Wordlink 3 6saat PDF

ZEL TRK-AMERKAN DERNE YABANCI DL KURSU
Cinnah Caddesi No:20 Kavakldere/Ankara

CURRICULUM CEF:B2 Intermediate
WORLD LINK 3 /FOR ADULTS

CURRICULUM CEF:B2 Intermediate

108 HOURS/ 6 Hours per week
Each book has 4 modules & each module is 3 units (approximately 4,5 weeks)
2 units must be finished in 3 weeks

Each Level of World Link contains 12 units and review units per three units
The audio script contains all of the Student Books listening activities
Intreractive Presentation Tool combines Student book ,Workbook,Video,Audio; and other resources for use in the
classroom with an interactive whiteboard or data projector with computer
The Assesment CD-ROM with examview is a test generating software with a data-bank of ready made questions
Online video workbooks feature activities that correspond with the video units including a variety of task-based
activities
Explain the rationale for using only English. Establish a clear policy use only English for instructions and
classroom managements

lk Hazrlan Tarihi: Austos 2013
B2 Intermediate
Mdr Onay:
Revizyon Tarihi:

LESSON

UNIT

OBJECTIVES

ACTIVITIES

TEACHING NOTES

PRINT&MEDIA
SUPPLEMENTS

EXAM

WEEK1

WEEK2

WEEK 3

UNIT 1

Students will be able to ;
Talk about home
improvement
Use prefixes un-,pre-
,mis-
Say series of items
Make&respond
informal suggestions
Use participles used as
adjectives
Introduce themselves
Express prohibition
be allowed to/be supposed to
with modals-with ing forms
Talk about classroom
rules

P2Home improvement
P3. Use background knowledge
Make predictions from notes
Saying series of items
P4.Making informal
suggestions
P5.participles used as adjectives
P6.making improvements to a
room
P7.public figures or private
citizens
P8. Infer information
Choose an appropriate response
P10. Expressing prohibitions
Make a list of dos and donts
for the classroom
P11. Discussing the protection
of natural and historical sites

Activities that give students the
opportunity to practice language with a
partner are valuable for building fluency.
Working with a partner gives students more
opportunities to practice speaking and
listening.
Students can build their vocabulary by
using a learners dictionary.Teel your students
to look up unfamiliar words and learn the
definitions, pronounciation and usage.
To help students hear intonation
patterns in different types of sentences,first
write the sentences on the board.Then draw a
line under or over the sentence to show how
the intonation pattern rises and falls.
To make pair group and class activities
go smoothly,it is helpful to use clear signals
for beginning and ending the task.Some ideas;
Write starting and ending times on the board
Tell your students that the activity ends when
you clap your hands three times
Train your students to understand that when they
see raise your hand,they should raise their hands
and stop talking

Workbook pp.2-4
pp.5-7

Classroom Audio CD1

Online workbook Unit 1

Teachers Resources CD-
ROM

Video worksheets pp.T186-
T188

Interactive presentation
Tool

Students CD-ROM

Assessment CD-ROM with
Examview

UNIT 2

Students will be able to;
Use the + adjective to
talk about groups of
people in general
Talk about plans
Talk about needs
Use future tense
Recognize planned
actions and immediate
actions
Use modals for future
possibility

P12.parent or friend?
P13.listen for context
Guess the meaning of words
P14.talking about plans and
needs
P15.review of future forms
P16.playing a game of
predicting the future
P17.A cross cultural
ambassador
P18.listen to infer information
Listen for gist and detail
Use background knowledge
Scan (timed)
P20.modals of future
possibility
P21.write about possible events
in the future
Taking a quiz about your future

A venn diagram is a graphic organizer that
shows two overlapping circles.It is a simple
way to present and understand the similarities
and differences in two things.
When students are assigned to work together
with a partner or in a small group some
students become distracted.Help students stay
on task by giving very clear directions about
what you want them to do.Then while they are
working walk around the classroom from
group to group.
In speaking activity such as C be sure that you
are asking students to work on their language
skills not testing their memory.Students may
have difficulty remembering the story exactly.
Here are some ways to group students;
Location: Put students sitting near one another
Random: Count each student off with a group
number
Similiar ability:Put stronger students together
and weaker students together.
Mixed ability:put stronger students and weaker
ones together in the same group

