Link it level5 teacher

possible answers: believe, understand, love, prefer, know, forget, realize, smell, hear, see, be, remember Audioscript Student Book page 4 Goals and dreams page 4 Exercise 3 • Stud

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& Wor kboo k

Eliz abe harm Dian a Py e

& Vi

Stud ent B ook

& Wor kboo k

• Save time with integrated answer keys and teacher’s notes.

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• Assign and track your students’ work on Practice Kit.

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Teach er’s R esour ce Cente r Teach er’s G uide Class room Prese ntatio n Too l

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The publisher would like to thank the following for permission to reproduce photographs:

Alamy Stock Photo pp.4 (high school musical/Enigma), 10 (fixing bicycle/

blend images), 10 (shaking hands/cultura creative), 12 (dolphin/pacific

press), 12 (octopus/dpa picture alliance), 15 (teens on bus/juice images),

17 (Tarahumara Indian children/Tyrone Turner), 27 (murders in the rue

morgue, 1932/everett collection inc), 32 (suffragettes/archive pics), 36 (hobbs

clothes shop/alex segre), 37 (Obamas/NASA photo), 41 (frida kahlo/Lucas

Vallecillos), 46 (gameboy/oliver leedham), 47 (penicillin tablets/keith morris),

47 (relief printing press/imagebroker), 47 (retro light bulb/julia hiebaum),

51 (alan mathison turing/granger historical picture archive), 57 (broken

window/paul dronsfield), 58 (aldo billboard/robert landau), 58 (tesco lorry/

Justin Kase zsixz), 58 (coca-cola advert/alan wilson), 58 (samsung galaxy note/

leszek kobusinski), 58 (piccadilly circus/guy bell), 58 (nike hoodie/pattu

mcconville), 58 (levis/john gollop), 65 (big brother/granger historical picture

archive), 68 (Tribal deckhand/Mike Kane), 73 (longleat/Adrian Sherratt), 75 (go

ape/john birdsall), 79 (friends by bbq/David Braun), 96 (paris/taylor kennedy),

W39 (van gogh sunflowers/ian dagnall), W18 (price tag/paul maguire),

W32 (nike jumper/patti mcconville), W32 (superdry logo/Acorn1), W36 (dog

and cat/ion navala); Getty Images pp.6 (messy bedrom/b2m productions),

10 (friends laughing/miodrag ignjatovic), 12 (irene m pepperberg/rick

friedman), 15 (mum and son/patrick sheandell o’carroll), 22 (ghandi/dinodia

photos), 22 (Mrs rosa parks/underwood archives), 23 (nelson mandela/louise

gubb), 33 (nelson mandela/gallo images), 38 (student and teacher/solstock),

41 (canadian bank note/bloomberg), 42 (good morning america/lou rocco),

42 (pebble watch/t3 magazine), 42 (video game high school/brian gove), 42 (we

are the kings/aaron richter), 46 (cyber café/oussama ayoub), 46 (discman/

auger benjamin), 46 (t in the park/pymca), 51 (bill gates/jamie mccarthy),

51 (mark zuckerberg/kyodo news), 51 (steve jobs/bob riha jr), 51 (tim

bernsers-lee/brad barket), 60 (feedback form/jusun), 66 (newspaper/DNY59), 72 (two

male friends/alvs tomlinson), 76 (Korean traditional dance/Kim Doo-Ho/

AFP) 87 (smiling girl/rob lewine), 94 (girl on tablet/alex potemkin), 95 (girl

cycling/gbh007), 95 (teen using tablet/juanmonino), W32 (manchester united

shirt/aaron m sprecher); Oxford University Press pp.10 (couple arguing/

dean drobot/shutterstock) 10 (mother and children/mariia khamidulina/

shutterstock), 13 (paper texture/flass100/shutterstock), 60 (coral reef/

vilainecrevette/alamy), 60 (fish/Jacek Chabraszewski/shutterstock), 60 (hotel

sign/shutterstock), 60 (hotel/wendy nero/shutterstock), 60 (miami hotel/

alamy), 97 (shweigon pagoda/photodisc/getty), 97 (tahitian islet/digital stock/

corbis), W33 (blonde girl/cookie studio/shutterstock), W18 (pin number/

iilya andriyanov), W32 (Oxford University Press logo/Oxford University

Press); Shutterstock pp.4 (retro background/gorbash varvava), 6 (man in café/

gligatron), 7 (business woman/halfpoint), 8 (air freshener/benedek alpar),

8 (Contact lens/Sergey Ryzhov), 8 (Flip flops/Africa Studio), 8 (Gummy sweets/

Goldencow Images), 8 (Jeans/Alena Mozhjer), 8 (Pencils/Uximetc pavel),

8 (Velcro/Josep Curto), 9 (Ketchup/Dune suru), 10 (cooking/rawpixel.com),

10 (deaf woman/monika wisniewska), 10 (friends talking/esb professional),

10 (girl looking at map/skynet), 10 (map/vadim georgiev), 10 (paper with text/

beebright), 10 (putting plaster on/robert przbybysz), 10 (reading instructions/

david pereiras), 10 (students/esb professional), 10 (teacher and class/syda productions), 10 (upset friend/wavebreakmedia), 12 (leopard pattern/

leavector), 14 (blurred people/babaroga), 14 (Boy can’t hear/Khosro), 14 (Girl not hearing/Pop Paul-Catalin), 15 (Tourist/GaudiLab), 16 (speech recognition software/metamorworks), 17 (native american pattern/radiocat), 20 (crime scene blurred/theadesign), 20 (police line/theadesign), 24 (notebook/kucherav),

24 (Teen girl/Gabriela Insuratelu), 24 (US cop/Drop of Light), 25 (Handbag/

Dmitry Abaza), 25 (Sunglasses/Merydolla), 25 (Tablet/Peter Kotoff), 25 (wallet/

bukhta yurii), 26 (coffee background/funnyangel), 26 (harvesting/alf ribeiro),

32 (American election icons/andromina), 33 (malala yousafzai/evan agostini/

REX), 34 (money flying/phanurak rubpol), 37 (thanksgiving parade/inspired

by maps), 38 (crowd of people/elenabsi), 39 (Drummer/LightField Studios),

39 (female judge/burlingham), 39 (Football team/SeventyFour), 39 (Referee/

AGIF), 39 (Teacher/Weedezign), 39 (US fire rescue/ArtistryInLight), 40 (money/

microone), 44 (abstract pattern/tatiana kasyanova), 46 (geometric pattern/

slanapotam), 47 (chariot wheel/dariozg), 48 (broken glass/myimages-micha),

48 (Male student/Monkey Business Images), 48 (Teen girl/Pressmaster),

50 (girl looking at phone/hbrh), 51 (Ada Lovelace/Universal History Archive/UIG), 51 (circuit background/olga morkotun), 52 (teens on devices/

oneinchpunch), 55 (Bullied girl/SpeedKingz), 55 (Happy student/Antonio Guillem), 57 (city sleeps/sergey nivens), 57 (fingerprints on window/zoka74),

57 (footprint in ice/dejan lazarevic), 57 (login/jmiks), 57 (man on the phone/

dglimages), 57 (security camera/pixinoo), 62 (comic book explosion/

romanya), 62 (Schoolboys/LightFeield Studios), 63 (chewing shoes/anna hoychuk), 64 (smartphone/lenka horavova), 66 (newspaper background/

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68 (Rice/espies), 68 (Sashimi/Prasit Rodphan), 68 (Vegetables/leonori),

69 (Chocolate cake/marcin jucha), 69 (Spaghetti/Littleaom), 70 (Cockroach

on cake/Spok83), 70 (Dans le Noir/Paul Cooper), studio), 72 (concert/dwphotos), 73 (Ballet theatre/Igor Bulgarin), 73 (Karting/

70 (Friends/Prostock-Photostock10), 73 (Roller coaster/Doug Lemke), 73 (Symphonic orchestra/

Ferenc Szelepcsenyi), 73 (Water slide/Poznyakov), 75 (interntional brother and sisters/bluedesign), 76 (colour run/robero sorin), 76 (Herring with potatoes/

