LEARNING

Develop your voice in English

A seven-level series for young adults and adults

A1 to C1

ELTNGL.com/Voices SAMPLER

Develop your voice in English
Available in British and American English
WATCH
With Voices, learners use English as a tool for global
communication and are encouraged to celebrate
connections among people from a wide range of cultures
and backgrounds. Carefully sequenced activities featuring
real-world content fully prepare learners for interaction
and guide them to develop their voice in English.
Voices is a seven-level, integrated-skills program for adults
and young adults that enables instructors to teach with
confidence in all classrooms. Supported by a common-
sense lesson progression and the Voices Professional
Development Video Collection featuring professional
development resources, teachers have the learning and
teaching materials they need to deliver engaging courses both
online and in-person.
To learn more, please visit ELTNGL.com/Voices
Learners develop their voice in English by...
4D
Giving encouraging feedback
SPEAKING
1 Look at the photo. Work in pairs. Answer the
questions.
1 How do you feel when you get feedback? Why?
2 How do you feel when you have to give feedback?
Why?
3 What kind of feedback do you find helpful?
2 Work in pairs. Read about Natalia and answer
the questions.
1 What is happening here?
2 Do you agree with how Isabella is giving Natalia
feedback?
3 What advice can you give Isabella?
N atalia is having dinner with her flatmates.
One flatmate, Isabella, tells Natalia that she
needs to clean the flat more often. She jokes
about a time that Natalia cleaned the bathroom
but forgot to change the towels. Natalia
remembers and knows that Isabella is right. Her
other flatmates don’t say anything and Natalia
feels embarrassed and upset. She doesn’t clean
the flat the next day because she worries that
she won’t do it the way Isabella likes.
Answering the question, “What would I do?” in a
54
range of culturally rich and hypothetical situations to
practice the mediation skills needed to navigate social
interactions in English.
LESSON GOALS
• Learn to give encouraging feedback
• Practise language to give encouraging
feedback and make suggestions
• Practise ways to give feedback
3 Read the examples of feedback (1–8). Work in
pairs. Discuss questions a and b below.
1 Well done! That was brilliant. Now you can do it
alone.
2 You’ll need to try harder. You’re really slow.
3 You worked really hard. Next time you could use a
dictionary to check your spelling.
4 That was really difficult. You had lots of good ideas
for your first time.
5 You’re terrible at baking bread. It’s burnt. Make it
again!
6 Good idea to use a different colour. You’re getting
better. Keep on trying!
7 So you made a mistake! Don’t worry, now you
know what not to do!
8 Well, that song was awful. You need more
practice.
a Which ones do you think would help you improve
next time?
b Which ones would you like to hear?
MY VOICE
4
4.2 Watch the video about giving feedback.
Look at tips 1–4 on page 55 and circle the
options it mentions. Which do you think is the
most important?
Developing speaking
skills using a practical
pronunciation syllabus
focused on clarity and
comprehensibility.
Listening and 2watching
1 Encourage people for working hard / improving a
National
little / succeeding / failing
Be positive / negative.
/ trying new things. Geographic
7 Work in pairs. Look at the situations. H
you give helpful feedback in each situ
• Your sister came last in a race.
Explorers share their daily
to improveexperiences
3 Ask each other for advice / opinions / feelings.
4 Give ideas for how / work with others. as
• Your son failed his exam.
• Your neighbour has parked badly, and
interesting and relatable models
and match each of people
5 Look at the Communication skill box. Read the
feedback in Exercise 3 again
can’t move your car.
• A friend shows you a very out-of-focus
photograph and asks what you think o
contributing their
feedback invoices to the global English
example of helpful feedback with the types of
the box.
SPEAKING
community.
COMMUNICATION SKILL
Giving encouraging feedback 8 Work in pairs. Discuss the questions.
Feedback is telling someone how well they 1 In your country, how do people usually
did something and how they can improve feedback?
next time. When giving feedback, try not to focus 2 Think of a time you had a positive or n
too much on what someone didn’t do well. Make experience of getting feedback. What h
sure you also tell them how they can improve next 3 Think of a time you had a positive or n
time. First, you can give positive feedback for:
experience of giving feedback. What h
• working hard What could you do differently?
• making small changes
• trying new things 9 OWN IT! Work in pairs. Discuss how
would give helpful feedback to Wan, S
• learning from mistakes
Rowan. How do you think you would
• succeeding
feedback? How do you think they wou
Then you can suggest how to improve. Feedback
receiving your feedback?
should be a conversation, so try to listen to the other
person’s opinion as well!
Wan
6 Read the Useful language box. Rewrite the You have a test coming up and go to the li
examples of unhelpful feedback in Exercise 3 to be after class every day. Your friend, Wan, com
helpful. Use a phrase or idea from each section. you. She takes some notes and reads a littl
also spends a lot of time on her phone. Yo
Useful language Giving encouraging worried about her. She didn’t pass her last
feedback
Introducing the feedback
I can see that you (found that hard). Surio
I noticed that you (didn’t get that right). Your best friend, Surio, wants to save mon
That’s a shame. Sorry (you missed). a holiday, but he isn’t very successful. He g
less now, but you still think he could save m
Asking for and listening to opinions
money. For example, he still buys coffee at
What do you think of this?
school café every day and often buys lunch
How did you feel?
I understand why you say that.
Talking about the positives
Rowan
That was difficult. You spent a lot of time on that.
You are in a football team with some frien
I can see you worked hard.
have important games soon. Your team me
Keep practising! You’re getting better!
Rowan, comes to all the practice sessions a
Making suggestions for improvements hard but isn’t good at passing the ball. Las
Have you tried (writing everything down)? he accidentally scored a goal for the other
Next time you could try (calling them first). and also accidentally kicked another player
EXPLORE MORE!
Find other tips for giving feedback. Search online for ‘giving feedback’.
1
 Integrated digital tools on the all-in-one Spark platform
support every stage of teaching and learning:
Bring Voices to life with Spark
Bring the world to the classroom and the classroom to life with Placing students Preparing and Assigning practice,
the Spark platform — where you can prepare, teach, and assess reliably at the right level teaching live lessons tests and quizzes
your classes all in one place!
Tracking student and class progress,
turning information into insights

