WORLDlink  Photo Credits

Front cover art by Eduardo Kobra in Rome, Italy.  
© Eduardo Kobra
 
 
 
 
 aBouT THe arTisT
Brazilian muralist Eduardo Kobra creates
large-scale, colorful murals of notable
people in cities around the world.
 
 
 
2-3 (spread) Ton Koene/Vwpics/Redux; 4 (t) Sandy Huaker/The New York Time/Redux; 5 (tl) Indeed/Getty I mages, (tr) Avava/Shutterstock.com, (cl) Iko/ 
Shutterstock.com, (cr) Jade/Getty Images; 6 (bl) Fuse/Getty Images; 7 (cr) Laurence Mouton/PhotoAlto Agency RF Collections/Getty Images; 10 (tl)
World link intro  UpperCut Images/Alamy, (tr) Jess Krat/Shutterstock.com, (crr) Peter Kramer/Nbc/Getty Images, (cr) Jason Merritt/Getty Images, (c) Juanmonino/Getty
Student Book 978-1-305-64774-9 Images, (cl) Smith Collection/Getty Images, (cll) ©Hannele Lahti/National Geographic Creative, (bl) Lluis Gene/Ap/Getty Images, (bc) Christian Bertrand/ 
Student Book with My World Link Online 978-1-305-64775-6 Shutterstock.com, (bc) Murray Close/Lionsgate courtesy/ Everett Collection, (br) BBC /Everett Collection; 11 (tl) Sportgraphic/Shutterstock.com, (cr) Alex
Combo Split A with My World Link Online 978-1-305-64779-4 Malikov/Shutterstock.com, (tr) Chelsea Lauren/Getty Images; 12-13 (spread) Kathy deWitt/Alamy; 13 (tr) Andrew Yates/Getty Images, (c) Chip
Combo Split B with My World Link Online 978-1-305-64780-0 Somodevilla/Getty I mages, (br) Christian Bertrand/Shutterstock.com; 14 (r) Xavier Collin/Image Press/Splash/Splash/Corbis; s; 15 (tl) Photo Works/ 
Shutterstock.com, (tr) Rabbani and Solimene Photography/Getty Images; 16-17 (spread) Thanachai Wachiraworakam/Getty Images; 18 (t)
My World Link Online 978-1-305-64787-9
Untouchablephoto/RooM: The Agency/Corbis; 19 (tl) wareham.nl (sport)/Alamy, (c) Chrupka/Shutterstock.com, (cl) Andresr/Shutterstock.com, (tr)
Print Workbook 978-1-305-64784-8
Wareham.nl (sport)/Alamy, (tl) Robert Michael/Getty Images, (cr) Photo and Co /Getty Images, (tc) Jason Hosking/Getty Images; 20 (t) Byelikova Oksana/ 
Audio CDs 978-1-305-64785-5 Shutterstock.com; 21 (tr) S andro Bisaro/Getty Images; 22 (t) Ostill/Shutterstock.com; 24 (tl) ROBIN UTRECHT FOTOGRAFIE/HillCreek Creek Pictures/Corbis, (cr)
Classroom DVD 978-1-305-64792-3 Jacques Jangoux/Alamy; 25 (t) Javarman/Shutterstock.com, (c) Dbimages/Alamy; 26-27 (spread) David Wall Photo/Getty Images; 26 (br) Ariadne Van
Lesson Planner with Classroom Presentation Tool 978-1- 305-6478 3-1 Zandbergen/Getty Images; 28 (t) Photography by Spencer Bowman/Getty Images; 29 (t) By toonman/Getty Images; 30-31  (spread) Glen Mitchell; 32 (t)
Assessment CD-ROM with
Assessment th ExamView®  978-1-305-64794-7 JP Danko/Passage/Corbis; 33 (c) DarrenMower/Getty Images, (cl) Andy Dean Photography/Shutterstock.com, (c) AlexRoz/Shutterstock.com, (cr) Ales74/ 
Shutterstock.com, (cr) GeorgeMPhotography/Shutterstock.com, (c)Taelove7/Shutterstock.com,(cr) Igor Lateci/Shutterstock.com; 34 (b) Albert photo/ 
World link level 1  Getty Images; 35 (bl) Mustaahacalaki/Getty Images, (c) AntonioGuillem/Getty Images, (cl) Camilla wisbauer/Getty Images, (bc) Miklos Voros/E+/Getty
Student Book 978-1-305-65078-7 Images, (bc) SmileStudio/Shutterstock.com, (br) Yulia Nikulyasha Nikitina/Shutterstock.com, (tr) Sean Locke Photography/Shutterstock.com; com; 37 (br)
Student Book with My World Link Online 978-1-305-65079-4 Gabriel Blaj/Alamy; 38  (t) Jorn Tomter/Crave/Corbis; 39 (tr) Philippe Hays/Alamy, (tl) Alan Copson/Getty Images; (cl) Cultura Creative (RF)/Alamy; 40-41  
(spread) ©Carlton Ward/National Geographic Creative; 43 (tl) Ingvar Bjork/Shutterstock.com; 48-49 (spread) Brian Yen; 50 (t) Henrik Sorensen/Getty
Combo Split A with My World Link Online 978-1-305-65083-1
Images; 51 (cr) S tockRocket/Getty Images, (bc) Antoniodiaz/Shutterstock.com, (bl) Carlina Teteris/Getty Images, (c) Images by Tang Ming Tung/Getty
Combo Split B with My World Link Online 978-1-305-65084-8
Images, (cl) Tara Moore/Getty Images, (cr) Whitetag/Getty Images, (cl) Chris Schmidt/Getty Images, (c) Mustaa Arican/Getty Images; 52-53 (spread)
My World Link Online 978-1-305-65090-9
©Alex Treadway/National Geographic Creative; 55 (b) Image Source/Getty Images; 56 (t) Carlos Cazalis/Corbis News/Corbis; 57 (tl) Philipp igumnov fickr.
Print Workbook 978-1-305-65087-9 com/photos/woodcum/Getty Images, (tr) Erik Isakson/Getty Image, (cr) Vitchanan Photography/Shutterstock.com; 58-59 (spread) Ian Trower/Passage/ 
Audio CDs 978-1-305-65088-6 Corbis; 59 (cr) ImageRite/Alamy; 60 (t) Izabela Habur/Getty Images; 62-63 (spread) Penny do los Santos; 64 (t) Andrew Aitchison/Alamy; 65 (c) spaxiax/ 
Classroom DVD 978-1-305-65094-7 Shutterstock.com, (cl) Michael Gray/Getty Images, (bc) Brent Hoacker/Shutterstock.com, (c) Sally Scott/Getty Images, (bl) Darryl Brooks/Shutterstock.
Lesson Planner with Classroom Presentation Tool 978-1- 305-6508 6-2 com, (cl) Olga Nayashkova/Shutterstock.com, (cr) VeselovaElena/Getty Images, (cr) OlgaMiltsova/Getty Images; 67 (tr) Igor Dutina/Shutterstock.com; 68 
Assessmentt CD-ROM with
Assessmen th ExamView®  978-1-305-65095-4 (b) ViewStock/Getty Images; 69 (tc) Geo Martinez/Shutterstock.com, (cr) Paul Bradbury/Getty Images, (c) Sam Edwards/Getty Images, (tr) blackdovx/ 
Getty Image, (tl) Tara Moore/Getty Images, (cl) Nicholas Monu/Getty Images; 70 (t) MATTHIEU PALEY/National Geographic Creative; 71 (cl) cratvision/ 

 World link level 2  Getty Images, (tl) DonNichols/Getty Images, (cl) Edward Westmacott/Shutterstock.com, (tc) kai keisuke/Shutterstock.com, (tc) Foodcollection RF/Getty
Student Book 978-1-305-65099-2 Images, (c) obewon/Getty Images, (tr) Nikolai Pozdeev /Shutterstock.com, (cr) Crisp/Shutterstock.com; 72-73 (spread) Bruno Ehrs/Latitude/Corbis; 73 
(br) Domenico Tondini/Alamy; 74 (b) ©Robert Clark/National Geographic Creative; 75 (c) Dave G Kelly/Getty Images; 76-77  (spread) Chris de Bruyn; 78 (t)
Student Book with My World Link Online 978-1-305-65100-5
National Geographic Channels; 79 (tl) Fuse/Getty Image, (bl) Air Images/Shutterstock.com, (cl) Carlos Hernandez/STOCK4B-RF/Getty Images, (bc) Valua
Combo Split A with My World Link Online 978-1-305-65104-3
Vitaly/Shutterstock.com, (cr) Dimitri Otis/Getty Images, (cr) oliveromg/Shutterstock.com, (bl) Mat Hayward/Shutterstock.com, (br) JuliaLine/Shutterstock.
Combo Split B with My World Link Online 978-1-305-65105-0
com, (tr) Pali Rao/Getty Images, (cl) Morsa Images/Getty Images; 80 (tl) Jupiterimages/Getty Images; 81 (t) Yellow Dog Productions/Taxi/Getty Images;
My World Link Online 978-1-305-65112-8 83 (t) Mark Cuthbert/Getty Images; 85  (b) Michael Dwyer/Alamy; 86-87 (spread) ©Guillaume Herbaut/INSTITUTE; 88 (b) 2 Image Source/Ocean/Corbis;
Print Workbook 978-1-305-65109-8 94-95 ((spread)) Interpixels/Shutterstock.com; 96 (t) ©David Evans/National Geographic creative; 99 (tr) Peter Beavis/Getty Images; 100 (cr) Dave G.
 Audio CDs 978-1-305-65110-4 Houser/Alamy; 101 (t) Jon Hicks/Latitude/Corbis; 102 (t) ©Paul Nicklen/National Geographic Creative; 103 (b) Arena Creative/Shutterstock.com; 104-105  
Classroom DVD 978-1-305-65116-6 (spread) Kamil Tamiola/Aurora Photos; 105 (br) DreamPictures/Getty Images, (bl) Jupiterimages/Getty Images, (bc) B Busco/Getty Images; 108-109 
Lesson Planner with Classroom Presentation Tool 978-1- 305-6510 8-1 (spread) Daniel Kudish; 110 (t) Iris Brooks; 111 (b) Ral Siemieniec/Shutterstock.com; 112 (br) Dan Breckwoldt/Shutterstock.com; 113 (tr) Andersen Ross/ 
 Assessmentt CD-ROM with
 Assessmen th ExamView®  978-1-305-65117-3 Getty Images; 114 (tr) Petr Baumann/Shutterstock.com; 115 (bl) Blend Images - Hill Street Studios/Getty Images, (cr) JGI/Jamie Grill/Getty Images, (cl)
To access your classroom Jake Naughton/The New York Times/Redux, (bc) Pamela Moore/Getty Images, (c) Msheldrake/Shutterstock.com; 116 (tl) ©Jim Richardson/National
PresenTaTion Tool:  World link level 3  Geographic Creative, (inset) Adina Tovy/Getty Images; 117 (t) Michael Taylor/Getty Images; 118-119 (spread) Moshe Shai/Flash90/Redux; 120 (b) Chelsea
Lauren/Getty Images; 121 (tc) Lleungchopan/Shutterstock.com, (tc) Joana Lopes/Shutterstock.com, (tl) Andresr/Shutterstock.com; 122-123 (spread)
1.   Visit NGL.Cengage.com/worldlink . Student Book 978-1-305-65120-3
©Ankit Narang; 124  (t) Tony Shi Photography/Ocean/Corbis; 125 (tr) Image Source Plus/Alamy, (tl) Matthew Cole/Shutterstock.com, com, (tl) Matthew Cole/ 
Student Book with My World Link Online 978-1-305-65121-0
Shutterstock.com, (cl) cazzabel/Getty Images, (cl) Fernando Eusebio/Shutterstock.com; 126 (br) JackF/Getty Images; 127 (tr) Dennis Wise/Getty Images;
2. Enter the Teacher Companion Site. Combo Split A with My World Link Online 978-1-305-65125-8
128 (br) Smith Collection/Getty Images; 130 (cl) Purestock/Getty Images, (t) Originalpunkt/Shutterstock.com, (cr) Morsa Images/Getty Images, (c) John
3.  Select the appropriate level of World Link  and
 and Combo Split B with My World Link Online 978-1-305-65126-5 Foxx/Getty Images; 131 (b) Andrea Slatter/Shutterstock.com; 132-133 (spread) ©MI CHAEL HANSON/National Geographic Creative; 134 (br) Takayuki/ 
My World Link Online 978-1-305-65133-3 Shutterstock.com; 135 (br) Steano Politi Markovina/Passage/Corbis; 137 (b) RubberBall Productions/Getty Images; 140-141  (spread) Helen Bohorquez/ 
enter the following credentials:
Print Workbook 978-1-305-65130-2 VWPics/Redux; 142 (t) Trevor Tondro/The New York Times/Redux; 145 (tr) Dmitry Pistrov/Shutterstock.com; 146 (b) ©Chris Hill/National Geographic
  Username: worldlink   Audio CDs 978-1-305-65131-9 Creative; 147 (tc) 237 Robert Nicholas/Ocean/Corbis; 148 (t) Iriana Shiyan/Shutterstock.com; 149 (bc) Olinchuk/Shutterstock.com, (bl) Mariusz
Classroom DVD 978-1-305-65137-1 Szachowski/Shutterstock.com, (c) Mark Herreid/Shutterstock.com, (tr) CreativeNature R.Zwerver/Shutterstock.com, (cl) Wiktor Bubniak/Shutterstock.com;
  Password: teacher
Lesson Planner with Classroom Presentation Tool 978-1- 305-6512 9-6 150-151 (spread) Andreas von Einsiedel/Terra/Corbis; 152 (cr) David Grossman/Alamy, (bl) ©DESIGN PICS INC/National Geographic creative, (cl) Natalia