Ratov Maxim), 76 (Lanterns/Sakdawut Tangtongsap), 76 (Midsummer pole/

Artesia Wells), 76 (Songpyeon/sungsu han), 79 (Birthday cake/Romiana Lee),

79 (Blueberry pancakes/istetiana), 79 (Dead raccoon/EvgenyPopov), 79 (Funny girls/Khomulo Anna), 79 (Selfie/Diana Grytsku), 79 (Soccer team/sirtracelalot),

79 (Washing machine/Evgeny Atamanenko), 81 (colourful background/

plasteed), 81 (logo music/butenkov aleksei), 85 (teens/william perugini),

87 (high school student/michaeljung), 87 (redhead girl/shutterstock), 87 (teen student/golden pixels), 88 (art deco pattern/amovitania), 89 (Friends in the city/gpointstudio), 89 (Girl looking at timetable/Olli Wang), 89 (wood texture/

mindmo), 92 (salad/gayvoronskaya_yana), 93 (Friends cooking/Flamingo Images) 93 (Sampling food/Rawpixel.com), 94 (clouds/vadim georgiev),

94 (collage/rawpixel.com), 96 (floating market/kataleewan intarachote),

96 (girl holding map/nar studio), 96 (rafting/ammit jack), 96 (riding buffolo/

nguyen anh tuan), 96 (tropical beach/filip fuxa), 97 (the blue mosque/luciano mortula), W5 (Easton lachapelle and obama/pablo martinez monsivais/

rex), W7 (man in café/gligatron), W8 (making speech/halfpoint), W11 (being arrested/lisa f young), W12 (party/irocco), W14 (jewellery/sorbis), W18 (card/

chookiat k), W18 (cash machine/goran petric), W18 (money/patryk kosmider), W18 (till/billion photos), W21 (man on mobile/monkey business images), W22 (busy bus/sirtravelalot), W28 (woman holding mouse/jason salmon), W29 (face recognition/metamorworks), W32 (cleaning products/tatiana zinchenko), W32 (shopping/matej kastelic), W39 (bottle of water/mariyana m), W39 (chocolate cake/m unal ozmen), W39 (coffee/africa studio), W39 (fries/

billion photos), W39 (soup/margouillat photo), W42 (friends/carballo), W43 (fried silkworms/wasanajai)

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Student Book contents iv

Welcome to Link It! 5 4

Unit 1 10

Unit 2 20

Review A 30

Unit 3 34

Unit 4 44

Review B 54

Unit 5 58

Unit 6 68

Review C 78

My progress 82

From School to Work 85

Cambridge English B1 Preliminary (PET) for Schools Practice 88

Projects 94

Student Book audioscripts 96

Workbook answer key 105

Audio track list 110

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Asking for repetition and clarification

Strategy: Focus on accuracy

• Keeping our languages alive

Culture focus: Languages

Languages in the U.K.

Strategy: Completing fill-in-the-blank sentences

Strategy: Using a dictionary to check new vocabulary

Do the right thing!

Strategy: Reference and pronouns

Strategy: Narrative tenses

Review pp.30–33 Exam practice and review A Extra communication A CLIL A, History Global skills A

Real English: Talking about news and events

A job interview

Strategy: Interview language

• The people in your pocket

Culture focus: MoneyDigital citizenship: Design a new banknote

into reality?

Strategy: Reading for detail

Real English: Mixed conditionals

Apologizing

Strategy: Intonation

• Silicon Valley and tech giants

Culture focus: Technology

Humans and computers

Digital citizenship: Make a timeline about the development of the computer

Culture focus: Online abbreviations and acronyms

Strategy: Planning a for and against essay

Review pp.54–57 Exam practice and review B Extra communication B CLIL B, Literature Global skills B

Media matters

pp.58–67

• Advertising Vlog: Commercial break!

Real English: Reported speech: other changes

Expressing disbelief and annoyance

Strategy: Falling intonation

in exclamations

• George Orwell vs propaganda

Culture focus: Orwell’s

Strategy: Understanding context

important today?

Strategy: Checking for mistakes

Review pp.78–81 Exam practice and review C Extra communication C CLIL C, Computer science Global skills C

My progress A–C pp.82–84 From School to Work pp.85–87 B1 Preliminary (PET) pp.88–93 Mid-year project pp.94–95 End-of-year project pp.96–97 Word list pp.98–100

Workbook Unit 1 pp.W1–W8 Unit 2 pp.W9–W13 Unit 3 pp.W16–W22 Unit 4 pp.W23–W29 Unit 5 pp.W30–W36 Unit 6 pp.W37–W43

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Asking for repetition and clarification

Strategy: Focus on accuracy

• Keeping our languages alive

Culture focus: Languages

Languages in the U.K.

Strategy: Completing fill-in-the-blank sentences

Strategy: Using a dictionary to check new vocabulary

Do the right thing!

Strategy: Reference and pronouns

Strategy: Narrative tenses

Review pp.30–33 Exam practice and review A Extra communication A CLIL A, History Global skills A

Real English: Talking about news and events

A job interview

Strategy: Interview language

• The people in your pocket

Culture focus: MoneyDigital citizenship: Design a new banknote

into reality?

Strategy: Reading for detail

Real English: Mixed conditionals

Apologizing

Strategy: Intonation

• Silicon Valley and tech giants

Culture focus: Technology

Humans and computers

Digital citizenship: Make a timeline about the development of the computer

Culture focus: Online abbreviations and acronyms

Strategy: Planning a for and against essay

Review pp.54–57 Exam practice and review B Extra communication B CLIL B, Literature Global skills B

Media matters

pp.58–67

• Advertising Vlog: Commercial break!

Real English: Reported speech: other changes

Expressing disbelief and annoyance

Strategy: Falling intonation

in exclamations

• George Orwell vs propaganda

Culture focus: Orwell’s

Strategy: Understanding context

important today?

Strategy: Checking for mistakes

Review pp.78–81 Exam practice and review C Extra communication C CLIL C, Computer science Global skills C

My progress A–C pp.82–84 From School to Work pp.85–87 B1 Preliminary (PET) pp.88–93 Mid-year project pp.94–95 End-of-year project pp.96–97 Word list pp.98–100

Workbook Unit 1 pp.W1–W8 Unit 2 pp.W9–W13 Unit 3 pp.W16–W22 Unit 4 pp.W23–W29 Unit 5 pp.W30–W36 Unit 6 pp.W37–W43

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4

Welcome to

Link It! 5

Vocabulary

Goals and dreams

Problems and solutions

Ideas and objects

Grammar

Simple past / Present perfect / Present

perfect progressive

Giving advice

Prohibition / Obligation / Obligation

and strong advice / Lack of obligation

Simple present passive / Simple past

passive

Aim

To review a variety of grammar and

vocabulary topics covered in the previous

levels

To identify what individual students may

still need to work on before starting Level 5

Warm-up

• Introduce yourself to the class Then ask

students to introduce themselves

• Ask individual students questions about

some of the topics on pages 4–9: What

did you do during the school break? What

did you enjoy doing best? What kind of TV

shows and movies do you enjoy? What do

you enjoy studying at school? What would

you like to do after finishing school?

Talk about recent events

page 4

Exercise 1 Read and listen e 002

• Focus students’ attention on the picture

Ask: What are they doing? Have you ever

performed for an audience? Would you

like to?

• Read out the questions and then play

the audio Students read and listen

• Students answer the questions in pairs

• Ask a few students who they are most

similar to and why

• Have students cover the dialogue Ask

them to read the sentences and fill in

any names they remember

• Students read and listen again, then

complete the exercise Stronger classes

can keep the dialogue covered while

they listen

• Check the answers as a class

Write on the board: I’ve dreamed of being

on stage for as long as I can remember

We’ve been rehearsing almost every day.

• Ask students to name the underlined tenses (present perfect / present perfect

progressive) Ask: Which verb describes an

activity? (rehearse) Which verb describes a situation or state? (dream)

• Read the Look! box Ask students

for more examples of stative verbs

(possible answers: believe, understand, love, prefer, know, forget, realize, smell, hear, see, be, remember)

Audioscript Student Book page 4

Goals and dreams page 4

Exercise 3

• Students complete the exercise individually

• Make sure students understand the meaning of the phrases

from exercise 3, e.g., Are you learning how

to do anything right now? Remind them

that dream is a stative verb and elicit a simple present question: Do you dream

of doing anything?

• In pairs, students continue to ask and answer questions using the words from exercise 3 Encourage them to answer

in as much detail as possible

• Now ask students to work with a different partner Students take turns telling their new partner about their first

partner, e.g., Ana dreams of becoming a

politician David is learning how to draw.