Workbook pp.8-10
pp.11-13

Classroom Audio CD1


ROM

T190

Interactive presentation Tool

Students CD-ROM

Examview

WEEK 4

WEEK 5

WEEK 6

UNIT
3

Students will be able to ;
Talk about own
experiences
Use suffixes -ment ,-
tion,-sion,-ion
Introduce themselves
Interrupt someone
politely
Use participal &
prepositional phrases
Talk about their future
jobs
Use present perfect tense

P22. We talk about everything
P23.Inference
Listen for details
Stres: verb+ preposition
P24.Interrupting someone
politely
P25.participial and
prespositional phrases
P26.Interviewing a person to
find their future job
P27.have you heard the news?
P28.listen for gist and details
Use visual clues
Scan for specific language or
examples
Sequence events
P30. Review the present perfect
P31.write a story about an
unusual event
Finding someones future self

At this level students can make good use of a
monolingual intermediate-level dictionary.
Teach them how to use the grammatical
information and pronounciations included in
each entry.Learning to use a dictionary will
help your students to become more
independent learners.
Before students read the articles,make
photocopies and cut each reading up by
paragraph. Give a group of 3-4 students one
cut-up article to place in the correct
order.Have students explain why they put them
in the order they did.
Students often mistakenly use the term ever
by putting it in positive statements such as;
I have ever been to spain
But it is incorrect.Ever should be used only for
questions
Optional; Students should bring an unusual
news article from a magazine tos hare with
the class.then ask students to rewrite or
paraphrase the article using their own
words
Optional; students can share their unusual
stories out loud.students can deliver these to
eachother in small groups or can deliver
them in front of the class f the class size is
small enough.Students should look at the
others while speaking.

Workbook pp.14-16
pp.17-19

Classroom Audio CD1


ROM

T194


Students CD-ROM

Examview

UNIT
4

Pronounce ch
Disagree politely
Use present perfect with
already,just, never stil
yet
Talk about dating
Recognize
separable&inseparable phrasal
verbs

P36.I like to wear bright colors
P37.use background knowledge
Dictation
Different ways to say ch
P38.disagreeing politely
P39.the present perfect with
already ,just, never, still and yet
P40.discussing ideas about
gender
P41.A love story
P42.understand character
relationships
Listen for details
Use background information
Read for details
Make inferences
P44.phrasal verbs
P45.write a personal ad
Taking and discussing the
results of a dating survey

Garden path teaching is when a teacher
intentionally lets students make mistakes in
order to call the students attention to mistakes
that are commonly made.Its a valuable tool for
inductive grammar lessons and with collocation
errors.
At this level, students can make good use of a
monolingual intermediate-level dictionary they
probably already own.
After finishing an activity, give the students
one minute to write about what they learned
during the class and what they stil have
questions about.This silent and individual
activity allows students to focus their thoughts
and can provide you with feedback on what the
students do not understand. Collect papers and
answer some of the questions.
There are many ways to check answers to
activities in the student book and workbook;
Teacher reads the answers aloud and students check
their work
Students check their answers from an answer key
when they are finished
Students correct eachothers work
Volunteers each write the answer to one question on
the board
Teacher corrects outside of the class

Workbook pp.20-22
pp.23-25

Classroom Audio CD1


Teachers Resources CD-ROM

Video worksheets pp.T195-T197


Students CD-ROM

Examview

WEEK 7

WEEK 8

WEEK 9

UNIT
5

Use prefixes dis-, in-,un-
,im-
Ask about customs
Use
be+adjective+infinitive &
gerund as a subject
Recognize future time
clauses (main clause and
time clause)