4.  Click the “Classroom Presentation Tool” tab  
 
and follow the directions.
Assessmentt CD-ROM with
Assessmen th ExamView®  978-1-305-65138-8 Kashina/Shutterstock.com;153 (br) Zoonar RF/Getty Images; 154-155 (spread) The Licensing Project/Oset; 156 (t) Timur Emek/Getty Images; 157 (bl)
George Doyle/Getty Images, (br) Stockyimages/Shutterstock.com, (bc) BartlomiejMagierowski/Shutterstock.com, (cr) Alexander Sherstobitov/ 
Shutterstock.com, (c) Yuri Arcurs/Shutterstock.com, (tl) Ken Hurst/Shutterstock.com, (tc) Antonio Guillem/Shutterstock.com, (tr) Robert Sils/Shutterstock.
com; 159 (tr) Kenneth Garrett/National Geographic Creative; 160 (br) ©Paul Chesley/National Geographic Creative; 161 (t) Svetikd/iStock/Getty Images
Plus/Getty Images; 162 (tr) Suedhang/Getty Images, (tl) Ann Haritonenko/Shutterstock.com; 163 (tr) Jason Doiy/Getty Images; 164-165  ((spread)) Hugh
Sitton/Comet/Corbis;166 (br) Natali Glado/Shutterstock.com; 167 (cr) SAM YEH/AFP/Getty Images, (cl) iStockphoto.com/Franckreporter; 168-169 
(spread) Kyle Kurlick; 170 (t) ©Skip Brown/National Geographic Creative; 171 (tc) Wavebreakmedia/Shutterstock.co
a/Shutterstock.com, (cl)iStockphoto.com/Aleksey_
Panov, (br) Minerva Studio/Shutterstock.com, (tl) Comstock Images/Getty Images, (bc) Chinaview/Shutterstock.com, (tc) Net Magazine/Getty Images, (cr)
Gpointstudio/Getty Images, (bl) Paul Bradbury/Getty Images, (c) Image Source/Getty Images, (c) Junial Enterprises/Shutterstock.com, (bc) Sean Locke
Photography/Shutterstock.com, (tr) Monkey Business Images/Shutterstock.com; com; 172 (tr) Hero Images Inc/Hero Images/Corbis; 174 (b) Douglas Graham/ 
Getty Images; 176 (t) Tasos Katopodis/Getty Images; 177 (tl) Yoshikazu Tsuno/Getty Images, (tr) Blackregis/Shutterstock.com; 178-179  (spread) Clodagh
Kilcoyne/Getty Images; 179 (b) Kirsten Luce/The New York Times/Redux; 180 (c) Jill Gocher/Asia Images/Getty Images; 185 (bc) Yuriy Rudyy/Shutterstock.
com, (tr) Darrin K limek/Getty Images, (tc) Olesya Feketa/Shutterstock.com, (tl) Monkey Business Images/Shutterstock.com; 196 (cr) Jamie Carroll/Getty
Images, (cl) Erik Isakson/Blend Images/Alamy; 200 (bc) Konstantin Chagin/Shutterstock.com, (bl) hans.slegers/Shutterstock.com, (cr) iStockphoto.com/ 
Ababsolutum, (c) Joze Sowa/Shutterstock.com, (cl) Goran Bogicevic/Shutterstock.com; 202 (cr) Elena Kalistratova/Vetta/Getty Images; 213 (tc)
SiliconValleyStock/Alamy.

SAMPLE COPY, NOT FOR DISTRIBUTION

 
Lesson Planner

WORLDLINK 
Developing
English Fluency
 Intro
Nancy Douglas
James R. Morgan

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

 SAMPLE COPY, NOT FOR DISTRIBUTION
World Link Lesson Planner Intro:
Developing English Fluency,
Third Edition
Nancy Douglas, Author
 James R. Morgan,
Morgan, Author
Susan Stempleski, Series Editor
Publisher: Sherrise Roehr
Executive Editor: Sarah Kenney
Senior Development Editor: Margarita Matte
Development Editor: Brenden Layte
Associate Development Editor: Alison Bruno
Assistant Editor: Patricia Giunta
Media Researcher: Leila Hishmeh
Director,, Digital Content: Aron Keesbury
Director
Senior Technology Product Manager:
Lauren Krolick
Director of Global Marketing: Ian Martin
Senior Product Marketing Manager:
Caitlin Thomas
© 2016, 2011, 2005 National Geographic Learning, a part of Cengage Learning
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
may be reproduced, transmitted, stored or used in any form or by any means
graphic, electronic, or mechanical, including but not limited to photocopying,
recording, scanning, digitizing, taping, Web distribution, information networks,
or information storage and retrieval systems, except as permitted under
Section 107 or 108 of the 1976 United States Copyright Act, without the prior
written permission of the publisher
publisher..
For product information and technology assistance, contact us at 
Cengage Learning Customer & Sales Support, 1-800-354-9706
For permission to use material from this text or product, 
submit all requests online at www.cengage.com/permissions 
Furtherpermissionrequest@cengage.com
permissions questions can be emailed to
World Link Intro Lesson Planner ISBN: 978-1-305-64783-1
National Geographic Learning
20 Channel Center Street
Boston, MA 02210
USA
 Sr. Director, ELT & World Languages:
Michael Burggren
Production Manager: Daisy Sosa Cengage Learning is a leading provider of customized learning solutions
Content Project Managers: Andrea Bobotas, with employees residing in nearly 40 dierent countries and sales in more
 Jen Coppens, Beth Houston than 125 countries around the world. Find your local representative at
www.cengage.com
Senior Print Buyer: Mary Beth Hennebury
Composition: Lumina
Cengage Learning products are represented in Canada by Nelson Education, Ltd. 
Ltd. 
Cover/Text
Cover/Text Design: Brenda Carmichael
Visit National Geographic Learning online at ngl.cengage.com 
Art Director: Brenda Carmichael
Visit our corporate website at cengage.com
Cover Image: Eduardo Kobra
Inside Front Cover Image: AFP/Getty Images

Photo Credits are listed on the inside back cover.

Printed in the United States of America

 Print Number:
Number: 02 Print Year: 2017

SAMPLE COPY, NOT FOR DISTRIBUTION

Contents

World Link  Program Walk-through Tiv

Professional Development Pages by Dr. Andy Curtis T12

Unit 1 2a–3a

Unit 2 16a–17a
Unit 3 30a–31a
Review Units 1–3 44a–45a
Unit 4 48a–49a
Unit 5 62a–63a
Unit 6 76a–77a
Review Units 4–6 90a–91a
Unit 7 94a–95a
Unit 8 108a–109a
Unit 9 122a–123a
Review Unit 7–9 136a–137a
Unit 10 140a–141a
Unit 11 154a–155a
Unit 12 168a–169a

Review Unit 10–12 182a–183a

Language Summaries 186
Grammar Notes 195
Strategies and Teaching Tips Index T219

World Link  Intro Audio Scripts T220

Warm-Up Video Scripts T233

A Quick Guide to Using the World Link  Videos T237

World Link  Intro Workbook Answer Key T243
 SAMPLE COPY, NOT FOR DISTRIBUTION iii

 
World Link Student Book Walk-through

Student Book Walk-through

5 Food

Each unit now opens with an

engaging, real photograph
designed to generate

interest while introducing

the unit topic.

Look at the photo. Answer the questions.