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Simple past, Present

perfect, and Present perfect

progressive page 5

Warm-up

• Write on the board: work, leave, take.

• Elicit the simple past, present perfect,

and present perfect progressive of

each verb (worked, have worked, have

been working; left, have left, have been

leaving; took, have taken, have been

taking)

• In a corner of the board, write:

1 My older brother … home He lives with

friends now.

2 Jon … for nearly ten hours yesterday.

3 Emma is great at piano She … lessons

for six years

• In pairs, students choose the correct

verb and tense for each sentence (1 has

• Check the answers and ask students for their reasons Don’t give feedback, but tell them that you will come back to the sentences later

Exercise 5

• Ask students to read the grammar charts individually Students complete the exercise individually and then compare answers in pairs Circulate and assist as needed

• Ask students to match the rules with the sentences on the board (1 b, 2 a,

Present perfect progressive We’ve been working, We’ve been rehearsing, I’ve been saving up, I’ve been walking, She’s been training, has she been doing

• In pairs, students take turns to test each other Student A reads out or makes up

a time phrase and Student B says for or

Exercise 10

• Students complete the exercise individually and compare answers in pairs

• Have students read the dialogue in pairs Encourage them to use lots of expression!

Exercise 11 Groupwork

• Ask a student to read the Speaking

strategy aloud.

• Students work in groups of five or six

Demonstrate the activity by asking the class a present perfect question, e.g.,

Has anyone been on vacation this year?

If a student answers yes, follow up with simple past questions, e.g., Where did

you go? What did you do there? Where did you stay? What was the weather like?

• Give students plenty of time to do the exercise

• Ask: Did you find out anything surprising

or interesting about anyone in your group?

Challenge

• This exercise can be set for homework

or classwork Encourage students to use the simple past, the present perfect, and present perfect progressive

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6

Talk about obligations

and give advice page 6

Warm-up

• Focus students’ attention on the picture

Ask: Does your bedroom look like this?

Are you a messy person or a tidy person?

What advice could you give this girl?

• Tell students that they are going to

hear some people talking about their

problems Read out the question

• Play the audio Students read and listen

and then answer the question

ANSWER

Dialogue 4: A house seems to be on fire

Exercise 2 e 003

• Students listen again and complete the

exercise Stronger classes can keep the

dialogue covered while they listen

Problems and solutions page 6

Exercise 3

• Make sure students understand the

meaning of the words in the box

• Read out the words in the box and have

students repeat

• Students complete the exercise

individually and then compare answers

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Giving advice page 7

Warm-up

• With books closed, tell students that

you need their advice Say: My friend has

asked if he can borrow my car for a big

trip, but I know he’s a terrible driver What

should I do?

• Thank the students for any advice they

give you Do not correct any mistakes at

this point

Exercise 5

• Tell students you are going to review

language for giving advice Students

complete the exercise individually

• In the first sentence, point out the

use of the subjunctive form were and

not was for giving advice Make sure

students know that ’d is the short form of would and not had In the last

sentence, make sure that students

know that the ’d is the short form of had and not would.

• Ask students for more advice and encourage them to use the constructions in the chart Example

statements: I’ve had a terrible headache

for almost a week My son / daughter wants to paint his / her bedroom black

I’m planning to spend all my savings

on the vacation of a lifetime One of my colleagues keeps sitting at my desk.

• Check the answers and students’

understanding of the rules

Exercise 8 Pairwork

• Students take it in turns to choose a problem and give advice Encourage students to make up some more problems

Prohibition, obligation, obligation and strong advice, and lack of obligation page 7

construction, e.g., You’re not allowed to

run in the corridors.

• Read the Study strategy aloud.

• Give students time to write some sentences about their school life and some sentences about home life

• In pairs, students compare their sentences

• Ask students to read the mini-dialogues

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8

Talk about objects page 8

Warm-up

• Write on the board: Do you use any of

these objects regularly? How long do you

think they have existed for? Which object is

the most important in your life and why?

• With the text covered, ask students to

look at the pictures and discuss the

questions in pairs Circulate and assist

as needed

• Ask for class feedback on which item is

the most important and why

• Students work in pairs Ask them to take

it in turns reading the paragraphs aloud,

and then match an object with the

information in each paragraph

• Students listen and check

Audioscript Teacher’s Guide page 96

Exercise 2

individually Encourage them to write

full sentences when they are correcting

the false sentences

Ideas and objects page 8

Exercise 3

• Students complete the exercise in pairs

• Make sure students understand the

vocabulary items and ask them to find

and underline each one in the text

• Point out the prepositions in named

after and based on.

• For stronger classes: Note that design

is used as a verb in the exercise, but as

a noun in the text Ask students if they

know the nouns for develop, inspire,

mass-produce, and invent (development,

inspiration, mass-production, invention)

• Ask two students to read out the

speech bubbles

• Give students time to discuss the

sentences in pairs, encouraging them

to develop each one into a short

discussion

• Ask students to work with a different

partner and take turns to report three

interesting things that they have just

learned about their first partner

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Simple present passive are based on, ’re named after, are sold, is used, is made, is made, is used

Simple past passive were (first) worn, were brought back, were invented, was produced, was inspired, were (first) used, were (first) mass-produced, wasn’t painted, were painted, were developed, were made and worn, were used, was designed

1 When were jeans invented?

2 Which city are / were jeans named after?

3 What is gelatin made from?

4 Where were graphite pencils first mass-produced?

5 When was the first pair of contact lenses made?

6 Who is / was the Little Tree air freshener designed by?

• Circulate and make notes of any errors that you hear in target vocabulary and grammar

• Write error sentences on the board, but keep them anonymous Ask students to correct the sentences

Challenge

• This can be done for homework so that students have time to research their product Encourage them to use some

of the verbs in exercise 3 and exercise 6

• At the beginning of the next lesson, students can exchange their paragraphs and guess the objects

Simple present passive

and Simple past passive page 9

Warm-up

• Write on the board:

1 Who was Guernica painted by?

A Dali B Picasso C Warhol

2 The first plane was flown in 1903.

True or false?

3 Who is WhatsApp owned by?

A Facebook B Google

• Give students one minute to choose

their answers, and then give them the

answers (1 B, 2 True, 3 A)

• Ask who got three correct answers

• Underline all the verbs in the quiz (was,

painted; was flown; is, owned) Leave

the quiz on the board for exercise 5

Exercise 7

• Ask students to read the text on page 8 again and find examples of the verbs individually

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10

1 Forward

thinking!

Grammar

Present perfect vs Simple past (1)

Present perfect vs Simple past (2)

Listening: Native languages

Speaking: Asking for repetition and

clarification

Reading: Why learn a language?

Writing: Write an article about

learning languages

Values and cross-curricular

topics

Building awareness of communication

and minority languages

Fast track

The language syllabus is covered in

pages iv–v The Vlog, Listening and

speaking, and Trending topics pages

offer additional skills practice, so if you

have limited class time, you could set

some of these for homework

Vocabulary pages 10–11

Skills and abilities

Aim

To present and practice vocabulary for

skills and abilities

Warm-up

• With books closed, write on the board:

Life skills everyone needs to learn.

• In pairs, give students two minutes to

write down important life skills

• Ask some students to read their ideas to

the class Don’t worry about correcting

students’ answers; it is more important

to get an idea of their understanding of

the topic

• Ask students to cover exercise 1 in their

books In pairs, students look at the

pictures and discuss possible verbs to

complete the phrases Don’t ask for

feedback

• Students uncover the exercise Have them match the verbs in the box with the pictures, using each verb only once, then compare their answers in pairs

Circulate and assist as needed

• Play the audio Have students listen and check their answers Check that students understand all the phrases Use

the Look! box to explain sympathetic.

• Play the audio again, pausing after each phrase for students to repeat

• Write on the board: most important?

least important? any other skills?

• Ask two volunteers to read out the dialogue in speech bubbles

• Write on the board: I think (that)

remembering / to remember names is the least important skill Remind students

to use the -ing form after think because

it is the subject of clause Say: Put your

hand up if you agree / disagree If you disagree, which skill do you think is the least important? Why?

