum community of 150 people 5 15 50 500 5000 B preview the grammar at any one time. So, while you might have thousands of so-called friends structure students will from different walks of life, you only have something in common with around 150 of them.
If you were planning a party, that number study, building familiarity would be smaller—you’d invite about 50 friends and acquaintances. In the evenings and on the weekends, you probably hang out with about 15 on a regular basis. As for your close-knit toward confident use. family and friends—most of us can count these meaningful relationships on one hand.
B Match the words and phrases in blue with these meanings. a group of people 6. important and deep 2. the meaning is not really true 7.
maintain contact LISTENING 3. connected by strong 9. people you know,AbutLook not at the photo and read the caption below. Have you ever worn relationships close friends costumes like these? Why do you think people attend events like Comic-Con? 5.
shared with other people 10. spend free time with B Identify a speaker. Listen to four interviews at a Comic-Con C Work in pairs. Ask and answer these questions.
Match the speaker (1–4) to the statement. There is one extra 1. How large is your actual circle of friends? statement. 2 WORD BANK camaraderie trust 2.
Where do you meet acquaintances and people from different walks of life? a. This person fell in love at Comic-Con. Do you think you are part of a close-knit community? b. It’s a chance to meet up with old friends.
between people who 4. How do you keep in touch with all your family and friends? c. You can meet famous people and complete strangers. spend a lot of time together 5.
Who is one person you have a meaningful relationship with? d. All the latest computer games are available to try out. It’s an opportunity to express yourself once a year. D In pairs, discuss these topics and find at least five things you have in common with each other.
Answer these questions. Circle Yes, No, or Don’t know. 2 • family and friends • local community • use of social media 1. Does Diego think that people are judged Yes / No / Don’t know • TV, films, books, music • sports and games • work and education 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? I have three brothers and two sisters. 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 4 | UNIT 1 this year? 5. Is the computer game voice-over artist Yes / No / Don’t know at the event? 6.
Does everyone wear a costume at Yes / No / Don’t know Comic-Con? 7. Did Rachel and Alan start talking in the Yes / No / Don’t know cafe when they first met? Comic-Con conventions 8. Did they wear costumes at their wedding? Yes / No / Don’t know around the world attract hundreds of thousands of people each year. They D Work in pairs.
Ask and answer these questions. dress up as characters 1. In your school or place of work, do you think people can be from their favorite books themselves or are they judged? and movies and have the 2. Are you a member of a particular community, club, or group? opportunity to meet some of the actors and authors.
If so, are its members from similar backgrounds or do Shown below: London. they come from different walks of life? Lesson A |5 Sample pages shown are from Level 4, Unit 1. | T3 WLTB_L1_FM_ptg01.indd 5 27/04/21 2:05 PM WORLD LINK PROGRAM WALK-THROUGH The flexible grammar presentation SPEAKING A cosplayer dressed as Captain America arrives at New York and communicative practice in the lesson, combined with the additional Comic-Con. A Shawna and Keith work in the same office.
Listen to their conversation. Then answer the questions. How was your weekend? Do anything fun? presentation and practice support in the Keith: Yeah, I did. Actually, it’s a bit embarrassing.
Grammar Reference appendix, is perfect Shawna: Go on. Tell me! Keith: Promise not to tell anyone who works in the office? for increasing classroom communication Shawna: I promise. Keith: Well, a friend invited me to this event where or “flipping” the classroom. 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! Point-of-use Keith: I don’t have many. This is a picture that shows us when we arrived.
pronunciation Shawna: You look amazing. Who are all these other people supports confident 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 GRAMMAR anyone else? A Read the Unit 1, Lesson A Grammar Reference in the appendix. Complete the exercises. Then do the exercises below.
B Practice the conversation with a partner. SPEAKING STRATEGY 4 DEFINING RELATIVE CLAUSES Omitting words Main clause Relative clause C Work in pairs. Imagine you share an office. In everyday conversations with friends and colleagues, we often omit words and shorten For things This is a photo that shows my family.
Choose one of these events and create a new sentences: Did you have a good weekend? conversation similar to the one in A. Include some For people Don’t tell anyone who works in the office. Did you do anything fun? of the useful expressions from the box. For possession I have a friend whose family is a group of Do you promise not to tell anyone? musicians.
costume party For places It’s an event where everyone dresses up. a Carnival or Mardi Gras parade USEFUL EXPRESSIONS 5 For time This was at the entrance when we arrived. a 70’s party Have a good weekend / evening? Do anything fun? NON-DEFINING RELATIVE CLAUSES D Get together with another pair. Promise not to tell anyone? My brother, who’s an accountant, loves going to Comic-Con.
(I have one brother.) A friend invited me to. The whole performance was canceled, which was really annoying! Pair 1: Perform your conversation for the other pair. Who did you go as? / What did you wear? Pair 2: Listen. Which useful expressions did you hear? This picture / photo shows us when.
B PRONUNCIATION: Pausing The commas are missing in these It was amazing! / It was a blast! sentences with non-defining relative clauses. Listen to where the speaker The next time you go, tell me! pauses and write in the commas. Then listen again and repeat.