P46.good or bad behavior
P47. Listen for context
Make predictions
Listen to paraphrases
Linking the same sounds
P49.it+be +adjective+
infinitive; gerund as subject
P50.talking about what is polite
and rude
P51.cross-cultural
communication
P52.Listen for main topic
Note taking
Make inferences
Scan for details
Identify writers tone
Make predictions about what
will happen next
P54.future time clauses
P55.write about overcoming a
language barrier
Giving advice to homesick
people

You can make listening activities easier or
more difficult by changing the number of times
that you play the recording and whether you
pause the recording to give students time to
respond.To challenge your students,play the
audio fewer times and dont stop it.To give
students more support,play the audio multiple
times and pause periodically to give students a
chance to find the answers.
To help students experience a new language
and culture bring realia or real objects into the
classroom.Realia can be simple objects used in
daily life such as different kinds of food or
clothing.
Scanning is an important real-life reading skill
for students to practice.We use scanning to find a
word in a dictionary or to find an important piece
of information in a travel guidebook.
Freewriting can be used to generate ideas and
also as a good way to get ideas down on paper
without outside influence or critism.Try telling
students to write for a brief period, maybe three
minutes, without stopping. Tell them to not lift
their pen from the paper as they write.They
should just keep writing.

Workbook pp.26-28
pp.29-31

Classroom Audio CD1


ROM

T200


Students CD-ROM

Examview

UNIT
6


Talk about business
Use nouns ending in
ment&-tion

Emphasize important
points
Make passive sentences
in simple present and
simple past
Recognize
adjectives/adverbs /verbs
and nouns
Use connecting words ;
because, so altough/ even
though

P56.talking about business
P57.choose the best answer
Stres on nouns and verbs with
the same spelling
P58.emphasizing important
points
P59.the passive : simple present
and simple past
P60.creating a list of interesting
facts about a place
P61.up and down
P62.Inference
Listen for specific information
Recognize opinions
Scan for words
P64.Connecting words;
because, so, although, even
though
P65.Reviewing advertisements

At this level students can make good use of a
monolingual intermediate-level dictionary,
such as the Collins COBUILD Intermediate
Dictionary of American English. Point out to
students the advantages of a monolingual
dictionary,which lets them work entirely in
English
When students learn new words,they can
increase their vocabulary quickly by learning
related word forms.In other words, if they
learn the verb consume,it also makes sense
to learn the nouns consumer and
consumption.Encourage students to look for
words families in their dictionaries when
they look up the meaning of new vocabulary
words.
When students are presenting to one
another,suggest to them following;
.Have a strong beginning,clear main points and a
strong conclusion
.Narrow your main points, be brief and clear
.Speak loudly and clearly especially if your voice
is quiet or you are in a large room
.Dont read.Make an eye contact.
Immediate correction during group and pair
work is often not very effective.

Workbook pp.32-34
pp.35-37

Classroom Audio CD1





Students CD-ROM

Examview

WEEK 10

WEEK 11

WEEK 12

UNIT
7


Talk about adventure on
a mountain
Give serious advice
Accept&refuse advice
Use
verb+noun/adjective
verb(-ing)+noun+hurt(s)
Recognize differences
between quoted and
reported speech
Talk about a heathy and
happy life

P70.adventure of a mountain
P71.Listen for specific
information
Dropping h
P72.Giving , accepting and
refusing advice
P73.verb+noun/ adjective/
verb(-ing); noun+hurt(s)
P74.Role playing having a
health problem and getting
advice
P75.Im sick of it!
P76.Listen for details
Identify people
Scan for specific information
Guess definitions from context
P78.Reported speech: requests
and commands
P79.Making a list of tips to
have a happy life

When an activity asks students to listen for
specific information, emphasize that its
important to focus their attention on just that
information.They should listen for key
vocabulary terms.
Often teachers think of language in terms of
parts of speech,suchas nouns verbs adjectives
and adverbs.Or they look at language skills,such
as listening, speaking reading and
writing.Another way to think about language is
in terms of functions.
ERROR QUZ;
This is a very targeted way to review
grammar.Over the course of the unit,collect 8-10
sentences containing errors with the target
structure from students oral and written
work.Make a copy for each student.Have students
work individually or in pairs to correct the
sentences.
PROCESS WRITING; It is a useful way for
students to learn to structure their writing is
through outlining.When making an outline
students break their subject down into smaller
parts.It is a good practice to help them slow
down and plan their writing before they plunge
in.