1 D o you know any of these foods?
What are they?
2 Which ones do you eat?
3 Do you like them?

Unit Goals
1 Order food fr om a menu
 A spread of food and spices
2 Talk about foods you like, dislike, and eat often
3 Talk about healthy eating habits
4 Describ e your favorite food

To introduce the unit topic and acilitate meaningul

communication, Lesson A now eatures all-new
exercises designed to support the Warm-Up video.

 Vocabulary
 Vocabulary sections
sections  
Lesson  A   What’s on the menu? 2  Vocabu
 Vocabulary 

 A With a partner, think of a few fruits and vegetables in English. Do you like to eat dynamically introduce the
any of these items? Share your ideas with the class.

B Look at the pictures and the list of drinks. Ask and answer the questions with
a partner.
vocabulary through the use
1. Do you ever eat or drink any of these items? o word amilies and useul
2. Which ones do you like?
3. What other foods and drinks do you like? expressions.

steak  and
  and b ak
ake d po ta to s pi na ch s al ad with tomatoes
tomatoes and
 and onions cheese and fruit

Fruit at the Oxford Covered Market

1  Video
 Video  At the Covered Market spaghetti and
spaghetti and tomato
tomato  sauce vegetable soup and
soup and bread ri ce and beans

 A Watch the video with the sound off. What foods do you see? Tell a partner. Common drinks

B Watch the video. Write the food each person doesn’t like.   coee

meat fsh tomatoes   milk

1. Jan   orange  juice
orange  juice
2. Richard
3. Amy   soda
 fr ied chicken tuna sandwi ch
C Do you want to go to Oxford Covered Market? Why or why not? Is there a   tea
market like Oxford Covered Market where you live? Tell a partner.

64  Unit 5
5  • Food LESSOn A  • What’s onthe menu? 65

Tiv  SAMPLE COPY, NOT FOR DISTRIBUTION

 
 

World Link Student Book Walk-through

Listening sections use

3  Listening Date Server For he
here Order No 4  speaking listening tasks to ocus
To go
 A What restaurants do you like? What do you order there?
Tell a partner.
0142  A   Listen to the conversation and practice it with a partner.
Then answer the questions. CD 1 Track 33
students’ attention,
NO  AMOUNT
MAIN DISHES 1. What can you eat at Tapeo 39?
Lst fo dtals. Mia
dtals. Mia and Leo are at a restaurant for lunch.
B
Listen. Circle the items that they order from the bills to the right.
Chicken sandwich
Rice and beans
2. What is perfect for summer? Why? and are accompanied
Then answer the questions. CD 1 Track 31 Spaghetti
 Veggie burger 
 JASON:
JASON:

 MARIA:
MARIA:
I’m hungry.
Me, too. Do you like Indian food?
by open-ended
1. Which person eats in the restaurant (“for here”)?
SIDE DISHES

2. Which person eats out of the restaurant (“to go”)?

Soup
 JASON:
JASON:

 MARIA:
MARIA:
No, not really.
How about Spanish food? I know a fun place.
discussion and critical
Salad
 JASON:
JASON: Yeah? What is it?
French fries
Mixed vegetables  MARIA:
MARIA: It’s called Tapeo 39, and they have great thinking opportunities.
C Poucato: And , or . Listen and complete each DRINKS gazpacho there.
conversation with the word  and  or
 or or. Notice how and and or are Soda
 JASON:
JASON: What’s gazpacho?
pronounced. Then practice the conversations with a partner. Coffee
CD 1 Track 32 Bottled water 
 MARIA:
MARIA: It’s a delicious kind of soup. I like it a lot.
 Apple juice  JASON:
JASON: It’s too hot for soup, Maria!
1.  A: Umm… I’d like the spaghetti with tomato sauce.
Orange juice  MARIA:
MARIA: Don’t worry. It’s a cold soup. It’s perfect
  B:  OK, that comes with soup salad.
TAX for summer.
2.  A: I’d like a chicken sandwich.
Mia’s order  JASON:
JASON: What’s in it?
  B:  OK, that comes with French fries mixed vegetables.
 MARIA:
MARIA: Tomatoes, cucumbers, onions, and pepper.
3.  A:  What juices do you have?  JASON:
JASON: Sounds good. Gazpacho
  B:  Apple orange.
Da te Se rve r For he re Order No
 MARIA:
MARIA: It is. Oh, and they also have tasty sandwiches.
4.  A: Is that for here to go?
To go  JASON:
JASON: Let’s go!
  B:  For here.
0143
D With a partner, order your lunch from the items in B. Use the NO  AMOUNT SPeAking STrATegy 
words for ordering food and talking about meals to help you. MAIN DISHES
 Chicken sandwich B Think of two restaurants. Write the information.
Rice and beans
Word Bank Restaurant name: Restaurant name:
Spaghetti
Od food Kind of food: Kind of food:
Speaking and Speaking
 Veggie burger 
What can I get you? / Would you like
anything to drink?
SIDE DISHES Food on the menu: Food on the menu: and Speaking
Soup

Strategy sections give

I’d like a soup and salad, please. / Salad C  Make new conversations with your partner. Use the conversation in A  and
 and
Orange juice, please. French fries
your information from B, as well as the Useful Expressions, to help you.
Tal about mals Mixedvegetables
 breakfast  (morning),
 (morning), lunch (afternoon),
dinner  (evening)
 (evening)
DRINKS

Soda
Usful exprssions
Talking about likes and dislikes
Hey, Pablo, I’m hungry.
students guided support
Coffee
I have eggs and coffee for breakfast. Yes! I love it!
while leading them to
Bottled water  I’m hungry, too. I know
a great place for dinner.
 Apple juice Yes, I like it a lot.
Do you like Indian food? Do you like Chinese
Orangejuice Yeah, it’s OK. food?
TAX Do you like fish?
No, not really. produce the language
Leo’s order
No, I can’t stand it.

66  Unit 5
5  • Food LESSOn A 
 • What’s on the menu? 67
uently.

Pronunciation exercises give students item-specifc practice with reductions, stress, rhythm,
intonation, and troublesome minimal pairs.

 An updated Grammar

Grammar presentation
 presentation increases meaningul classroom communication. Within
the unit, learners apply the target grammar in new relevant, communicative exercises and are
supported by expanded explanations and traditional practice exercises ound in the appendix.

4  Grammar 5  WritinG
 A Turn to page 204. Complete the exercises. Then do B–D below.  A  Answer the questions about your favorite food. Write your ideas in a few words.

1. What is your favorite food? 4. When do people eat it (for breakfast,

Yes / No Q uestions Shor t A nswers

Do
you Yes, I do. / No, I don’t.
2. Where is it from? lunch, dinner, or as a snack)?
5. Is it good or bad for you? Why?
Writing sections reinorce
they like spicy
c y f o od? Yes, they do. / No, they don’t. 3. What’s in it?
Does he / she Yes, he / she does. / No, he / she doesn’t.
B  Use your notes in  A  to
 to write a paragraph about your food. Use the example to help you. the structures, vocabulary,
B Read the sentences. Add one more sentence about eating and health.

Find someone who… Classmate’s name

and expressions taught in
1. has breakfast every day.
the unit.
2. drinks two glasses of water every day.

3. eats a lot of junk food.

4. drinks soda every day.

5. likes spicy food.

6. t akes vitamins.
7. eats a healthy snack every day.

8. .

Do you have breakfast

C Use the sentences in B to ask your classmates every day?
Yes / No  questions. Find a different person for each
answer. Write the person’s name. The winner is the
person to complete the chart first! No, I don’t. But I drink My favorite dish is paella. It is from Spain. People eat it for lunch. It has rice, chicken, seafood,
three sodas every day. onions, tomatoes, vegetables, and a spice cal led saffron. It’s delicious and very healthy. It’s high in
protein, and the vegetables are good for you, too.
D Tell a partner about three answers from your chart in B.
That’s a lot!

There are 10 teaspoons (almost 50 grams) of sugar in a can of soda! 6  CommuniCation  

 A Prepare a short talk about your favorite food.
 1. Practice: Use your notes from Writing  A  to
 to talk about your food.
Do not just read your paragraph.
2. Find a photo, a map, or a video clip to use in your presentation.
Do you like pizza? Communication  sections
Communication sections
B Work in a group of four. Give your presentation. Then listen to the include un tasks and
other members of your group. When you listen, take notes. Answer It’s okay, but it’s not very
healthy. Do you like it?
the questions in Writing   A  about
 about your partners’ foods.
engaging exercises to
C Your group talked about four foods. Do you like each one?  Yeah, I love it!

74 Unit 5 • Food
Why or why not? Take turns asking and telling the group.
LESSOn B • E atingright 75
provide learners with
opportunities or realistic,
meaningul communication
using target language.

SAMPLE COPY, NOT FOR DISTRIBUTION   T1

 
 

World Link Student Book Walk-through

Student Book Walk-through (Continued)

Updated readings  3  Reading

 A

Two 
eature engaging, Find the words in  italics below in
your dictionary. Then answer the
questions with a partner.

relevant topics in a 1. Which illness—cancer  or

 or a cold — PowErful
is very bad?

HealtH
2. Whe re is your stomach? Where is
highly visual design. your skin? Point to each one.
Red chili peppers

B Scan for information. Read and

answer questions 1–3 about your
food only.
Student A : Read about chili peppers.
Foods
Student B: Read about licorice.

 Audio o the readings 1. Where does the food come from?

2. How do people use it today?

is now included on the 3. Why is it good for us?

C  Ask your partner the questions in

  Audio CD! B about his or her food. What are the
answers? Take notes.

D Read for details.  Are statements

1–9 about chilies (C), licorice (L), or
both (B)? Write the correct letter.
 1. is / are high in vitamin C
 2. is / are in cold medicine
  3. give(s) you energy
  4. come(s) from Asia and
Europe
 5. can help people with cancer
 6. is / are in sweet foods and
drinks
  7. make(s) you less hungry
  8. come(s) from the Americas
  9. can stop stomach and skin
problems
E Name another healthy food.
 Answer the questions in B about it.
Tell a partner.
Chili peppers are a type of fruit from the Americas.
Licorice, a type of plant, comes from southern Europe
They were first used 6,000 years ago! Today, people
and Asia. Today, when people hear the word  licorice, they
all over the world, from Mexico to Thailand, use
think of candy. In fact, licorice is in some sweet foods
chilies in their cooking.
(like candy) and drinks (like soda), but it is also a very
Chili peppers taste good, but they’re also good old medicine.2 Two thousand years ago, people used
for us. They are high in1 vitamin C. This keeps you
licorice for colds and other illnesses. Today, it is still in
healthy. Many chilies are also spicy. This spice
some cold medicines. People also use it for stomach and
gives you energy. It also makes you less hungry, so
skin problems. And now doctors think licorice—like chili
you eat less. Doctors think chili peppers can stop
peppers—can help people with cancer!
some kinds of cancer, too. Red licorice candy has no real licorice in it.
2
 is something you drink or eat to stop an illness.
Medicine is
Medicine Red licorice candy has no real licorice in it.
Black licorice is much healthier!
1
If something is high
is  high in vitamin
in vitamin C, it has a lot of vitamin C. Black licorice is much healthier!