Manage your course
and teach great classes
with integrated digital
teaching and learning
tools. Spark brings
together everything
you need on an
all-in-one platform
with a single login.
Track student and
class performance on
independent online
practice and assessment.
The Course Gradebook
helps you turn information
into insights to make the
most of valuable classroom
time.
Set up classes and roster
students quickly and
easily on Spark. Seamless
integration options and
point-of-use support helps
you focus on what matters
most: student success.

Visit
ELTNGL.com/voices
to request a
Spark trial
3
Jeremy Woodhouse Photography Image Description: Man walking with Cello
 Teach with confidence
Professional Development Video Collection
Written and hosted by the Voices authors, these bite-sized videos provide clear
explanations and instructional techniques that support the core topics and features of
Voices that help learners to develop their voice in English.
• Real Voices: learn how Voices relies
on National Geographic Explorers as
authentic and relatable examples for
successful global communication.
• Clear Voices: explore the research-based
pronunciation approach in Voices that
focuses on intelligibility, encourages
reflection, and equips learners for global
communication.
• My Voice: understand how
interculturality, English and global
communication, and interpersonal skills
are developed consistently in each unit
• Virtual Voices Toolkit: engage with this
series of nine videos that support Voices
teachers as they plan, teach, and evaluate
students in online classrooms.
To learn more, please visit ELTNGL.com/Voices
The flexible and complete Voices Teacher’s Book provides instructional support if you
need it and expansion when you want it.
• The Skills-Development Series: explore
the ways in which mediation, critical
thinking and receptive skills feature
in Voices, and get practical tips on
developing these competencies in class.
• Exam Preparation: learn how Voices
develops the skills needed for success on
the IELTS, TOEFL and Cambridge Exams in
this two-video series.
• Teaching Lower-Level Learners: receive
practical advice for providing the
best learning environment for lower-
level learners to make progress and
communicate with confidence. Start each unit Lead engaging discussions with confidence
with a solid using background information on the real
understanding content of the unit, including the National
ELTNGL.com/voicesresources of each learning Geographic photography and the National
goal by sub-skill. Geographic Explorers.
Worksheets (noted at point-of-use) included in the Teacher’s Book for each unit include expansion
opportunities for learner development in the following areas:
• Mediation • Communication • Vocabulary
• Pronunciation • Grammar
5
On this page, discover how learners engage with National Geographic Explorers
as they develop their voice in English.
Elementary A2, Unit 6 7
On this page, discover how explicit academic skill and critical thinking instruction help learners to
develop their voice in English.
Elementary A2, Unit 6 9
On this page, discover how real content presented through infographics helps learners to develop
their voice in English.
Elementary A2, Unit 6 11
On this page, discover how ‘Clear Voice’ pronunciation instruction helps learners to develop their
voice in English.
Elementary A2, Unit 6 13
On this page, discover how ‘My Voice’ and ‘Own It’ sections help learners to develop their
voice in English.
Elementary A2, Unit 6 15
On this page, discover how the process writing approach helps learners to develop their
voice in English.
Elementary A2, Unit 6 17
 For more information visit
ELTNGL.com/Adults

Develop your voice in English

For more information about Voices visit ELTNGL.com/Voices

A1 A2 B1 B2 C1
Beginner
Elementary
Pre-Intermediate
Intermediate
Intermediate +
Upper-Intermediate
Advanced

Use Spark with the printed Student’s Book, or as a standalone

platform with all Voices learning content.

FOR TEACHERS
Teacher’s Book
Classroom Presentation Tool
Voices Assessment Suite
National Geographic Learning Online Placement
Voices Professional Development Video Collection
Learning Management System for Online Practice

Join National Geographic Learning!

ELTNGL.com/webinars ELTNGL.com/infocus
Connect with us

LEARNING

ELTNGL.com
SEP/21

A PART OF CENGAGE

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

Cover photo: Boys on bikes in the desert.

© Tasneem Alsultan