Workbook pp.38-40
pp.41-43

Classroom Audio CD1





Students CD-ROM

Examview

UNIT
8


Talk about marathons
Pronounce compound
nouns
Talk about a game
Use the present perfect
continous for an action
that started in the past
and continues up to
present
Use simple past for
completed actions
Use present perfect for
past actions continuing
up to now

P80.A great way to stay active
P81.Listen to inference
Listen for context
P83.The present perfect vs. the
present perfect continous
P84.playing a gamet o find out
who is telling the truth
P85.Around the world car
P86.listen to a statement and
choose the best response
Use a title and photos to build
background information
scan
P88.the simple past tense vs the
perfect tenses
P89.write about a team sport
experience
Asking questions to guess the
identify of a famous person

To infer something is to understand it from
the context of the situation even though it
isnt stated directly.For ex; if your friend
says, Id love a hamburger,you can infer that
your friend is hungry even she didnt
directly say.
The present perfect continous is used to
emphasize the ongoing aspect of an activity
that began in the past and still continues.
DICTOGLOSS; This is a form of dictation
can be used to ractice a grammar
point.Before class prepare a short text that
contains a number of examples of the
language you want ot teach.Put students
ingroups of 3/4 .Introduce the topic.Tell them
they will read the text once and they should
note down as many words or phrases as they
can.
Research has shown that studetns can
understand what they read beter if they
already have knowledge to fit the new
information into.the existing background
information is called shema.To help students
with comprehension,spend time before the
reading doing schema-building
activities.These activities include helping
students think about what they already know
about a topic and looking at any pictures in
the reading.

Workbook pp.44-46
pp.47-49

Classroom Audio CD1





Students CD-ROM

Examview

WEEK 13

WEEK14

WEEK15

UNIT
9

State purpose
State important points
Notice the uses of
too/enough
Use future real
conditionals

P90.Are you old enough to
vote?
P91.listen for speakers attitude
Listen for specific meaning
Infer main points
Sentence level stress
P92.language for presentations
P93. Too and enough
P94.completing survey and
interviewing a classmate
P95.The problem of sprawl
P96. Use background
information
Inference
Read and understand statics
Read for cause and effect
P98.future real conditionals
P99.write about different future
scenarios
Preparing an election speech
with campaign promises

To keep non-presenters accountable,
the presenter should also prepare a short quiz,
asking questions about what he or she
presented.
Pair work provides several benefits.
Students have greater opportunities to talk than
they do when the shole class is together
The teacher is no longer the center of attention
so the students concentrate on language.
While students are working in pairs the teacher
can circulate around the room checking on how
things are going.
Explain to students that it is more
important to speak fluently than to memorze
perfect lines.Usually students are afraid of
making mistakes,so they will write out and
memorize a whole speech.Remind students to
practice now by having only a few notes on
cards and just keep practicing the speech
aloud
From time to time during your
course,it is helpful to hear from your students
about what they are learning.Write three of
four open-ended sentences on the board such
as; I learned that. Im suprised
that. Im happy about...