72  Unit 5 • Food LESSOn B • Eatingright 73

REVIEW Units 4–6 2  See It and Say It 

 A Look at the picture of the food court. Answer the questions.

1
1. What food and drinks are healthy?
thy? 3. What food and drinks do you like?
  Storyboard
2. What food and drinks are unhealthy? 4. Look at the people. What are they doing?

 A Tony and Paloma are in a cafe. Complete the conversation.

B Imagine you are in the food court. Follow the directions.

1. Choose a place and order some food.

Hey, nice Yes,
Hi, Tony. picture.Is
e .Is that . Student A: You are the server. Ask your partner for his or her order.
What ?
How’reyou doing?  yourfamily?
  Student B: Order something to eat and drink.
2. Change roles and repeat step 1.

 
myemail.
Hi, Paloma.
.

Is hemarried?
 ?

My
Who’s this?  . He’s27.

No, he  , but
hehasa girlfriend.

Doyou haveany
brothers orsisters?

Yes,
.

C Think of a new restaurant for the food court. Answer the questions.
1. What kind of restaurant is it (Korean, Italian, Mexican, etc.)?
 B Practice the conversation with a partner.
2. What is your new restaurant called? Give it a name.

C Change roles and practice the conversation again. 3. What food and drinks are on the menu? Make a list.

D Share your ideas in C with another pair.

90  REViEW • Units 4–6 REViEW • Units 4–6 91

Review sections appear every three units and actively

engage students in utilizing the language learned with the
intention o mastering fuency.

T2  SAMPLE COPY, NOT FOR DISTRIBUTION

World Link Lesson Planner Walk-through

leSSon Planner Fea

FeatureS
tureS

The World Link  Lesson

 Lesson Planner or each level makes preparation
What’s new?
simple and eective through updated page-by-page teaching tips,
pacing guides, expansion activities, new teaching options, audio •   About the Photo
Photo sections
 sections provide background inormation on
and video scripts, and all o the answers or the student book and the new unit opener photos.
workbook. •   Video
 Video sections
 sections oer video-viewing support or the new
Warm-Up videos.
my
WORLDLINK 
   online  The point o use My World Link 
Link Online
Online symbol
 symbol

reminds instructors where they can integrate additional

instruction and practice tied to the student book lessons.

•  Updated Teaching Option sections

Option sections target where and how
instructors can implement dierent teaching styles, including
the ipped classroom approach, which is designed to increase
meaningul communication.

•  Listening and Reading Strategies support

Strategies support skill-building
 About the Photo
Photo sections provide ascinating and oer implementation techniques.
background inormation on the photo so
instructors can lead dynamic and inormed
classroom discussions.

unit 
1

1
Look at the photo. Point to the
picture and say the sentences. Then
answer the question.
 ABOUT THE PHOTO • In Lesson B, students will learn
1  They arestudents.

IntroductIons
how to ask and answer about
Japanese students meet on the 2  They arefriends. favorite celebrities, music,
street in Osaka, Japan. The 3 Her nameis Aya. and sports, and they will read
city of Osaka is large, with nearly about famous people who have
4 What’s your name?
3 million people in the city and nearly changed their names. They will
18 million people in the metro area. also write about their favorite
Unit Goals
 The students in this photo are happy celebrity, movie, TV show,
1  Introduceyourself
to see each other and can be seen or website.
2 Describeand answer questions about
exchanginginformationandposing yourselfand other people
for pictures. In many big cities, it is 3 Talk about your favoriteTV shows, sports, WARM UP
common for students and young andmusic Look at the photo. Point to the
people to meet up in neighborhoods 4  Readand spellemail addresses photo and say the corresponding
to talk and plan activities. These sentences. Point to the student
students are in Japan, but this scene wearing a hat for Her name is Aya.  
takes place all over the world.  Then answer the question.
• Introduce the theme of the unit.
INTRODUCE THE  Tell students that they will learn
THEME how to introduce themselves,
• Introductions are an important how to ask and answer questions
part of communication and have about themselves and other
interesting cultural variations. people, and learn to talk about
How we introduce ourselves some of their favorite things. Call
can say a lot about who we are, on students to describe what
where we come from, and what they see in the photo.
is important to us. Expressing • Read the direction line aloud.
likes and interests allows us to Have students read the
be ourselves and connect to sentences and point to the
others. Both of these skills are correct people. Go over the
covered in this unit. answers as a class.
• In Lesson A, students will start • Point out the unit goals and
by watching a video that shows explain what students will learn.
people greeting one another. Explain any phrases in the unit
Students will then learn to goals that are unfamiliar to
introduce themselves and others. students.
 They will learn how to ask and
 A group of studentsinOsaka, Japan
answer questions about first and
last names, student ID numbers,
telephone numbers, and email
addresses.
 my For students: My World Link Online has personalized
WORLDLINK 
online instruction, practice, audio, and video.
2a LESSON pLaNNEr • U n i t 1 LESSON pLaNNEr • U n i t 1 3a

The Warm-Up prompts acilitate

meaningul conversation about the
photograph and the unit topic.

SAMPLE COPY, NOT FOR DISTRIBUTION   T3

World Link Lesson Planner Walk-through

Each unit begins with an all-new page designed The new Warm-Up videos 

to support the Warm-Up video. eaturing authentic language

are easy to integrate into your
instruction with step-by-step
video-viewing support! Use
LESSON  A   HI!
 LESSON A 
LESSON A  the video-viewing techniques,
HI!
background inormation,
1  VIdeo
Carlos’s Day
EXTRA! Gestures
The video shows Carlos hug his mom and wave to
additional vocabulary, and
friends at school. Write  hug, wave, and
 and shake hands 
on the board. Ask students to provide examples of
WARM UP Have students look at the photo and say what is an appropriate person with whom these gestures can
happening. Elicit/ afternoon,
greetings they
See may already
etc.know
 ) andinwrite
English be used. In the United States, answers could be:  hug 
( 
Good morning
Good
them on the board. 5 min
you later,  ) (family member, spouse, close friend); wave (anyone); updated pacing guide to
 ABOUT THE VIDEO
 hands (instructor, businessperson, coworker).
 shake hands
These answers may vary in your country. It may also reinorce the unit topic and
help students to know that  hug and wave are both a
The school day includes a series of social interactions.
Students greet and say goodbye to other students,
instructors, family members, and friends throughout C
noun and a verb. 5–10 min

Now say “Hi” and “Bye” to a partner. 5 min

the day. In this video, the day of one character can be
followed. He says bye to his mother, greets friends on
his way to school, then says  goodbye to friends on his
way home, where he greets his mother. These simple
interactions are an important part of day-to-day life and
feature a number of phrases for students to learn.
TEACHING TIP: Using English videos
Watching videos in a foreign language can be
challenging for students. To help ease their anxiety,
remind them that they are not expected to understand
every word, and that they should rely on visual cues and
multiple views to aid comprehension.
 A Watch the video. Repeat the sentences aloud as you
watch. 10 min
Students say “Hi”outside of school.
Explain to students that, as they watch the video, they will
see sentences on the screen that they should read aloud
generate meaningul discussion
Have students work with a partner to practice the
greetings ( Hi
Hi / Hello / Bye / See you ). If your students
know other English greetings, encourage them
about the unit topic.
to use those as well.
TEACHING OPTION: Move around the classroom
If space allows, C can be done in concentric circles
to provide more practice with different partners. Have
students form two circles, one inside the other. Students
in the inner circle should stand facing outwards, looking
at the person in front of them in the outer circle. On a
signal from the instructor, students exchange greetings
with the person opposite them. Each time the instructor
gives the signal, students in the outer circle move one
place to the right and exchange greetings with their
new partner. Continue in this way until students have
practiced with as many people as possible.

1  VIdeo
 VIdeo Carlos’s Day
as they watch. Play the first half o f the video. Play again
as necessary.
EXTRA! Post-viewing

 A Watch the video. Repeat the sentences aloud as you watch. B Watch the video again. This time, some sentences
Tell students to create their own version of Carlos’s Day ,
using the people in their lives and their daily activities Extra! expansion activities
will be blank. Match the correct answers to complete the instead of Carlos’s. Tell students to draw their daily

B Watch the video again. This time, some sentences will be blank. Match the conversation. 10 min interactions with stick figures and speech bubbles.
Students can then present their drawings to small oer additional reading practice
correct answers to complete the conversation. The second half of this video repeats what students groups or a partner. Be sure that they read their speech
have just seen, but with blank speech bubbles replacing
1. d

f 
  a. She’s a student. those with text. Have students watch this part of the
video and match the answers (a–f) to complete the
bubbles aloud. 25–30 min
and communication activities.
2.   b. See you!
conversation they hear. Play the whole video again.
a
3.   c. Hi! Check answers with the class.
c
4.   d. Bye!
e
Extra video vocabulary 
5.   e. Hello!
b
run wave
6.   f. He’s a student. study hug
write
C Now say “Hi” and “Bye” to a partner.
4  UNIT 1 • Introductions LESSON PLANNER • Unit1, LessonA  4a

Overlay answers make it easy or instructors to check learners’ work.

Interleaved Lesson Planner pages with answers on the

student book pages make navigation easy or instructors. The point-o-use My World
Link Online symbol reminds
instructors where they can
integrate additional instruction
5  graMMar 5 graMMar B Look at the pictures. Then play the memory game

 A Turn to page 195. Complete the exercises. Then do B and C below.