• Students discuss their answers in pairs

• Ask some students to share their ideas about the most / least important skills and give their reasons

• Ask them to call out any new skills and write them on the board

notebook, e.g., follow instructions, read a

map, tell a joke

Workbook page W4

Trang 14

Key language page 11

Degrees of ability

Aim

To practice the target language in a

controlled and personalized context

Exercise 3

• Students complete the mind map

• Check the answers as a class Tell

students that some life skills may fit into

more than one category

SUGGESTED ANSWERS

Communication make a speech or give a

presentation, ask questions, express your

ideas and opinions, spell correctly, speak

a foreign language or use sign language

Social apologize when you're wrong, take

care of other people, recognize emotions

and be sympathetic, remember names,

Practical read a map and schedule, do first aid, cook a meal, follow instructions, fix things that are broken

Q: How good at cooking are you?

A: I’m pretty good at cooking.

• Use the Look! box to point out the adjective + preposition + -ing form structure Underline good at cooking in

the question and answer on the board

• Students do the exercise individually

• Play the audio Have students listen and check their answers Play the audio again, pausing after each sentence for students to repeat

• Play the audio Have students listen and

• Play the audio again, pausing after each sentence to check the answers Ask students to repeat the phrases

• In pairs, have students ask and answer questions about the life skills in exercise 1 Encourage them to refer to the speech bubbles for support

as a fun topic warmer before the lesson

Step 1

Exercise 1

• Explain that you are going to follow two vloggers in the book: Natalía and Alex

ANSWERS

Natalía is talking about a big Math test she did It made her feel nervous

Step 2

Exercise 2 Watch or listen r e 008

• Ask students to read the tips

• Play the vlog once and have students complete the exercise individually

• Go through the Check it out! box and

make sure that students understand the meaning of the words and phrases

Ask if they remember why Natalía used them

Consolidation

Ask students to write down three or four tips that they will use to improve their concentration and memory

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This is a presentation of key grammar

points You can ask students to study

these at home, either before or after the

lesson You can also watch them in class

Warm-up

• Write these questions on the board:

1 What do you think are the most

intelligent animals?

2 Do you have a pet? Do you think it’s

intelligent? Give reasons.

• Students ask and answer the questions

in pairs

Exercise 1 Think back

• Students work in pairs Give them two

minutes to write down as many animals

as they can

• For stronger classes, you could make

this more challenging by doing this as a

race Two pairs can compete with each

other At the end of the two minutes,

the pair with the most animals wins

Exercise 2

• Students match the animals with the

pictures individually

• Ask a student to read out the three

sentences

• Students read and listen, then choose

the correct option

• Check the answer as a class

Fun fact

Have students read the Fun fact and

tell them that the average human brain

weighs around 1.3 kg

Practice Kit Extra Practice

Trang 16

Present perfect vs Simple

• With books closed, write these example

sentences on the board:

1 I learned to read before I started school.

2 My dad has never cooked a meal.

• Underline the verbs learned and started

in the first sentence, and underline has

and cooked in the second sentence Ask

students to name the tenses (1 simple

past, 2 present perfect)

Exercise 4

• Ask students to write the headings

present perfect and simple past, and then

write the numbers of the highlighted words in the correct column

rules, e.g., A: I’ve never cooked a meal.

• Give students time to match the examples of the present perfect with the rules

Present perfect vs Simple past (2)

Think! box

• Write the following phrases on the

board: this week, last month, my life,

• For each phrase, ask if the time period is finished or unfinished

• Have students read the Think! box and

complete the rules

• Refer students to the rules on pages W2–3

Rules pages W2–3

Exercise 6

• Ask fast workers to add their own ideas

to the box

• Check the answers as a class and ask for more ideas

Exercise 7

• Focus students’ attention on the mini-dialogue at the end of the exercise Tell students that they are going to interview another student, using present perfect and simple past questions

• Give students a few minutes to rehearse the questions individually

in pairs

Challenge

Ask students to complete the Challenge

task for homework At the beginning of the next lesson, have the students work in pairs asking and answering questions, e.g.,

What’s the strangest food you’ve ever eaten?

Workbook pages W5–6 Practice Kit Extra Practice

Trang 17

To present and practice asking for

repetition and clarification

Communication video

This is a video of the unit

Communication dialogue You can ask

students to watch this at home either

before or after the lesson You can also

watch this in class

Warm-up

• Focus on the picture on the tablet and

ask: Where is this man? What is he doing?

Who do you think he’s talking to? What do

you think he is talking about?

in pairs Ask students what strategies

they can use to make communication

easier with someone who speaks a

different language. (e.g., speak more

slowly, use gestures, draw pictures)

ANSWER

Students’ own answers

Exercise 2 Watch, listen,

or read r e 010

• Read the direction line Tell students

they will listen to answer the questions

• Play the audio Students answer the

questions

ANSWERS

Both Maki and Erwin

• Ask a student to read out the Speaking

strategy box.

• Students practice reading the dialogue

aloud in pairs Encourage them to use

lots of expression

• Ask them to notice any words with

difficult pronunciation and underline

them in their books

• Ask students which words they

underlined and model the

pronunciation Have students repeat

• Then have pairs practice the dialogue

Time permitting, ask them to swap roles

and practice again

Exercise 4 Real English e 011

• Students work individually to complete the phrases from the dialogue

• Play the audio Students listen and check Check that they understand all the phrases

Trang 18

Exercise 5

• In pairs, students answer the question

• Ask for class feedback

SUGGESTED ANSWERS

1 She can’t hear well

2 They don’t speak the same language

3 They have different communication

styles

• Give students time to read the

mini-dialogues

• Play the audio Students listen and

complete the missing information

• Play the audio again if necessary for

students to check and complete their

answers

Extra activity

• Ask students to work in small groups

or pairs to write down as many

of the phrases for repetition and clarification as they can remember

• Call on volunteers to read out the phrases Write them on the board

Ask students if they would make any changes to the phrases on the board

• Have students read the phrases on page 14 to check their answers

Beat the clock

• Focus on Beat the clock and ask a

student to read out the direction line Ask for an example of one

situation. (e.g., when learning a new skill

or hobby)

• Start the timer and have students

begin After two minutes, say: Stop!

• Have students compare answers

in pairs Then ask for class feedback

POSSIBLE ANSWERS

Learning a new language, following an instruction manual, listening to a Science lecture, choosing from a menu, starting

a new job

• Tell students they will role-play some dialogues similar to the one in exercise 2

• In pairs, students choose a role-play and then practice the dialogue Ask them not to write anything down However, when they finish the dialogue they should discuss how to improve it and then practice it again Encourage them

to use the phrases in exercise 4

• Circulate and listen Offer feedback on pronunciation as needed

• Ask confident students to perform their dialogue for the class

• Now ask students to choose one more dialogue and repeat the process

Link it! Pairwork

• Pairs choose a situation and write the dialogue in pairs Make sure both students write their own copy of the script Circulate and monitor

• When students have practiced their dialogues, ask them to perform it for another pair The other pair should try

and guess which Beat the clock situation

they chose

Study strategy

• Have students read the Study strategy.

• Create a mind map of vocabulary items connected to the situations the

students thought of in Beat the clock.

• Ask students to research different types

of mind map online

Consolidation

Suggest that students write the key phrases from exercise 4 in their vocabulary notebooks and try and learn them by heart

Workbook page W7 Extra communication page 31 Practice Kit Extra Practice

Trang 19

To present and practice future forms

Grammar link presentation Unit 1

Warm-up

• On the board, write:

1 I’m going to have a huge birthday party

this year.

2 I think Jane will be famous one day.

3 You look tired I’ll make you a cup of tea.

4 What time are you leaving?

5 Oh, no! We’re going to crash!

• For each sentence, ask students to

call out the future forms Underline

them. (e.g., 1 ’m going to have)

• Have students discuss in pairs: Why /

When is each future form used?

• Leave the sentences on the board to

refer to later

Exercise 1

• Students read and discuss the

questions in pairs

• Read the title and check students

understand artificial intelligence (making

computers copy intelligent human

behaviour)

• Play the audio Students read and listen,

and then choose the correct alternative

• Check the answer as a class

Exercise 3

• Have students write the verb form next

to each rule (a will, b will, c going to,

d going to, e present continuous)

• Refer students to the rules on page W6

Rules page W6

Extra activity

Have students look back at the warmer

sentences on the board Repeat the

question: Why / When is each future form

used? In pairs, students discuss which

rule fits each sentence

ANSWERS

1 c 2 a 3 b 4 e 5 d

Exercise 4

• In pairs, students compare answers and

give a reason using the rules

Exercise 5

• In pairs, students read the speech bubbles and then use the question prompts for mini-dialogues

Challenge

• Write some sentence stems on the

board: I’m sure I’ll …, I’ll probably …,

I don’t think I’ll …, I might ….