Workbook pp.50-52
pp.53-55

Classroom Audio CD1





Students CD-ROM

Examview

UNIT
10


Apologize
Accept an apology
Express impossible or
unlikely wishes about
present situations
Use negative modals

P104.Money quiz!
P105.listen for gist
Inference
Linking the same consonant
sound
P106.Apologizing for small and
serious mistakes
Accepting an apology
P107.wish-statements
P108.talking about realistic and
unrealistic wishes
P109.Youre a winner!
P110.Make a prediction from
titles and photos
Recognize true statements
Listen for cause and effect
Take notes
P112.negative modals
P113.write about a time you
lost or found Money
Taking a potential millionaire
survey

A venn diagram is a graphic organizer that
shows two overlapping circles.It is a simple
way to present and understand the similarities
and differences in two things.
Use of the word that in wish-
statements is optional.You can say I wish I
were tall or I wish that I were tall.Both
sentences have the same meaning and bot hare
correct.
After reading, allow students a very
limited number of free vocabulary
explanations.But first,guide them through
guessing as many unfamiliar words as
possible.At that point,write their remaining
vocabulary requests on the board.
Competition or contests can be a good
motivator for some students.In other
cases,students fear failure and shut
down.Ensure competitions and contests or
games are viewed as a fun activity, and not
punitive.
Research shows that students abilities
are improved by doing extensive reading
that is, to read much longer passages at a level
of difficulty that is not too challenging for
them

Workbook pp.56-58
pp.59-61

Classroom Audio CD1





Students CD-ROM

Examview

WEEK16

WEEK17

WEEK 18

UNIT
11

Insist
Use present unreal
conditionals
Report one persons
statement to another
using reported speech

P114.Tell me the truth
P115.use background
information
Dictation
Repeating with rising intonation
to show surprise
P116.Insisting
P117.present unreal
conditionals
P118.discussing the ethics of
various situations
P119.I have confidence in..
P120.determine the correct
response to a statement
Make predictions
Guess the meaning of words
from context
Sequence a story
P122.reported statements
P123.write about a time you
lied
Role playing a situation
involving a white lie

On pg 114 B students are told to look up the
expressions they dont know.In many cases,
a regular monolingual dictionary wont
supply a full phrase.If your students cannot
find expressions in a dictionary, they can try
looking them up online, or ask a native
speaker or teacher.
When talking about present unreal
conditionals, the if clause presents a
condition that is not true right now.The
result clause shows the unreal result of that
condition.
After students have read the passage, divide
the class into groups and with books closed
have them reconstruct as much as they can
of the whole reading. As a class, compare
the versions produced by the different
groups.

Workbook pp.62-64
pp.65-67

Classroom Audio CD1





Students CD-ROM

Examview

UNIT
12


Talk about endangered
animals
Offer another opinion
Use like as a preposition
or conjuction & as a
verb
Use passive with
various tenses

P124.Endangered animals
P125.listen for gist
Define unfamilar vocabulary
Practice with pauses
P126.Offering another opinion
P127.Like as a preposition and
a verb
P128.taking a quiz about
geographical wonders
P129.Great structures!
P130.Identify correct photos for
listening
Listen for details
Use content to ask questions
Understand an authors opinion
P132.write about a famous
place you know
The passive with various tenses
P133.deciding which urban
renovation project to undertake

Writing on the board is a good way to check
answers and it also helps students to build
confidence in their English.
A useful activity to help students grasp the
concept of thought groups is for them to mark a
written text with slashes.Students do not always
readily grasp that thought groups are related to
the grammar of sentences.Give them extra
practice to help them become beter at realizing
where pauses should go.Also point out that
punctuation, such as commas, are usually
indicators of thought group boundaries.
Students can develop their vocabulary by using
a word wheel.To use the wheel, reproduce the
chart found on the teachers resources CD-ROM
found iin the back of this lesson planner.Write
the key word or concept on the line in the
Wheel. Write the dictionary definition of the
word below the line.Write related words in
other sections.
A few minutes before the end of the class
period, when the board is covered with
vocabulary, ask a volunteer to come to the front
of the room and sit with his/her back to the
board.By giving definitions and clues and
asking questions, members of the class should
try to get the student to say each vocabulary on
the board.As each word is said erase it.

Workbook pp.68-70
pp.71-73

Classroom Audio CD1





Students CD-ROM

Examview

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ZEL TRK-AMERKAN DERNE YABANCI DL KURSU

Cinnah Caddesi No:20 Kavakldere/Ankara

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