LEARNING

Develop your voice in English

A seven-level series for young adults and adults

A1 to C1

ELTNGL.com/Voices SAMPLER
 Learners develop their voice in English by...

Develop your voice in English 4D

Giving encouraging feedback
LESSON GOALS
• Learn to give encouraging feedback

feedback and make suggestions

• Practise ways to give feedback
Listening and 1watching
• Practise language to give encouraging
National
/ trying new things. Geographic
Encourage people for working hard / improving a
little / succeeding / failing
2 Be positive / negative.
7 Work in pairs. Look at the situations. H
you give helpful feedback in each situ

Explorers share their daily experiences• Your asson failed his exam.
• Your sister came last in a race.
3 Ask each other for advice / opinions / feelings.
4 Give ideas for how to improve / work with others. • Your neighbour has parked badly, and
interesting and
5 Look relatable models of people
at the Communication skill box.
feedback in Exercise 3 again and match each
Read the can’t move your car.
• A friend shows you a very out-of-focus

contributing their voices to the global English

example of helpful feedback with the types of
feedback in the box.
photograph and asks what you think o

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
SPEAKING 3 Read the examples of feedback (1–8). Work in • succeeding
feedback? How do you think they wou
pairs. Discuss questions a and b below. Then you can suggest how to improve. Feedback
receiving your feedback?
Available in British and American English 1 Look at the photo. Work in pairs. Answer the
questions.
1 Well done! That was brilliant. Now you can do it
alone.
should be a conversation, so try to listen to the other
person’s opinion as well!
1 How do you feel when you get feedback? Why? Wan
2 You’ll need to try harder. You’re really slow.
2 How do you feel when you have to give feedback? 6 Read the Useful language box. Rewrite the You have a test coming up and go to the li
3 You worked really hard. Next time you could use a
Why? examples of unhelpful feedback in Exercise 3 to be after class every day. Your friend, Wan, com
dictionary to check your spelling.
3 What kind of feedback do you find helpful? helpful. Use a phrase or idea from each section. you. She takes some notes and reads a littl
With Voices, learners use English as a tool for global 2 Work in pairs. Read about Natalia and answer
4 That was really difficult. You had lots of good ideas
for your first time.
Useful language Giving encouraging
also spends a lot of time on her phone. Yo
worried about her. She didn’t pass her last
the questions. 5 You’re terrible at baking bread. It’s burnt. Make it
communication and are encouraged to celebrate 1 What is happening here? again!
6 Good idea to use a different colour. You’re getting
feedback
Introducing the feedback
2 Do you agree with how Isabella is giving Natalia
connections among people from a wide range of cultures better. Keep on trying! I can see that you (found that hard). Surio
feedback?
I noticed that you (didn’t get that right). Your best friend, Surio, wants to save mon
3 What advice can you give Isabella? 7 So you made a mistake! Don’t worry, now you
That’s a shame. Sorry (you missed). a holiday, but he isn’t very successful. He g
know what not to do!
and backgrounds. Carefully sequenced activities featuring 8 Well, that song was awful. You need more Asking for and listening to opinions
less now, but you still think he could save m

N atalia is having dinner with her flatmates. money. For example, he still buys coffee at
practice. What do you think of this?
school café every day and often buys lunch
real-world content fully prepare learners for interaction
One flatmate, Isabella, tells Natalia that she How did you feel?
needs to clean the flat more often. She jokes a Which ones do you think would help you improve I understand why you say that.
about a time that Natalia cleaned the bathroom next time?
and guide them to develop their voice in English. but forgot to change the towels. Natalia
remembers and knows that Isabella is right. Her
b Which ones would you like to hear? Talking about the positives
That was difficult. You spent a lot of time on that.
Rowan
You are in a football team with some frien
other flatmates don’t say anything and Natalia I can see you worked hard.
MY VOICE have important games soon. Your team me
feels embarrassed and upset. She doesn’t clean Keep practising! You’re getting better!
Rowan, comes to all the practice sessions a
the flat the next day because she worries that 4 4.2 Watch the video about giving feedback. Making suggestions for improvements hard but isn’t good at passing the ball. Las
she won’t do it the way Isabella likes. Have you tried (writing everything down)? he accidentally scored a goal for the other
Look at tips 1–4 on page 55 and circle the

Voices is a seven-level, integrated-skills program for adults options it mentions. Which do you think is the Next time you could try (calling them first). and also accidentally kicked another player

Answering the question, “What would I do?” in a

most important?
EXPLORE MORE!

and young adults that enables instructors to teach with Find other tips for giving feedback. Search online for ‘giving feedback’.

range
54
of culturally rich and hypothetical situations to
confidence in all classrooms. Supported by a common-
practice the mediation skills needed to navigate social
sense lesson progression and the Voices Professional
interactions in English.
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.
Developing speaking
skills using a practical
Now with Dynamic Lessons on Spark, a new tool for planning pronunciation syllabus
and teaching live lessons. Learn more. focused on clarity and
comprehensibility.

To learn more, please visit ELTNGL.com/Voices

1
 Now features Dynamic Lessons on Spark,
a new tool for planning and teaching live
lessons. Learn more

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

Visit
ELTNGL.com/voices
to request a
Spark trial
3
Jeremy Woodhouse Photography Image Description: Man walking with Cello
 Teach with confidence
The flexible and complete Voices Teacher’s Book provides instructional support if you
need it and expansion when you want it.

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 • The Skills-Development Series: explore
on National Geographic Explorers as the ways in which mediation, critical
authentic and relatable examples for thinking and receptive skills feature
successful global communication. in Voices, and get practical tips on
developing these competencies in class.
• Clear Voices: explore the research-based
pronunciation approach in Voices that • Exam Preparation: learn how Voices
focuses on intelligibility, encourages develops the skills needed for success on
reflection, and equips learners for global the IELTS, TOEFL and Cambridge Exams in
communication. this two-video series.

• My Voice: understand how • Teaching Lower-Level Learners: receive

interculturality, English and global practical advice for providing the
communication, and interpersonal skills best learning environment for lower-
are developed consistently in each unit level learners to make progress and
communicate with confidence. Start each unit Lead engaging discussions with confidence
• Virtual Voices Toolkit: engage with this with a solid using background information on the real
series of nine videos that support Voices understanding content of the unit, including the National
teachers as they plan, teach, and evaluate ELTNGL.com/voicesresources of each learning Geographic photography and the National
students in online classrooms. 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

To learn more, please visit ELTNGL.com/Voices 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
Dynamic Lessons
Classroom Presentation Tool
Voices Assessment Suite
National Geographic Learning Online Placement
Voices Professional Development Video Collection
Learning Management System for Online Practice

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Cover photo: Boys on bikes in the desert.

© Tasneem Alsultan