• Students write a paragraph about their ideal future

• In pairs, students read out their work and compare their ideas

Finished?

• Have students work in pairs and write predictions about each other’s futures,

e.g., You’ll start your own business, and

you’ll probably be a millionaire by the time you’re 25 Then students read the

predictions that their partners have written and say whether they are happy with them

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Listening and

speaking page 17

Aim

To listen and understand an interview

about endangered languages

To take part in a debate about endangered

languages

Warm-up

• Focus on the picture and ask: Where

are these children? What are they doing?

Where do you think they are from?

Step 1

Exercise 1

• In pairs, students answer the questions

ANSWERS

• Students read and complete the text, then compare their answers in pairs

• Students listen and check their answers

Exercise 3

• In pairs, students ask and answer the questions

• Ask: Are there any endangered languages

in this country? How can they be preserved? Accept all answers.

ANSWERS

1 The number of Native Americans fell from around 10 million to fewer than 300,000

2 Because they were suppressed when Europeans colonized the continent

3 The Navajo language

4 Some people are collecting videos and audio recordings of their

• Ask a student to read the Listening strategy

aloud and then apply it to the exercise

• Play the audio again and have students complete the sentences

Step 3

Exercise 6

• In pairs, students read the statements and decide if they are for or against saving dying languages

POSSIBLE ANSWERS

No It would be easier to have one global language There is no point fighting against change

Yes Digital technology means translation

is easy, so we should keep our minority languages Speaking multiple languages helps your brain develop other intellectual abilities, not just language skills

Exercise 7 Debate

• Write on the board: Are dying languages

worth saving? and tell students they are

going to have a debate using the ideas

in exercise 6

• Divide the class One half should take

the Yes position and the other half should take the No position

• Set a time limit of ten minutes At the end, ask students to vote “agree” or

“disagree.” They don’t have to vote according to the side they were on

Digital citizenship

• This can be set as a homework or classwork Encourage students to make their maps colorful and easy to read

Culture video

This is a documentary about a related topic You can use this as an optional extension after the lesson, or as a warmer before the lesson

Culture video r

• Students watch a video about minority languages in the U.K After watching, ask questions to check comprehension, e.g.,

How many languages are there in the U.K.?

Workbook page W7 Practice Kit Extra Practice Video

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18

Trending topics pages 18–19

Reading and writing

competences

Aim

To read an article and share your opinions

about learning languages

To write an article about learning

languages

Warm-up

• With books closed, write the article

headings on the board: Four good

reasons to learn a language and Four

languages that you need to learn.

• In pairs, ask students to come up with a

list of four ideas for each heading

• Ask volunteers for their ideas for each

heading and ask for reasons

Step 1

Exercise 1

• In pairs, students discuss the statements

and check the ones they think are true

• Give students time to read the article,

and check the answers as a class

Culture focus

• Ask a student to read the Culture focus

aloud Ask students: What languages

would you like to learn?

Step 2

Exercise 2

• Point out that this exercise is about

reading for detailed information Ask

students to read the sentences first and

fill in any words they remember

• Students then read the text again and

complete the exercise

Exercise 3

• Write these dictionary entries on the

board:

1 switch noun a small device that you

press to turn a light or machine on or

off

2 switch noun a change from one thing

to another, sometimes sudden

3 switch verb to change from one thing

to another

• Have students look at the highlighted

word switch in the text and choose the

definition that fits Ask them how the

context helped

• Have students read the Reading strategy

Give them an example of a phonetic

symbol entry, e.g., /swɪtʃ/

• Students do the exercise individually,

using the text for context and a

dictionary for definitions

Extra activity

• Tell students they are going to play a

game called True or False?

• Students work in pairs Ask them

to look at the reading texts in this unit on pages 12, 16, 17, and 18 and pick out three words that are new or difficult for them

• For each word, students write one true and one false dictionary definition Encourage them to be inventive!

• When students are ready, they play against another pair They take turns

to read out both definitions for a word and the other team guesses which is true and which is false

• The winners are the team who made the most correct guesses

Possible answers of languages that aren’t spoken include Latin, Ancient Greek, Sanskrit, sign languages

Trang 22

Exercise 4 Think critically!

• Have students complete the exercise

individually

• Remind the students of some phrases

for agreeing / disagreeing and write

them on the board, e.g., I (totally) agree

You’re (probably) right I see what you

mean, but …, I take your point, but …,

I’m not so sure I (completely) disagree.

• In small groups, students compare

answers and discuss the statements

Circulate and monitor If any groups

finish quickly, ask them to choose the

statements that they agree with the

most and the least

• Bring the class back together, and ask

for feedback, e.g., Which statement did

you spend the longest talking about?

Why?

• Students work in the same groups

Read out the exercise

• Tell students to imagine that they are

on the school council and they must make a decision that most students in the class will be happy with

• Give the groups time to discuss the two options and reach an agreement

• Students should prepare a short statement to read to the class, announcing their decision and giving two or three reasons

• Students choose a spokesperson to read their statements to the class

Check which decision is the most popular

Step 3

Exercise 6

• Ask the class: Have you ever written an

article? What was it about? Who was it for? How did you plan your article?

• Tell students they are going to write an

article Read the Articles wanted! notice.

• Ask how many paragraphs they will include Remind students that paragraphs help to separate ideas

Encourage students to write notes for each paragraph They may want to use

a mind map to organize their ideas

• Give students time to write their article

• When they have finished, encourage students to check their articles for mistakes

• Ask for volunteers to read out their articles

Workbook page W8 Practice Kit Extra Practice Unit tests

Resource worksheets

Trang 23

Speaking: Reporting a theft

Reading: A courtroom where the

judges are teenagers

Writing: A crime story

Values and cross-curricular

topics

Discussing crimes, the justice system,

punishments, and rehabilitation

Fast track

pages iv–v The Vlog, Listening and

have limited class time you could set

Crimes and criminals

Aim

To present and practice vocabulary

relating to crimes and criminals

Warm-up

Unit 2 will focus on crime

• Put students in small groups One

student in each group should be the

writer

• On the board, write CRIME and tell

students they are going to write a mind

map of words connected with crime

• Give students a three-minute time limit

• Ask students to count their words,

then ask for class feedback on scores:

How many of you got over five? Over ten?

Over fifteen?

• Don’t ask students to read out their words Collect the lists and tell students that they will review their lists later in the unit

• Students discuss the questions in pairs

• Ask for class feedback: Who enjoys crime

shows? Why? Who doesn’t enjoy them?

Why not?

• Ask students to cover exercise 2 in their books In pairs, students look at the pictures and discuss possible names for each crime Do not ask for feedback

• Students match the words in the box with the pictures

• Students listen and check Check that students understand all the words

• Ask a student to read out the questions

• Students discuss their answers in pairs

ANSWERS

Consolidation

Suggest that students make flashcards

Each card should have a noun from exercise 2 on one side and the translation on the reverse side

Trang 24

Aim

• Have students complete the chart in pairs

check

• Read the Look! box aloud and check

understanding

• Students test each other in pairs

Student A closes their book and

Student B asks questions, e.g., Mugging

is the noun What is the verb? Then,

Student B tests Student A

Exercise 5

• Read out the question Reassure students that you will only ask them to share personal stories with their partner, not with the whole class

• Give students three minutes to make notes using the prompts

• Students take turns to talk about the crimes Encourage the listening student

to ask questions

Challenge

• This can be set for homework Ask students to research one of the objects and write a news report about the crime

Step 1

Exercise 1

• Read the questions to the class and call

on students to answer Ask: Who wrote

the Sherlock Holmes books? Do you know any of the titles?

Background notes

The creator of Sherlock Holmes was the Scottish writer, Sir Arthur Conan Doyle (1859–1930) Conan Doyle’s famous detective is based on a professor that he admired for his methods and personality

Holmes is a complex character; he is moody, untidy, plays the violin, and smokes a pipe, but he is also a brilliant detective Sherlock Holmes first appeared

in 1887 in the novel, Study in Scarlet, and

then in 54 short stories and three more novels including the most famous one,

The Hound of the Baskervilles.