Subject pronouns and possessive
adjectives with be
with be
with your class. How far can you go? 10–15 min

Tell students they’re going to play a game using the

and practice tied to the student
grammar from the charts (  my / your / I / you ). Have them
Subject Pronouns with
with be
 be WARM UP With the class, review students’ names that they
learned in the previous section. Point to a student and have
read the directions and look at the pictures. Model the
game with a small group of students. Then, have the book lessons.
Subject pronoun students form a circle (in a large group, two circles)
Subject pronoun   be the class identify him or her: She’s Ayako. / He’s Jun-Ho.  and play the game.
contractions with
with be
 be Each time a student says someone’s name, say That’sright.
I am I am = I’m Her name is Ayako. / His name is Jun-Ho . 5 min C Play again. This time use numbers and  he, his, she, 
You are a student. you are = you’re and her . 10–15 min
TEACHING GRAMMAR WITH WORLD LINK 
He / She is he is = he’s / she is = she’s Have students read the directions and look at the
World Link  is
 is designed to have a flexible grammar
presentation for a variety of classroom scenarios. pictures. Model the game again, this time using numbers
Possessive Adjectives with
with be
 be  A full grammar explanation and directedpractice are (or nicknames
Tell students to/ pick
last names), my /they
any number I, hiswould
/ her, like. he / she.
and Have
 found in the Grammar Notes at the end of the book;
Possessive adjective   be students play the game again in one or two groups.
grammar tutorials and practice are available on My World
My Link Online; a reduced grammar chart is available for
TEACHING TIP: Drilling
Your last name is Smith. reference on this page, which focuses on transitional
 At beginner levels, drilling
ling (having students repeat)
His / Her and communicative practice.
new language structures such as I’m a... / You’re a… 
Whether you choose to present the Grammar Notes is important. However, repetition can sometimes seem
in class or assign it for out-of-class work is entirely up boring to students, so drilling in a fun way such as
B Look at the pictures. Then play the memory game with your class. How far can you go? the memory game in B and C is often more helpful.
to you, and may vary from unit to unit. If the topic is a
review, you may wish to assign the Grammar Notes for If students are engaged and enjoying the exercise as
Your nameis Rina.You area homework the day before and spend class time focusing they try to remember what everyone has said, they
1 My name is  Rina. 2 Your nameis Rina. You area
student.Your nameis Lucas.You are more likely to remember the new language.
I’m a student.
student.My nameis Lucas.
I am a student.
on communication. If the topic is more challenging or
area student. My nameis Jen.I am
3 astudent. your students will otherwise benefit from a full in-class
presentation, you may work through both the Grammar TEACHING TIP: Read, look up, and speak
Notes and this page in class. Additional reinforcement is When students practice a conversation in its written form,
available on My World Link Online. tell them not to read from the page, but to always look at
their partner when speaking. Monitor them to make sure
This flexible instructional design will allow you to present that they first read, then look up, and then speak to their
the grammar material in a way best suited to your partner. Remind students that this will help them to retain
students’ needs within the time constraints that you have. the new structures and language. Additionally, looking up
See “How to Teach Grammar with World Link ” in the front and speaking helps speech sound more natural; it forces
matter of this book for additional suggestions. students to break
thanup sentences into phrases when
theythey
 A Turn to page 195. Complete the exercises. Then do
speak, rather
reading.
reciting word-by-word what are
 All-ne
 All-new
w Gram
Grammar
mar Tuto
utoria
rials
ls 
B and C below. 30 min

C Play again. This time use numbers and  he, his, she, and her . Write on the board, I’m a teacher. You’re a student .
  GRAMMAR TUTORIALS
• Subject Pronouns and Possessive Adjectives with Be
located on My World Link
Help students understand the meaning, then write on

1
My name is Rina.
I am a student.
My number is 8.
Her nameis Rina.
Sheis a student.
Her number is 8.
Her nameis Rina.She is a student.
Her number is 8.His nameis Lucas.
the board, I’m a student . Have students repeat it, then
have them read the information in the first chart. Point
to different students and to yourself and have the class
 Additional tutorials areavailable for reteaching and
reinforcement. Online and the Classroom
My name is Lucas. Heis a student.His number is 3.
2 I am  a student. My name is Jen.... say the correct sentence: He’s a student. / She’s a
3
My number is 3.
 student. / You’re a teacher . Instructor’sNotes Presentation Tool support
Have students read the information in the second
chart. Ask, What’s your first / last name?, and encourage
students to reply using My name is...  Then point to
different students and ask, What’s his [or her] name? 
the updated, communicat
communicativeive
Encourage students to use His [Her] name is...  when
they reply. grammar presentation.

•
8  UNIT 1  Introductions LESSON PLANNER • Unit1, LessonA  8a

T4  SAMPLE COPY, NOT FOR DISTRIBUTION

 
 
 

World Link Lesson Planner Walk-through

New Strategy  sections
 sections 3 readIng
Read for details.  Remind students
that they are reading for specific
details—the person’s name and
 2
GIVANILDO VIEIRA DE SOUSA isa
3   readIng their nickname or new name—so
or all areas o uency STRATEGIES: Read
  soccerplayerfromBrazil.Hisnickname
isHulk.Why? He’sverystrong,buthe they don’t need to worry about
 for details; Scan for
information
explain each strategy WARM UP Introduce the idea of
changing your name—for example,
taught in the student book when some women get married.
Talk about any famous people in the
students’ country or countries who
have changed their names. 5 min
while providing meaningul  A Look at the people. Do you
know their names? Tell a partner.
classroom implementation  5–10 min
Have students look at the photos
of celebrities in the text and tell
techniques. their partner what they know
about each person.
TEACHING TIP: Making and
checking predictions
Predicting what they will read
helps students increase their
comprehension, because it
activates their background
knowledge of a subject. In
this exercise, tell students to
use their knowledge of these
celebrities’ lives to understand
other vocabulary that might not
be familiar to them.
TEACHING TIP: Using visuals
Encourage students to always
look at the photos before and
as they read to help them
understand the text. For example,
point out the word author  in
 in
number 3. Ask students if they
know this word. Some may not.
Point to the photo. What can they
guess author  means?
 means? ( Writer 
Writer  is
a more commonly recognized
word for EFL students.) Author  is is
usually used to describe people
who write books.
B Read for details.  Work with a
partner. (See page 12 for complete
instructions.) 5–10 min
 Assign students letter
er A or B. Tell
the A’s to read about people 1
and 2, and the B’s to read about
people 3 and 4.
12a LESSON PLANNER • Unit1, LessonB
4 5
B Work in a group of three. Do the following:
graMMar
Review: simple
present Wh- questions
WARM UP Write Wh- questions on the board and elicit
question words from students. Write them on the board.
 Ask different students questions, like, What do you do on
the weekend? Where do you go with your friends? Where
do you go on a date? Encourage students to ask each other
questions. 5 min
 A Turn to page 211. Complete the exercises. Then do
B and C below. 20–30 min
Wh- questions are a review from Unit 7. That said,
many students have difficulty with question formation.
If your class has students who need more practice, or
if students’ first language forms questions differently,
a second opportunity to make sure that they understand
the grammar point will be highly beneficial.
C Now read Ms. Right’s profile. Find the best match
Point out the questions and answers in the chart. Remind
students of the use of do and does in both Yes / No and  in the chart for each man. Who is the best match for
Wh- questions. Elicit from students when we use each
question word ( what 
what  for
 for actions and things, where for
places, etc.). The chart on page 134 is a condensed
version. The full grammar chart on page 211 includes
 A Look atthe people. Doyou
know their names? Tellapartner.
B Read fordetails. Work with
apartner.
• StudentA:   Readabout
people1
e 1 and2.
StudentB: Readabout
people3
e 3 and4.
• Underlineeach person’s
nicknameor new name.
Circlehis or her realor full
name. For person 1, circle
why nobodyknowshis real
C
name.
Scan for information. Talk
about one of your two people.
Say the person’s real or full
name,andhisorhernickna
sorhernicknameor
new name. Your partner takes
notesandasksquestions.
This is Paul Van
Haver. He’s a singer.
 What’shis nickname?
It’s....
Can you spell that,
please?
D Readabout your partner’s
person or people. Check your
answersin C.
 R LD  L 
 LD I  N  
  O
   W
K   
Goonline.Findonemore
famous namechanger.
Whatishis or her realor
fullname?
12  U NIT 1 • Introductions
EXTRA! Post-reading
With the class, talk about other people who have changed or shortened their
names. Why do people do this? Encourage students to think about people in
the reading. Is Hulk  a
 a good name for a soccer player? 10 min
EXTRA! Writing prompts
1. Tell students to write a few sentences about their name. Do they like it? Why
or why not? Do they want to change it? Does their name have a meaning?
2. Do you want an English name for English class? What English name do
you like? 10–15 min
1. Cover Ms. Right’s dating proile.
e.
2. Each person then takes one man’s proile (Mr. X, Y,
or Z). Give your man a name. Then complete his proile
with your own ideas.  Use a separate piece of paper,
if needed. 5–10 min
Write dating shows on the board. Underneath, write the
names of some dating shows, like The Bachelor, The
Bachelorette , and
the ask students
Other ifexamples
they know
areany others.
Write them on board. If You Are
the One from China and 12 Corazones  from Argentina.
Tell students that they are going to play The Dating Game  read the text and answer the questions with a partner.
and find the perfect partner for a date for someone.
Have students read the directions. Remind them that
Ms. is used for women, and Mr . is used for men. Assign
students to groups of three. Make sure they understand
that they need to cover the information about Ms. Right
and that each person in the group completes one man’s
profile.
for her. Ask Wh- questions about your two partners. Fill
Ms. Right? 10–15 min
Make sure students understand the idea of best match
(the best person for her). Review the questions for each
FAMOUS alsolookslike TheHulk! understanding everything.
NAME
C Scan for information. Talk
about one of your two people. Say
the person’s real or full name, and
CHANGERS 
his or her nickname or new name.
Your partner takes notes and asks
questions. 10–15 min
Point out the questions. Model
the exercise with a student using
the questions. Assign pairs of an
 A student and a B student (from
 3
J. K. ROWLING  is awriter
andthe author ofthe Harry 
B above) and have them ask and
answer questions about the people
Potter books. Herfullname is they read about. Remind them to use
JoanneKathleen Rowling, but
her friends callher Jo.
the questions in the book.
Scan for information. Students may
feel that to read “properly” they need
to read and understand every word
in a text. Point out that when reading
in their first language, they read in
many different ways—sometimes
slowly and carefully, and other
times more quickly, just to find the
information they need.
1
BANKSY  isa
 isa street
D Read about your partner’s
  artistandfilmmaker
person or people. Check your
from theUnitedKingdom.
answers in C. 5–10 min
Nooneknowshisreal
 4
PAUL VAN HAVER is afamous
name, andthereare hip-hopsinger from Belgium, but Have students read the full text.
nopictures ofhim. everyoneknows him as Stromae. The Call on different students to tell you
This wayhecan do name Stromae comes from changing
about each person.
hiswork freely. thesounds in theword maestro1 from
 mae– stro to stro– mae.
 R LDL I  N  
   W  O
1 A maestro isa greatmusician.
K   
This can be done
either in class or out
L E S S ONB   •  Myfavorites 13 of class, depending
on students’ access
to the Internet. Have
students search for
another celebrity who changed their
EXTRA! Discussion questions name and tell the class (or a partner)
These questions can be discussed as a class, or have students discuss them about him or her. Remind them to use His
in small groups. Go over the questions to check understanding first. Provide  [Her] name is…His [Her] new name is…
vocabulary as necessary.
1. In some countries, women change their family name when they get married.
a. Is this true in your culture? Do you know anyone who has a new name?
b. Do you think this is a good or bad idea?
2. Some people change their names to make it easy to spell or pronounce.
a. Do you have an English name to make it easy for your instructor to spell or
pronounce?
b. Do you get angry or sad if someone says your name wrong? 15–20 min
LESSON PLANNER • Unit1, LessonB 13a
TEACHING OPTION: Speaking
 WrItIng In lieu of doing the Communication exercises, students
can do this exercise. Have students make notes using
the outline and prepare to tell a partner about their
WARM UP Direct students to the photo of the coffee shop
at the bottom of the p age. Ask them where the people are choice of place for a first date. Walk around helping and
and what they are doing. 5 min commenting as pairs talk about their places, and remind
students to look at their partner while speaking. Finish
 A   Look at the question in the box to the right. Then with a whole-class discussion of the different places that
read one person’s opinion. Answer the questions below
were suggested.
with a partner.  15–20 min
6
Go through the ideas in the box for places to go on a first
date. Tell students to add their own idea. Then have them coMMunIcatIon
Check answers with the class and have students share WARM UP With the class, talk about things that students
their opinions about whether they agree that a coffee like (or don’t like) to do on dates. Make lists on the board.
shop is the perfect place for a first date. 5 min
B Write a short paragraph. Use the outline to get started.  A Work in a small group. Ask the question below about
10–15 min the places in Writing. Each person in the group explains
their answers. Who thinks… is a good place for a first
Copy or display the outline on the board and have date? 10 min
students help you complete it with information about
a place students know locally that is a good place  Assign students to groups of three or four. Refer them
for a first date. Then have students use the outline and back to the first date places in the box above. Point out
the paragraph about Common Grounds coffee shop the question, Who thinks... is a good place for a first date? 
as a model to write about their idea. Provide Model the exercise by asking several students about a
vocabulary as necessary. different place on the list; have them explain why. Then
tell students to do the same thing with their own ideas.
 other question words. item, Where does he live? Who does he live with? What Tell students that identifying the words in bold as Remind students that they need to give their reasons.
does he do on the weekend? and so on. Point out the opinion words will help them better understand what they
example and model the exercise with a student. Remind B Which place is most popular? Tell the class.
TEACHING OPTION: The flipped classroom are reading. Additionally, when they use these words in their
students to take notes about each man. After they have 5–10 min
To open up time for in-class communicative tasks, own writing, they will alert their reader to their opinions.
asked the questions, have them decide who is the best
assign
as pages 211
homework. and
Have 212 in the
students Grammar
watch Notes
the tutorial and partner for Ms. Right. Call on different groups to say who C  Exchange your writing with a partner. 5–10 min Call
moston each group
popular and totoexplain
tell thewhy.
class which place is the
was the best match and why.
complete the exercises on the page and on My World Have students go back to the questions in A . Tell them
Link Online as well. to read their partner’s paragraph and answer the same EXTRA!  The perect date... on a budget
EXTRA! What happens on their irst date?
In the same groups of three, have students unscramble questions. Remind them to underline the parts in the Divide students into pairs. Tell them to write different
The next time class meets:
paragraph that provide the answers. Have them tell amounts of money on slips of paper (really low to really
1. Review Wh- questions and usage in the Grammar the words in parentheses to make Wh- questions:
their partner if they agree or disagree that it is a good high). Then, tell them to pick a slip—this will be the budget
Notes. 1. on their irst date? (Where / go / they) place for a first date. Call on different students to tell for their date. Write the additional date activities from
2. Go through the exercises students did for homework; 2. ? (they / do / What) the class about their partner’s place. If desired, you can page 130a on the board for students. Ask them to write a
present new examples and reinforce points as needed. ask students to mark simple corrections of things like description of what they are going to do and share it with
3. ? (the date / How long / last) spelling on their partner’s paper. Finish with a whole-class
Take questions from students. the class. Alternatively, you can have the pairs get together
discussion of similarities and differences partners found
3. Turn back to page 134 and do the communicative Then have them answer each question about Ms. Right’s in their ideas. with other pairs to discuss in small groups. 10–15 min
exercises there, starting with B. first date. Is it a good or a bad date? Have groups join
together and tell each other about Ms. Right’s first date PROCESS WRITING: Peer review Instructor’s Notes
with her perfect match. 5–10 min  After students have discussed
scussed their partner’s
’s paragraph
with them, ask them to take a few minutes to circle and,
if possible, correct each other’s work individually, not as
 GRAMMAR TUTORIALS
a team. A few things students can look for at this level
• The Simple Present: Wh-  Questions
are that target vocabulary words from the unit are spelled
 Additional tutorials available for reteaching and correctly and that the simple present tense is being used
reinforcement. correctly. You may want to list other errors you have seen
recently in students’ work for them to check.

LESSON PLANNER • Unit 9, Lesson B 134a 135a LESSON PLANNER • Unit 9, Lesson B

Updated Teaching Option sections maximize For a more comprehensive approach to

the enhanced instructional design by helping integrating writing, the expanded Process
instructors implement varied teaching Writing sections provide instructional
approaches, like the ipped classroom model, support.
to increase meaningul in-class communication.

SAMPLE COPY, NOT FOR DISTRIBUTION   T5

World Link Lesson Planner Walk-through

InStructor reSourceS
The new Classroom Presentation Tool (download instructions in the ront o this Lesson Planner) promotes classroom communication through
new grammar presentations, engaging games, and interactive student book pages! Instructors also have seamless access to the audio and video
rom the series.
 Inc l lu
  d es 
P l 
l ac emen
 Assessment CD-ROM ExamView ®
CD-ROM with Exam t  
T est ! 
! 
The Assessment CD-ROM with ExamView
ExamView® ® is a test-
generating sotware with a data-bank o ready-made
questions designed to allow teachers to carry out
assessment quickly and conveniently.

T6  SAMPLE COPY, NOT FOR DISTRIBUTION

World Link Lesson Planner Walk-through

 teachI
 teachIng
ng gra
graMMa
MMar
r WIth
WIth WORLD LINK 
 Maximize classroom time and increase meaningul communication with a new approach to
teaching grammar!

The new approach supports the fipped classroom model, where instruction through video and traditional
practice are completed independently,
independently, reeing up class time or communicative application o key structures.
Explore how World Link , Third Edition provides exible instructional options:

For the learner:

Learners are directed to the detailed Grammar Notes section
Notes section in the appendix o their books or a comprehensive explanation o and
practice with the target grammar. These notes can be used as reerence points in class, as a starting point or a more traditional grammar
presentation, or as a homework assignment.

3
Clear, 5  graMMar   Unit Possessions

Lesson A 
 A Turn to page 199. Complete the exercises. Then do B and C below.
contextualized Singular and Plural Count Nouns

grammar Spelling Rules or Forming Plural Nouns It’s an ID card. Count nouns have singular (= one thing) and plural
Most plural nouns are ormed by adding  s
 s:: camera  cameras 
 cameras pen  pens
 pens I’m a student. (= two or more things) forms.
charts For nouns ending in a vowel +  y  add s
 add s:: boy  boys 
 boys There are ten students here. Use a or an before singular count nouns only.
 but  For
 For nouns ending in a consonant +  y, When the singular noun begins with a consonant sound, use  a.
summarize the drop the y
the y and add ies
add ies::
For nouns ending in a vowel + o add
 add s
 s::
dictionary   dictionar
dictionary 
radio   radio
radio s 
 radios
ies
 dictionaries
When the singular noun begins with a vowel sound, use  an.

main points o  but  For

 For nouns ending in a consonant + o,
add s
add  s with
 with some nouns and eses  with others: o  phot
photo
phot os  
 photos potato   potato
potato es
 potatoes Spelling Rules for Forming Plural Nouns
For nouns ending in ch, sh, ss, or
or x,
 x, add
 add es:
es:   ss   class
class
cla es
 classes
the grammar For nouns ending in  / e, change
e,  change it to ve + s
 s:: knie   kni
knie ves  
 knives lea  leaves
lea 
Most plural nouns are formed by adding s: camera → cameras  pen  pens
→

For nouns ending in a vowel +  y  add

 add s: boy  → boys
structure.  For nouns ending in a consonant + y ,
 but  For
B Pronunciation: Plural endings. Listen and repeat. Then practice saying the singular and drop the y  and
 and add  ies: dictionary  → dictionaries
plural forms of the nouns. CD 1 Track 22
Learners For nouns ending in a vowel + o add s:
 For nouns ending in a consonant + o,
 but  For
radio → radios

use these as Group 1

add s with some nouns and es with others: photo → photos  potato → potatoes

class  classes
models as they watch  watches
For nouns ending in the ch, sh, ss, or x sounds,
wish  wishes
add es: class → classes
language  languages
For nouns ending in f  or
 or fe, change it to ve + s: knife → knives  leaf → leaves

complete the Group 2 

2 
 A   In your notebook, complete the sentences wit h the words below. With a
backpack  backpacks laptop  laptops

communicative notebook  notebooks wallet  wallets partner, practice saying them aloud without looking at your book. Remember to
use  a or  an for singular words.
Group 3
activities that camera  cameras git card  git cards 1. It’s . 2. They’re .
key  keys pen  pens backpack city gift card notebook teacher
ollow. knife credit card student ID pen umbrella

potato dictionary key photo wallet

C Read the rules of the guessing game. Then play the game with a partner. cell phone email address laptop student watch
1. Write the number 1 on five pieces of paper.
2. Write the number 2 on five pieces of paper. B  Complete the sentences with the singular or plural form of the noun in
parentheses. Then ask and answer the questions with a partner.
3. Mix up the pieces of paper and place them face down.
down.
4. Choose a word from the list in Exercise
Exercise B and pick up a piece of paper. 1. What’s in your backpack?
backpack?

5. Draw one or two pictures of your word

word (for example one pen or two backpacks ). There’s (cell phone) , (laptop) , and
(bus pass) .
6. Your partner guesses the answer and then spells
spells out the word.
2. What’s in your wallet?

The answer is backpacks.