Step 2

Exercise 3 r e 018

• Ask students to read the sentences

• Go through the Check it out! box and

check students understand the words

• Play the vlog again and have students complete the exercise

Step 3

in pairs Circulate and monitor

Consolidation

Ask students to add to the flashcards they made for page 20 They can add the English verb and person from the chart in exercise 4

Trang 25

• Ask a student to read out the title.

• Write on the board: Is it ever right to

break the law? Can you think of any

examples?

in pairs

• With books closed, ask students to

brainstorm time phrases and tenses

that we use to talk about the past Give

them an example: last week, simple past.

• Write the students’ ideas on the board

Exercise 2

• With books still closed, write on the

board: Mohandas Gandhi, Rosa Parks

Ask: Do you know who these people are

and what they are famous for?

• Ask students for feedback

• Ask a student to read out the questions

• Students read and listen, and then write

their answers

Exercise 4

individually

• Check that students understand the

words in bold

Fun fact

Have students read the Fun fact, and

ask: Who do you think are the most

photographed people of our era? Why?

Extra activity

• With books closed, write the

following words on the board in one

column: commit, campaign, lead, ban,

break, win, go In a second column,

write: segregation, for independence, to

jail, a crime, the law, a demonstration,

support.

• Put students into pairs and give them

two minutes to match words from

the columns to make phrases Check

answers as a class

• Have students find and underline the

phrases in the text, e.g., committed a

serious crime in the first paragraph.

• Encourage students to use the context and dictionaries to check the meaning of the phrases, and write them in their vocabulary notebook

ANSWERS

commit a crime, campaign for independence, lead a demonstration, ban segregation, break the law, win support, go to jail

Workbook pages W12–13 Practice Kit Extra Practice

Trang 26

Past perfect

Aim

To present and practice past perfect

Exercise 5

• Ask students to name the tenses in the

highlighted sentence in the text Have

them choose a or b.

• Have students read the text again to

underline the past perfect verbs

ANSWERS

had broken, had (they) done, had been,

had told, had led, hadn’t given, had

broken, had treated, had done

• Students complete the grammar chart

ALTERNATIVE ANSWERS

1 ’d 2 had not

Think! box

• Have students complete the rules

• Refer students to the rules on pages W9–10

Exercise 6

Exercise 7

Real English page 23

The justice system

Exercise 8

• Ask students to mark the stress on the

words in the box, and then ask: Which

words are stressed on the first syllable?

(prison, judge, jury, trial, sentence)

Which words are stressed on the second syllable? (arrested, released)

• Make sure students understand the meaning of the words

• Students complete the exercise in pairs

• Read the instruction and ask volunteers

to read the exchange in the speech bubbles

• Then ask students to follow the numbers on the left in exercise 9 as they tell Mandela’s life story

Finished?

• Ask students to draw a timeline of their lives and make notes about the main events

• In pairs, students take it in turns to tell their partner about their life Encourage them to think about the tenses and time phrases they are using

Consolidation

Ask students to write the words from exercise 8 in their vocabulary notebooks and record other parts of speech, including related prepositions:

prison (noun), imprison someone (verb), prisoner (person)

Workbook page W11 Practice Kit Extra Practice

Trang 27

This is a video of the unit

Communication dialogue You can ask

students to watch this at home either

before or after the lesson You can also

watch this in class

Warm-up

• Focus on the picture on the tablet and

ask: Where are the people? What do you

think they are saying? What do you think

might have happened?

• Give students time to ask and answer

the questions in small groups

• Ask for volunteers to tell the class one

of the stories they heard in their group

ANSWERS

Exercise 2 Watch, listen,

or read r e 021

• Read the direction line Tell students

they will listen to answer the question

• Play the audio Students answer the

• Tell students they are going to listen

to Erwin reporting a theft to a police

officer Ask them to underline the

most important information as they

listen

• Ask students to close their books and

tell each other everything they can

about what happened

• Ask students to read the Speaking

strategy Then ask them to circle the

words in the dialogue that describe

the bag (big sports bag, purple, canvas,

camera).

• Play the audio Students practice

reading the dialogue aloud in groups

of three Ask them to replace the circled words with their own description

• Time permitting, ask them to swap roles and read it again

Exercise 4 Real English e 022

• Students work individually to complete the phrases from the dialogue

• Play the audio Students listen and check

• Note: We usually use make for products

that are machines, like cars, watches, phones, washing machines, etc We use

brand for other products, like clothes,

toothpaste, food, etc

Culture focus

• Ask a student to read out the Culture

focus Ask: What is the emergency number is this country?

• Ask: What kind of situations would you

call the emergency services in? Then give

students some examples of emergency situations (e.g., you see someone breaking into a house) and examples

of less urgent situations (e.g., you have

a headache), and ask what they would

do Take a vote for each situation

Trang 28

Exercise 5

• Explain that we use How + adjective +

is or are to ask about distances, degree,

age, or measurements

• Have students complete the exercise

individually and check the answers as

a class

• Tell students that these questions can

also be in the past tense: How tall was

the suspect?

• Give students time to read the chart

complete the missing information

• Play the audio again, if necessary, for

students to check and complete their

answers

Beat the clock

• Focus on Beat the clock Read the

direction line and ask students to work individually

• Start the timer After two minutes, say:

Stop!

• Have students compare answers and add their partner’s ideas to their own lists

• Ask students to call out their ideas and write some examples on the board

• Read the instructions and tell students

to choose an object from the Beat the

• Write these prompts on the board:

A report / theft purse / stolen

B name? phone number?

B OK We’ll call you if we find it.

• With books closed, students work

in pairs to see if they can perform a dialogue from the prompts on the board

• Students should not make notes, but they can refer to the Student Book if necessary

• Encourage students to swap roles and practice the dialogue again, changing details if they like

• Ask for a volunteer pair to perform their dialogue for the class

Link it! Pairwork

• Pairs read the situation described in the box and write the dialogue in pairs

Make sure both students write their own copy Circulate and monitor

• When students have practiced their dialogues, ask them to perform it for another pair

Consolidation

Suggest that students choose some

more objects from the Beat the clock

lists For each object, they should write

some How and What questions and answers, e.g., How long is it? It’s about 30 centimeters long What’s it made of? It’s

plastic

Workbook page W14 Extra communication page 31 Practice Kit Extra Practice

Trang 29

1 Shoplifting isn’t a serious crime,

?

• Ask: What is missing in the gaps? Elicit

tag questions Ask: Is the speaker asking a

real question or just asking for agreement?

• Fill in the tag questions on the board

(1 is it, 2 didn’t he)

• Read out the title of the article and then

the three questions

• Ask the class to cover the article and

guess some possible answers to the

questions

• Play the audio Students read and listen,

and answer the questions in pairs

• Ask for class feedback: How different

were the answers from what you guessed?

ANSWERS

1 Young people in cities who are in

danger of joining gangs

2 Organized criminal groups control

areas of the country and deal drugs

3 Kenco trains young people to work

in the coffee industry, allows them to

study, and gives them money to start

their own businesses

Think! box

• Ask a student to read out the sentences

with highlighted tag questions in the

text

• Students read and complete the rules

in pairs

• Point out the second highlighted tag

question in the text and explain that

there is an exception to rule number 2:

In sentences with there is or there are,

the adverb there is used instead of a

Exercise 3

Exercise 4 Pairwork e 025

• Ask two students to read out the example dialogue below the exercise

Students then take turns to check their answers with a partner, using tag questions

• Students listen and check

Challenge

• Give students time to write statements about their partner Tell them to make guesses if they are not sure

• In pairs, students ask and answer their questions

• Ask for feedback: How well does your

partner know you? Have you learned anything new about your partner?

Consolidation

Suggest that students choose an English movie or sitcom that they have seen before At home, they should listen to a five-minute clip that contains plenty of dialogue Have them write down all the tag questions they hear, then listen again and check

Trang 30

Listening and

speaking page 27

Aim

To listen and understand an article about

Edgar Allan Poe

To prepare and give a presentation about

a crime fiction story

Warm-up

• Focus on the book cover and ask: Do

you like these kinds of books? Why? Why

not?

Step 1

Exercise 1

• Read out the question and have

students discuss it in pairs

• In pairs, students read only the sentences with gaps and try and predict what kind of word is missing

• Play the audio Students listen and complete the text

• Students listen and do the exercise

• Ask a student to read the Listening

strategy aloud Tell students they are

going to use this strategy Encourage them to write key words on new lines so they have room to expand their notes

• Students listen and write notes

• In pairs, students reconstruct the story from their notes and answer the questions Circulate and monitor

ANSWER

The murderer was an orangutan who had been brought back from Asia by a sailor The orangutan had picked up a razor in the sailor’s bedroom When the sailor found him there, the orangutan ran away to escape punishment He ran into the house of Madame L’Espanaye and killed the women in a panic, before escaping again

Step 3

Exercise 7 Culture focus

in pairs

• Ask for feedback: Are there any crime

novels that you recommend? Why?

Exercise 8 Presentation

• Tell students that they are going to prepare a three-minute presentation for the class Then read the direction line

• In small groups, students research and choose a crime fiction story together

Ask students not to use true crime stories They may prefer to tell a ghost story or a “true” supernatural story

• Note: students can either present their stories “live” for the class, or record their presentation

• If the class is small, watch the presentations or listen to the recordings

in turn and vote on which one is the scariest Students may not vote for their own story In bigger classes, put groups with other groups for this activity

Digital citizenship

• This can be set as homework or as classwork Tell students to use the second half of the reading text as a model and write a similar summary of the main clues

• In pairs or small groups, students take turns reading their clues and suggesting solutions

Trang 31

28

Trending topics pages 28–29

Reading and writing

competences

Aim

To read an article and share your opinions

about youth courts

To write a crime story

Warm-up

• With books closed, ask: What qualities

do you think you need to be a good judge?

Do you think there should be a minimum

age for judges? If so, what age and why?

• Choose the correct answer as a class

• Go through the Check it out! box

and ask students to find the words

in the text Make sure that students

understand the meaning of the words

Step 2

Exercise 2

• Ask students to read the sentences first

and then decide where the sentences

belong in the text

Exercise 3

• Have students read the Reading strategy

• Students do the exercise, underlining

the parts of the text that the bold

words refer to

• Tell students they are going to read the

text again for specific information Have

them read and answer any questions

they can from memory

• Students read the text again and

answer the questions

ANSWERS

1 14–18

2 study for 30 hours and pass an exam

3 between the ages of 10 and 18

4 they must have committed a minor

crime, be first-time offenders, and

accept responsibility for their crime

5 because the youth crime rate in New

York was so high

6 to use positive peer pressure to help young people understand the consequences of their crimes; to listen

to the offender and prevent them offending again

7 work in the community, letters of apology, essay-writing, or tutoring to educate offenders

8 He appeared in court and chose

to watch a trial as his sanction He became interested and wanted to help

Link to life

• Ask a student to read the Link to

life questions Ask students to think

about their opinion of youth courts

Encourage them to read the text again

• Have two students read out the speech bubbles to model the dialogues

• Students take turns expressing their opinions, using tag questions

• Encourage students to develop the conversations

Extra activity

• During the Link to life activity, listen

and note down examples of correct and incorrect language to highlight

• While the students are still talking, write a numbered list of six to eight sentences on the board Half the sentences should be correct and half should be incorrect Make them anonymous by changing key words

if necessary

• Give pairs a few minutes to decide which ones are correct and which are incorrect before checking as a class

Correct the mistakes and praise the good usage

Trang 32

• Tell students it is their turn to act as a

youth jury

• Put them in small groups and give

them time to read the cases of Freya

and Jordan

• Give the groups time to discuss the

cases and write a list of possible

sanctions for each case Circulate and

assist as needed

• Ask each group to tell the class one of

their sanctions for each case and justify

their choice

• As a class, decide on the best sanctions

Extra activity

• Ask: Was it difficult to decide on

sanctions for Freya and Jordan without knowing any more about their circumstances? What would you like to know more about? Acknowledge that

in real life, the youth court would want to find out more

• Ask students to work in pairs to prepare a list of six questions each

Student A writes questions for Freya while Student B writes questions for Jordan Encourage students to think about the teenagers’ lives in general

as well as what happened on the day

• Circulate and assist as needed

• Ask: Now that you know more about

the teenagers’ lives, would you change the sanctions or not?

Step 3

Exercise 6

• Tell students they are going to write a paragraph of a crime story Read the

Writing strategy together.

• Have a student read out the start of the story Ask the students to read it again and notice the tenses that the writer uses

• Explain that their paragraph should explain what had happened before the events in the first paragraph Give students five minutes to think of ideas and plan their paragraph

• Give students fifteen minutes to write their paragraph Encourage them to reread it and check it for mistakes

• Ask for volunteers to read out their stories

Workbook page W15 Practice Kit Extra Practice Unit tests

Resource worksheets

Trang 33

• Have students do the exercise

individually or in pairs Ask them to

recall phrases for skills and abilities

• Check the answers as a class Call on

students to read out the complete

sentences

Grammar

Exercise 2 Exam

• Check the answers as a class Ask

students to tell you which words in the

text show the answers. (e.g., 1

three-month Spanish course)

Exercise 3

• If necessary, have students review the

rules for present perfect vs simple past

with finished / unfinished periods on

page 13

• Have students compare answers in pairs

Exercise 4 Exam

• Have students compare answers

in pairs and find evidence for their

answers in the text Circulate and assist

as needed

Songs

Have You Ever Been in Love? by Celine Dion

(present perfect and simple past)

Next to Me, by Emeli Sandé (future forms) Free Nelson Mandela, by The Specials

(activism / the justice system)

Workbook pages W8 and W15 Practice Kit Extra Practice

Trang 34

Intonation in tag questions Exercise 2 e 030

• Using a rising intonation in the tag

question, say: Your wallet’s blue and

green, isn’t it? Now repeat the question,

using a falling intonation Ask: Is there a

Audioscript Student’s Book page 31

• Read the instructions and play the audio Then have students listen again and repeat

Audioscript Student’s Book page 31

• Students complete the sentences individually

• Play the audio and have students add arrows to show intonation

• Play the audio again and pause after each tag question to check answers

Group chat

• Tell students that they are going to listen

to four speakers answering four questions

• Play the audio Students listen and complete the exercise

• Have students read the sentences In pairs, students try to remember the missing information, but do not write anything

• Play the audio Students listen and complete the exercise

Communication

• Play the audio Students listen and check their answers

• Have students practice the dialogue

in pairs

Extra activity

• Have students review questions a–h

Ask them to use the prompts on the board to make up a dialogue Remind students to use appropriate tone, expressions, and body language

• Invite volunteers to perform their dialogue for the class

A Extra

communication

Aim

To practice reporting a theft

To listen to and practice intonation in

tag questions

To listen to and discuss opinions on

language learning

Warm-up

• With books closed, write on the board and

say: I’d like to report a crime, please Then

write these prompts: What happened?

Where? When? Other information?

• You take the part of the victim and

tell the students that they are police

officers Start the dialogue and call on

different volunteers to ask follow-up

questions to your responses

Trang 35

32

• Have students brainstorm what points they should cover and divide the research between the group The research stage of this activity can be done as homework or classwork

• Have them make bullet point notes

Encourage them to use pictures in their presentations Circulate and assist as needed

• Give students time to rehearse their presentations in their groups Ask them to refer to their notes, but not

to read them word for word

• After each group has given their presentation, offer feedback on their presentation style, fluency, and use

of target vocabulary Invite other students to offer positive feedback

• Ask students: Do you know the legal

voting age in this country? Ask: Do you think it is important to vote in elections?

• Then students get into groups to discuss the questions Circulate and monitor

Extra activity

1 The women’s suffrage movement in

A CLIL

Aim

To learn about the fight for human rights

Warm-up

• With books closed, ask for a volunteer

to give a definition of the phrase

human rights Write on the board: What

do you think are our top five basic human

rights? E.g., the right to …

• Give students time to brainstorm their

answers and then ask for their ideas List

them on the board

The Universal Declaration

of Human Rights

Exercise 1 r

• Read the heading and check that

students understand the meaning

of universal and declaration Call on a

student to read out the questions and

ask students to make notes as they

watch the video

• Students watch the video and then

answer the questions

ANSWERS

United Nations (U.N.); The U.N was

formed to encourage countries to

cooperate in solving global economic

and social problems, and to prevent

future wars; 30 articles

• Have students focus on the picture Ask:

What’s happening? Where and when do

you think this picture was taken?