  There’s (student ID) , two (photo) , and two
B-A-C-K-P-A-C-K-S. (credit card) .
3. What’s on your desk?
  There are three (pen) , (notebook) , and two
(dictionary) .
36  UNIT 3 • Possessions

Grammar Notes  199

rom the related Grammar Notes section

Notes section

SAMPLE COPY, NOT FOR DISTRIBUTION   T7

 
World Link Lesson Planner Walk-through
 teachI
 teachIng
ng gra
graMMa
MMar
r WIth   (Continued)
WIth WORLD LINK 

Point-o-use My World Link

Online icons remind instructors
when additional instruction and

5 graMMar B Pronunciation: Plural endings. Listen and repeat.

practice is available that support
Spelling rules or orming Then practice saying the singular and plural forms of the

plural nouns
Review words for classroom items. Demonstrate
WARM UP
the concepts of singular  (one)
 (one) and  plural  (two,
  (two, three, four,
five…) by holding up pencils or other objects. Ask students
to notice what happens to the nouns when they go from
singular to plural. (The s sound is added to the end.) 5 min
 A Turn to page 199. Complete the exercises. Then do B and
C below. 30 min
Review the chart on page 36 with the class. Students
For the instructor: can refer to the extended grammar chart on page 199,
to see additional explanations of the spelling rules and
exceptions. The Grammar Notes also include rules for
Updated Teaching using a and an. Tell students to do the exercises on
page 199.
Option sections provide TEACHING OPTION: The lipped classroom
In grammar lessons such as this one, in which students
have been exposed to the grammar before, assigning the
implementation tips or the tutorials and Grammar Notes as work to be done outside
of class can lead to more time for students to practice
ipped classroom model. in class. This gives you the opportunity to listen to their
speaking and focus on students’ correct pronunciation
( B ), an important
important aspect of language learning that is
sometimes neglected in class.
The next time class meets:
1. Review the spelling rules or plural nouns in the Grammar
Notes.
2. Go through the exercises students did or homework;
present new examples and reinorce points as needed.
Take questions rom students.
3. Turn back to page 36 and do the pronunciation and
communicative exercises there, starting with B.
nouns. CD 1 Track 22   15 min
Play the audio and tell students to repeat the words.
key lessons.
Below are linguistic explanations for the pronunciation of
the plural endings.
Group 1: nouns ending in sounds /s/ (as in class ),  ), /z/ (as
(as
in quiz  ), /∫/, (as in wish ), /t∫/ (as in watch ), /  / (as ni  garage )
and /d / (as in language ).  ). These words
words end in consonant
sounds that are called “sibilant fricatives.” Fricatives are
formed by using the tongue to block the flow of air and
cause vibration. Sibilant fricatives also use the teeth and
produce a sound similar to a hiss. When plural, the ending
is / z/, which sounds like “iz” in English.
Group 2: nouns ending in voiceless stop consonant sounds
 /k/, /p/, and /t/. Stops are consonant
consonant sounds that are
produced when a part of the throat or mouth is blocked.
Voiceless stops are stops produced without the speaker’s
throat vibrating. When plural, the end sounds like /s/.
Group 3: nouns ending in other consonant sounds or a
vowel sound. These sounds are voiced, which means
the speaker’s throat vibrates
vibrates and air is coming out of the
lungs. This group covers a variety of end sounds. When
plural, the end sounds like /z/.
EXTRA! Forming plurals
Write the list of additional classroom items on the board.
 Assign students
students to pairs, andhave them work together
together
to write the correct plural forms for each classroom item.
Tell them to come up to you with their list when they think
they have all the correct answers. The team that finishes
first and has the most correct answers is the winner. Make
sure to read all of the answers at the end, so that students
know how to spell and pronounce them correctly. 10 min
More classroom items
book bag older pencil box
calculator glue stick poster

calendar marker ruler

GRAMMAR TIP:  Articles
In English, the use of an article (  a, an, the ) is necessary
necessary desk pencil scissors New video grammar tutorials on
before a singular noun. For example, it would never be
correct to say I have pen. Instead, students should say I
eraser My World Link Online  support
 have a pen or I have the pen.  AA and an can only be used
for singular nouns; the can be used for both singular and C Read the rules of the guessing game. Then play the
game with a partner.
independent learning and practice
plural nouns and refers to something specific.

TEACHING TIP: Drilling

Make sure that students understand the instructions by
demonstrating how a round would be played. Students
o key grammar structures.
Repetition and drilling can help to reinforce a structural should take turns. After they’ve finished a few rounds,
pattern in learners’ minds and will help them to gain you can make the game more challenging by having
students think of a word that is not on the list in B on
confidence. However, these strategies need to be used
page 36 (see Step 4). 10–15 min
in combination with other, more communicative grammar
practice if students are to learn to produce the structures   GRAMMAR TUTORIALS
on their own. • Plural nouns
 Additional tutorials
tutorials are available for
for reteaching and
 reinforcement.
LESSON PLANNER • Unit 3, Lesson A 36a The new video grammar tutorials
are also available on the updated
Classroom Presentation Tool or
exible instruction opportunities!

T8  SAMPLE COPY, NOT FOR DISTRIBUTION

 
 World Link Lesson Planner Walk-through

My World lInk onlIne

my My World Link Online offers personalized instruction With My World Link Online, learners can
WORLDLINK 
online and practice that prepares learners for meaningful access:
classroom communication!
- Their personalized learning path
- An interactive eBook
- Grammar tutorials

- Speech recognition technology

- All video and audio resources

Each learner is given a core set o instruction and practice activities in

reading, writing, listening, speaking, grammar, and vocabulary.
 With My World Link Online, in structors can:
•  Track individual learner and class progress through the

gradebook.
•  Create assignments and monitor learner progress.
•   Access all o the audio, video, and instructional support materials
needed or classroom preparation.

Based on unique learner perormance, the personalized learning

path adjusts to add the instruction and practice needed or uency.
Learners will receive additional reteaching
reteaching as
 as needed in grammar
and vocabulary, and level-specifc practice in
practice in all areas o uency!

SAMPLE COPY, NOT FOR DISTRIBUTION   T9

 

World Link Lesson Planner Walk-through

uSIng the WarM-uP VIdeoS In WORLD LINK 

 

This edition o World Link  now

 now eatures a new Warm-Up video or Remember that additional exercises or
each unit rom authentic sources like National Geographic and the new Warm-Up videos are available
YouTube. Each video has been careully selected to: on My World Link Online and the
• bring the world to the classroom. Classroom Presentation Tool!

• engage learners in the topic o the unit.

• introduce thematically-related, authentic language.
• encourage meaningul discussion.

While the authentic content and language in these new videos may

be a challenge or some learners, the use o video engages learners

at all profciency levels. World Link  oers
 oers complete learner and
instructor support.

The updated lesson planner

provides step-by-step video-viewing
implementation tips and instructions,
making using the video easy or
instructors to integrate into their lessons
and helpul to learners as they build
confdence and oral uency.
 LESSON  A   ROOMMATES
LEssoN A 
ROOMMATES

1  Video
Instant Date
Extra video vocabulary 
couple
fancy dinner
Warm Up Have tudent lk at the pht and ay what show
they can ee. Pint ut the captin. Have tudent predict seats
what they think they will ee in the vide. 5 min program

 aboUt thE vidEo

Central Park in New York is popular for dates and as
a place for friends and family to spend time together.
 A  A man and wman are itting in the park.Watch
Thi vide hw the New Yrk–baed prank cllective
Imprv Everywhere in actin. The grup ha been taging
cene in public place, and invlving the public in thee
cene, ince 2001, when it wa created by perfrmer
Charlie Tdd. In thi vide, a cuple are itting n a bench
in Central Park in New Yrk City enjying a quiet mment
tgether, when all f a udden they becme part f an
Imprv Everywhere cene. The cuple find themelve n
an “intant date,” with a table in frnt f them and a waiter
erving them parkling cider. Then they receive ticket t
a hw and a grup f Carnegie Hall muician appear
and play fr them. The bjective f Imprv Everywhere i
t make peple mile.
C Lk at the event in B. Where d they uually take
place? Tell a partner. 10 min
 Aigntudentt pairand have them hem dicu where
each tep wuld nrmally take place (in a retaurant, at
a theater, etc.). Write the tep n the bard and call n
different pair t hare their idea. Write them n the bard.
D Imprv Everywhere i a grup in New Yrk City that
pecialize in prank (jke) t bring peple tgether. D
yu ee prank in yur city r twn? Tell a partner.
 Ak tudent if anythingng like thi grup exitwhere they
live r where they are frm. If anyne ha een prank
like thi, prvide upprt t help him r her explain their
experience t the cla. 
cla.  5 min

1  Video
the vide with the und off . Then anwer the quetin
 Video Instant Date with a partner. 5–10 min Extra! Post-viewing
Ue thi vide t begin a dicuin abut me f the
Explain t tudent that firt they are ging t watch
vcabulary tudent will ee n the next page. The cuple
 A  A man and wman are itting in the park. Watch
ch the vide with the
he und ff. nly, nt liten. student may expre dubt abut being
in the vide eat dinner. What tep are uually invlved
able t undertand what i ging n withut the audi,
Then anwer the quetin with a partner. but tell them that being able t undertand what i ging
in that? Write thee n the bard ( ut f rder), explain
n n-creen i jut a imprtant t cmprehenin them, and ak tudent t put them in rder:  do the
1. Hw d the man and wman knw each ther? Theyare dating.  grocery shopping, make dinner, wash the dishes, empty
a undertanding what they hear. Have them read the
2. There i a big urprie. What i it? They are servedfoodanddrinks andpeople play music for them. quetin. Play the vide, then have tudent anwer the the trash. If yu want t teach any additinal actin een
quetin with a partner. Check anwer with the cla. in the vide, uch a  set / clear the table r
r serve
 serve the
food, yu can preent the fr paive recgnitin. 
recgnitin. 
B Nw watch the vide with the und n. Put the tep in rder. Number them 1–5. Extra! Describe the scene
5 min
Write the fllwing quetin n the bard fr tudent t
1  a man bring them a drink
anwer:
5  peple play muic  Are they are at a park or a restaurant? Instructor’s Notes
Do they see a movie or a concert?
4  a man take their ticket
Is the couple sitting or walking?
2  a man bring them fd  Are the other people strangers or the
he couple’s friends?
5 min
3  a man give them ticket
B Nw watch the vide with the und n. Put the

C Lk at the event in B. Where d they uually take place? Tell a partner. tep in rder. Number them 1–5. 10 min
Have tudent read the tep; remind them t number
the tep a they watch. Play the vide again but with
D Imprv Everywhere i a grup in New Yrk City that pecialize in prank (jke) t the und n. Give tudent time after the vide ha
bring peple tgether. D yu ee prank in yur city r twn? Tell a partner. ended t fill in the blank. Then, have tudent cmpare
their anwer with a partner’. Play the vide again a
neceary and g ver any vcabulary frm the vide that
124 UNIT 9 • Come together  tudent had truble with. Check anwer with the cla. LESSON pLaNNEr • Unit9, LessonA  125a

The student book oers related vocabulary,

comprehension activities, and discussion questions
that support the video.
 T10  SAMPLE COPY, NOT FOR DISTRIBUTION

World Link Lesson Planner Walk-through

 the WORLD LINK 

 VIdeo PrograM
 VIdeo

The video clips or each unit are available on the Classroom DVDs and My World Link Online. The Warm-Up videos and grammar tutorials
are available on the Classroom Presentation Tool.

The all-new Warm-Up videos are

videos are supported by new content Good Morning World eatures
World eatures interviews, discussions, and
in the student books and are rom authentic sources like perormances in the style o a TV talk show. The hosts, Jay and
National Geographic and YouTube.
YouTube. These videos
video s oer Kim, welcome guests and discuss topics related to the unit
engaging examples o authentic English while providing a themes and recycle the language learned in World Link .
springboard or meaningul communication.
The sitcom style o City Living expands
Living expands on the language
practiced in the lesson, providing an opportunity to see
it used in natural settings and situations.
Global Viewpoints videos
Viewpoints videos eature interviews with
students and proessional people rom around the world,
sharing their opinions on issues related to the topic o
each unit.

The new grammar tutorials

empower students through
straightorward instruction.

Websites
 Visit NGL.Cengage.com/worldlink or teacher and learner resources.
  Visit NGL.Cengage.com/generalenglish or instructional support videos and access to level-specifc units and videos.

SAMPLE COPY, NOT FOR DISTRIBUTION T11

The World Link Lesson Planner Professional Development Pages by Dr.

Dr. Andy Curtis, Anaheim University 

Part One: Engaging in Proessional Development

This section o the World Link Lesson Planner is designed to help  A good English language teacher knows all the grammar rules o
you make your World Link  textbook
 textbook part o your proessional English.
development. Although English language teachers oten do not think
1 2 3 4
o their textbooks as part o their proessional development, we
believe that the World Link  textbooks
 textbooks can and should be part o it,  A good
good English
English language
language teach
teacher
er is awar
aware
e o his or
or her students’
and in this section, we show you how. eelings about English language and culture.

The exercises in this section were designed so you can complete 1 2 3 4

all o them individually, but i you can fnd a colleague to do them
 A good English language teacher is aware o his or her own eelings
together with you, you will both learn more.
about English language and culture.
In the frst part o this section, Engaging in Proessional
1 2 3 4
Development, we will look at the ollowing questions:
 A good English language teacher gives clear and concise eedback.
What kind o an English language teacher are you?
What does “proessional development” mean to you? 1 2 3 4

 A good English language teacher loves English.

1 2 3 4
 A Describing Yourself
Yourself
At the beginning o a course, we oten ask our students There are many more qualities and characteristics o a good English
language teacher, but the important point is to know what we mean
to describe themselves, but how oten do we describe
when we think or talk about being a good English language teacher.
ourselves?

Task 3
Task 1
Complete the statement below in 50 words or ewer, and
Write an X  on
 on each o the lines below,
below, nearest to the end
share your completed statement with another teacher who
that best describes the kind o English language teacher has completed the same exercise.
you are.
In my particular teaching and learning context, the ideal English
new teacher experienced teacher
language teacher is someone who ...
ocused on ocused on
structure meaning

teacher- student-
centered centered
aim or aim or
accuracy uency

teach or teach or

examination communicative B Starti ng Your Own
Starting
purposes purposes  Autobiography 
Many English language teachers ask their students to write
Task 2
about themselves, and most English language teachers ask
Circle a number or each statement that ollows, to show their students to do ll-in-the-blank activities. But how oten
how you eel about each statement. do we write descriptions o ourselves and ll in the blanks?

1 5 Strongly Disagree 3  Agree

5

5 5
2  Disagree 4  Strongly Agree
 T12  SAMPLE COPY, NOT FOR DISTRIBUTION
World link intro Professional DeveloPment

The World Link Lesson Planner Professional Development Pages by Dr.

Dr. Andy Curtis, Anaheim University 

Task 4 Task 6
Fill in the blanks in the short passage below. In the box below draw a small, simple picture that shows what you
do and how you eel about being an English language teacher. Using
I frst became interested in being an English language teacher
a spider map (see Teacher’s Resources on the companion site or
in _____________________ (time / place). My frst position
positio n as an
an example), write one key word or phrase in the center o the box,
English language teacher was in _______________ (place). I elt
________________ (eelings) beore my frst lesson. The students then draw lines coming out rom that center, with a word or phrase
at the end o each line that describes what you do and how you eel
were ________________ (adjective), and I elt ________________
about being an English language teacher.
(eelings) when that frst lesson was over! I now eel _______________
when a lesson is over.

I enjoy being an English language teacher because

________________ (reason). One o the main challenges I ace as an
English language teacher is ________________ (challenge). I I had
the chance, I would make the ollowing changes to my lie and work
as an English language
l anguage teacher: _______________________________
__________.
This exercise is called Starting Your Own Autobiography because
it is just a beginning. You could continue, and write about your frst
day, frst week, or frst semester as an English language teacher.
Writing about our own early experiences as a teacher is one way to
reect on those times and to think about how we’ve changed since
then—and what has remained unchanged.

So ar, you have completed our short, simple tasks to help you
think about the kind o English language teacher you are. It’s
important to know who we are and what we do beore we try to
develop proessionally, because all proessional development is
 As we explained at the start o this section,
section, you can complete
based on personal development.
exercises alone, but i you can fnd one or more teachers to do them
Try the next two tasks to help you describe who you are and what with, you will all learn more. The Task 6 activity is a good example.
you do as an English language teacher. To learn the most about yoursel rom this activity, you and another
teacher should each draw your spider map on large, blank sheets
Task 5 o paper, then show them to each other and talk about what each

Imagine you meet someone at a party who’s never heard o teaching picture represents.
English as a second or oreign language. They ask you what you do,
and you tell them, “I’m an English language
l anguage teacher.” They reply,
reply,
“An English language teacher? What’s an English language teacher?
C What Is Professional
What do English language teachers do? What do you do?” Development?
There is a strong link between personal and proessional
How would you reply?
development. So, it will help you to write your own personal
defnition o proessional development here:

Task 7
For me, “proessional development” means ...
 As English language teachers, we work mostly with words. But
English language teachers (and students) are also oten very visual,
and many o us use a lot o pictures, drawings, photographs, and
 other images in our classrooms.

SAMPLE COPY, NOT FOR DISTRIBUTION World link intro Professional DeveloPment   T13

The World Link Lesson Planner Professional Development Pages by Dr.

Dr. Andy Curtis, Anaheim University 

It is important to stress that “proessional development” does not ❑ Writing a “teaching philosophy” (a statement o your pedagogic
only mean going to conerences, reading books, or writing papers. belies)
 Although these are very helpul proessional
proessional development activities,
Tried and learned
they are just three possible ways rom a large number and a wide
variety o dierent ways, which we will learn more about in this
section o the book.
Not tried because

Task 8
The frst ew tasks in this section helped you to think about who
Check ( ✓ ) the proessional development activities that you have
have
you are and what you do. Then we asked you to think about what
tried. I you have tried the activity, what did you learn? I you have
you understand by the term proessional development, what
not tried this activity beore, why not?
developmental activities you’ve engaged in, and what you have
 Keeping a teaching journal/diary learned rom those activities.

❑
Tried
Tried and learned Let’s now return to the question we asked at the very beginning:
 What is proessional development?

Proessional development is anything you choose to do because

Not tried because
you want to be better at what you do. Choice and trust are two
essential eatures o proessional development. You can be required
  to have another teacher in your classroom, observing you. But i you
Watching yoursel teaching on video
❑
Tried
Tried and learned
didn’t choose to have that person there, and i you don’t trust the
person, there will be little or no development.

Proessional development is also about change. But it’s not

Not tried because always about changing what you do. It can be about changing
the way you think about what you do. In this section, you have
completed various tasks. I you carried out these activities

❑  Watching another teacher teaching careully and thoughtully, then you were engaged in proessional
development. I you learned anything about your proessional
Tried
Tried and learned
sel rom doing these activities, then you were engaged in
proessional development.

Not tried because Drawing relationships: Bringing together the Different

p arts of our work

 As we mentioned earlier,

earlier, English language teachers (and

❑  Having another teacher watch you teaching learners) are oten very visual. So, another way o thinking about
Tried
Tried and learned proessional development is to use simple shapes to show complex
relationships. Here’s
Here’s an example, based on three key aspects o
proessional development we’ve discussed:
Not tried because

Trust

❑ 
Teaching together with another teacher

Tried
Tried and learned

Proessional
Not tried because Development
 ❑ Creating a teaching portolio
Choice Change

Tried
Tried and learned

Not tried because

T14  SAMPLE COPY, NOT FOR DISTRIBUTION

World link intro Professional DeveloPment

The World Link Lesson Planner Professional Development Pages by Dr.

Dr. Andy Curtis, Anaheim University 

One interpretation o this diagram might be: Trusting yoursel M aking ConneCtions : piCturing  professional DevelopMent
and others, engaging in proessional development because you
English language teachers also oten make use o analogies in their
choose to do so, and willingness to change are all necessary or
teaching so that simple language can be used to express complex
proessional development to take place.
thoughts.
 Another example:
 Analogies are powerul
powerul ways o helping us
us understand
understand what
what we think
think
Textbook and mean and say. For example, we could say, “Being an English
language teacher is like being the captain o a ship, because we are
all working together on a voyage o discovery.”

Task 11
English Language
Teaching and Learning Complete the same sentence, but with your own analogy:
 Teacher Student In my teaching and learning context, being an English
language teacher is like
 An interpretation o the diagram above might be: English language
teachers and students work together, using English language
textbooks, to teach and learn the language. because

Task 9  An activity like this can be part o your proessional

proessional development
Try to put into your own words what this next diagram
because, even though it seems short and simple, it may require a lot
shows:
o thought to create a good analogy and then describe it in clear and
Course concise language.

Change  anD
 anD professional DevelopMent

 As we said earlier

earlier,, development is all about change—changing
change—changing what
what
we do, how we do it, and how we think about what we do. Beore we
can engage in proessional development,
development, we should take some time
English Language to look at our eelings about change.
Syllabus

Lesson Activity Task 12

Circle a number or each statement below to show how you
In proessional development, teachers oten talk about refective
about refective eel about the statement.
 practice. This means thinking about what we do so we can
 practice.
understand more, and then make changes so we can do what we 1  Strongly Disagree
5

do better. 2  Disagree
5

3  Agree
5

Task 10 4  Strongly Agree

5

Think o three aspects o what you do as an English

language teacher, and label the three corners o the triangle Change is difcult.
1 2 3 4
below.. In the middle o the triangle, write what it is that
below
connects the three corners, then write a brie description o Change takes a long time.
how the three are connected. 1 2 3 4