• Give students time to read the text

and complete the exercise, and then

compare answers in pairs

• Students listen and check their answers

• Put students into pairs and ask them to

discuss the question They should make

a list with other causes that human

rights activists campaign for

• Circulate, monitor, and help with the

vocabulary as needed

• Bring the class back together and ask

for an idea of a human rights campaign

from each pair

Trang 36

Get involved

• Put students in groups and tell them that they will be working as a team to plan and produce a presentation

• Read out all the steps, including the checklist in the box Tell students that they may divide the tasks among the group, but they must be sure to share the work equally

• Give students time to ask questions

• Set a time limit for the planning stage

Circulate and ask each group how they have decided to share the speaking parts Help them to divide the parts more equally if necessary, for example,

by allocating every student with checklist points from the box

The project

• Call on a student to read out the Real

English box and ask students to use the

language in their presentations

• Ask the group to collaborate on writing their presentation Ask them to divide the writing tasks and then collate the sections

• Ask groups to read their finished presentations critically and make any changes They should then reduce it to bullet point notes to use in the actual presentation

Exercise 6 Presentation

• Optional activity: Before the presentations, ask students to write

down the following headings: contents /

fluency / volume and body language

Ask students to use these headings to write feedback for other groups when they watch their presentations Remind them to be supportive!

• Groups take turns to deliver their presentations or show their videos

• Make notes or record the presentations

so that you can write group feedback after the lesson

• After the presentations, have a class vote on the most inspirational person

How did you do?

• Have students read the statements

Ask them to reflect on their own performance and give themselves a score

• Ask for general class feedback: What

did you enjoy about this project? What did you find most difficult? What would help you to improve your score next time?

Did you feel that you contributed equally?

What could you do differently next time?

• Students take turns telling each other about their examples Circulate and monitor

Exercise 2

• Have students read the word cloud individually and underline any adjectives that are new for them

• Ask students to think about the people they discussed in exercise 1 and match some adjectives with the people

A Global skills

Presentation about an

inspirational person

Aim

To work as part of a team

To plan and deliver a presentation about

an inspirational person

Warm-up

• Focus students’ attention on the list

under We will … and reflect on the

meaning of the goals

Get thinking

• Give students time to brainstorm

examples

Trang 37

Listening: The people in your pocket

Speaking: Digital citizenship: design a

new banknote

Reading: Crowdfunding: a way to turn

dreams into reality?

Writing: Write a proposal for a

pages iv–v The Vlog, Listening and

have limited class time you could set

Money: nouns

Aim

To present and practice vocabulary

relating to money and spending

Warm-up

this unit will focus on money

• Write on the board: Do you have a

part-time job, or do you get pocket money?

What do you spend your money on?

in pairs

• Students discuss the questions in pairs

• Ask students to cover exercise 2 in their

books In pairs, students look at the

pictures and discuss possible names for each object Don’t ask for feedback

• Students match the words with the

pictures Point out that the word check

has two meanings

• Play the audio Students listen and check Check that students understand all the words

• Give students three minutes to memorize the words in exercise 2

• Now ask students to cover the words

in exercise 2 Stronger classes should cover the pictures as well

• Students take it in turns to read out the definitions to test each other Circulate and assist as needed

ANSWERS

1 bills 2 coins 3 cash 4 check

5 receipt 6 ATM 7 cash register

8 bank card / debit card 9 credit card

10 price tag 11 check 12 PIN

Culture focus

• Ask a student to read out the Culture

focus Ask: Can you think of any informal phrases for money in this country?

• Have students test each other on the

words, e.g., What’s another way to say 5

cents? How much is a buck?

Consolidation

Tell students that, as this unit is all about money, they should start a new page in their vocabulary notebooks for words related to this topic They should add new words as they work through the unit

Trang 38

Spending

Aim

• In pairs, students discuss the meanings

of the words in the box and complete

the store signs

check

• Ask students to read the signs again

carefully, underlining any new words or

• Write on the board: bargain, offer, proof

of purchase, 50 percent off Ask students

to write short definitions for them, using a dictionary if necessary

• Ask some students to read out their definitions

• Students complete the exercise individually

• Students listen and check Check that

students understand shop around

(compare the prices and quality of different things before deciding which one to buy)

Warm-up

• Write on the board: A shopping disaster

Ask: Have you ever had a shopping

disaster? What happened?

in pairs

Step 1

Exercise 1

Step 2

Exercise 3 r e 039

• Have a student read out the questions

• Play the audio again and have students complete the exercise individually

• Ask students to read the phrases in the

Check it out! box In pairs, students write

a translation for each phrase

Step 3

in pairs Circulate and monitor

Consolidation

Ask students to add the money-and shopping-related words to their vocabulary notebook Encourage them

to write example sentences for the difficult words to illustrate their meaning

Trang 39

To read and understand an article about

shopping in big sales

Warm-up

• Write on the board: Have you ever seen

a long line outside a store before it opens?

Would you wait in line for a sale? Do you

like shopping for bargains?

in pairs

• Have students read the headline and

predict what the article will be about

Make sure students understand the

meaning of trending (being discussed a

lot on social media websites and apps)

• Students read and listen, and then

complete the definitions individually

Exercise 2

• Students choose the correct

alternatives individually Have them

read the text again to check

in pairs

• Ask for class feedback: Have you ever

shopped in Black Friday or Cyber Monday

sales? Do you think these sales have any

disadvantages? Do you think Giving

Tuesday is a good idea?

Extra activity

• Write the following definitions on

the board Note: For stronger classes,

write them in a different order so that

they do not appear in the same order

as the words in the text

1 verb: move in a particular direction

2 noun: person who expresses

disapproval

3 noun: a state of complete confusion

4 verb: give something to someone in

need

5 verb: begin to use something (name,

custom, country) as your own

6 verb: bring or collect money together

• Students read the text again and find

words to match the definitions With

stronger classes, you could do this as

a race, for extra challenge

• Ask a student to read the Link to life box

Ask students to brainstorm festivities and public holidays Write their ideas on the board

• In small groups, choose one or two of the days on the board and discuss the questions

• Circulate and assist as needed

Workbook page W19 Practie Kit Extra Practice

Trang 40

Passive: Present perfect,

Present progressive, will

Aim

To present and practice passive in present

perfect, present progressive, and will

Think! box

• Have students complete the rules

• Ask students to underline the passive

sentences in the text on page 36

ANSWERS

have been given, are being put, has been

celebrated, has been called, has been

copied, have been injured, was invented,

has been commercialized, has (now)

been named, is (now) being adopted,

will be spent, might (also) be raised

• Refer students to the Rules on pages W16–17

Exercise 4

Exercise 5

Real English page 37

Talking about news and events

Aim

To practice the target language in a controlled and interesting context

Warm-up

• Focus students’ attention on the

pictures and ask: Who are these people?

What is happening? Why are turkeys shown in the pictures?

• With books closed, students listen to the radio bulletin and number the pictures

• Students listen again and complete the exercise For stronger classes, have students complete the exercise before listening

• Check answers as a class

• Have a student read out the instructions

• Encourage students to use their imaginations

• Give students plenty of time to write their stories and then ask for some volunteers to read out their stories

Challenge

• This can be set for homework Ask students to write a paragraph about a real event, product, or place

• At the beginning of the next lesson, have students exchange stories and guess

Finished?

• Write the following heading on the board:

Enormous hole opens on Main Street

• Tell students they are going to write a news report about a hole that appears in

a road Tell them to explain how it might have happened, what will happen now, and what local residents are saying

• Students read out their news reports in small groups

Consolidation

Ask students to read a short English news article online and notice all the passive forms If possible, print it out and underline examples of the passive

Tiêu đề	Link It! Teacher’s Pack
Tác giả	Pye Palmer, Shaman, Eliza Beth N & Rma Ye Sha Iana P Er D Palm Alice
Trường học	University of Oxford
Chuyên ngành	English Language Learning
Thể loại	giáo trình
Năm xuất bản	2019
Thành phố	Oxford

Định dạng
Số trang	113
Dung lượng	14,17 MB