Oxford link it level 4 teacher s pack

Talk about the present page 4 Exercise 1 Read and listen e 002 • Have students look at the picture above the blog.. Audioscript Student Book page 4 Exercise 2 • In pairs, students

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Student Book & W

A six-level course connecting students with the grammar, vocabulary, language, and skills they need to communicate with confidence and succeed in English.

9 7 8 0 1 9 4 8 2 4 6 3 7

ISBN 978-0-19-482463-7

For Students

Stud ent B ook

& Wor kboo k

with P ract ice K it

& Vi

4

Eliz abe harm Lou is R oge rs

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

• Make the most of Link It! with a time-saving Quick Guide

• Prepare students for success with a comprehensive test package along with integrated Cambridge exam practice.

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

• Easily access worksheets, grammar presentations, class audio, video and more

• Deliver heads-up lessons with the Classroom Presentation Tool.

• Launch activities and play audio and video straight from the page.

Teacher’s Guide What’s in your Teacher’s Pack?

Practice Kit and videos

Classroom Presentation Tool

Eliz th S harm an &

Lou is R oge rs

Dar ia R ka

Teach er’s R esour

ce Cente r Teach er’s G uide Class room Prese ntatio

Teacher’s Resource Center

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www.oup.com/elt

Oxford University Press

is the world’s authority

on the English language.

As part of the University of

Oxford, we are committed to

furthering English language

learning worldwide.

We continuously bring

together our experience,

expertise and research to

create resources such as

this one, helping millions of

learners of English to achieve

their potential.

2019 | PDF | 137 Pages buihuuhanh@gmail.com

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Great Clarendon Street, Oxford, ox2 6dp, United Kingdom

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isbn: 978 0 19 482430 9 Teacher’s Guide

isbn: 978 0 19 482434 7 Teacher’s Access Card

isbn: 978 0 19 482463 7 Pack

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This book is printed on paper from certified and well-managed sources

acknowledgements

Cover photographs reproduced with permission from: Getty Images (gardening/Hero Images,

gymnast/mustafagull) & Shutterstock (Grand Canyon/Skreidzeleu).

Back cover photograph: Oxford University Press building/David Fisher.

Illustrations by: Ana Djordjevic/Astound pp.68, 92; Ben Hasler/NB Illustrations pp.34;

Dave Cockburn pp.18, 33, 56, 57, 104; David Broadbent pp W11; Gavin Reece/New

Division pp.61, 64, 113; Katie Mac/NB Illustration pp.13, W28; Tony Forbes/Sylvie Poggio

pp.71, W3, W21, W29; Willie Ryan pp W15

Video stills by: Oxford University Press pp.11,14, 21, 24, 35, 38, 45,48, 59, 62, 69, 72, 83,

86, 93, 96, W43

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

Stock Photo pp.4 (girl gaming with headphones/Viacheslav Lakobchuk), 10 (flatmates in

lounge/Mode Images), 14 (teens arguing/John Powell), 41 (prom king and queen/Blend

Images), 44 (Oscar chimpanzee/AF archive), 44 (Arielle Dombasle & Julian Glover Vatel/

AF archive), 44 (A Quiet Place/Lifestyle pictures, 44 (SpongeBob SquarePants The movie/

PictureLux/The Hollywood Archive), 44 (Fargo/PictureLux/The Hollywood Archive),

44 (Wish I Was Here/AF archive), 44 (Avengers: Infinity War/Moviestore collection Ltd),

44 (Jirou Horikoshi The Wind Rises; Kaze Tachinu/AF archive), 44 (Star Wars: Episode

VII – The Force Awakens/AF archive), 45 (Wonder Woman poster/ © Warner Bros

Pictures/Courtesy Everett Collection), 46 (Chicago river/Charles O Cecil), 55 (1960s tv

set/INTERFOTO), 55 (1940s film still for cinema screen Perfect Strangers 1945/Everett

Collection Inc), 67 (video games/Viacheslav Lakobchuk), 74 (earth day/Michael

Wheatley), 75 (polar bear with cubs/Design Pics Inc), 82 (Phyllis Dare/Iconographic

archive), 82 (Santa Teresa street art/Kseniya Ragozina), 82 (Pacman/Kevin Britland),

90 (tower block, puerto madero/david wall), 90 (national cabildo building/bernardo

galmarini), 94 (ice hotel/Peter de Clercq), 94 (friend spiders/imageBROKER), W15 (Man

proposing/Hero images), W27 (Hand under running water/Phanie), W27 (Shoulder pain/

Sunshine pics), W35 (Protest for HS2/Mark Kerrison), W42 (Mosaic street art/Ian

Macpherson); Bridgeman Images pp.80 (Self Portrait, c.1835/Catlin, George), 81 (Public

Buildings in the City of Boston/Liszt Collection), 82 (The Waterlily Pond: Green

Harmony, 1899/Claude Monet), 82 (Close-up of two female dancer figurines, Paris,

France/Private Collection/De Agostini Picture Library/A Dagli Orti; Getty Images

pp.5 (friends playing chess in café/Hero Images), 5 (friends having picnic/Cultura RM

Exclusive/Stefano Gilera), 6 (dinosaur footprints/aizar raldes nunez), 6 (bolivia/jesse

kraft/eyeem), 10 (Students running/Caiaimage/Robert Daly), 17 (Adult student/Hill

Street Studios LLC), 19 (90s teen girl in bedroom/Comstock), 20 (Recycling/Chris

Clinton), 20 (finding keys/rosanna u), 22 (teen girl and parents eating outside/Maskot),

26 (Japanese school children cleaning/BLOOMimage), 28 (teens on bench at night/Image

Source), 44 (The Ellen Degeneres Show/Dave Kotinsky/Stringer), 44 (Survivor Millennials

vs Gen X/CBS photo archive), 50 (woman watching tv with popcorn/Dougal Waters),

55 (1940s teens jiving/Bert Hardy/Picture Post), 55 (1940s cinema/Hirz/Archive Photos),

60 (Markiplier/Tommaso Boddi/Stringer), 60 (Tom Brady/Boston Globe), 70 (Shaileen

Woodley at a protest/John Lamparski/WireImage), 70 (Leo di Caprio at a protest/JOSE

LUIS MAGANA/AFP), 81 (Log cabin/Hulton archive), 81 (Saunders Boathouse/Heritage

images), 88 (teen boy and girl reading on bookshelves/Lisbeth Hjort), 94 (Zhangjiajie

Grand Canyon glass bridge/VCG), 97 (Tourist info/Epics), 99 (Aloha Wanderwell/

Keystone-France), 110 (teen tech/dan belcher), 114 (Fashion store window/ictor),

118 (Young man/William King), 118 (Teenage girl/David Young-Wolff), 118 (Teenage boy/

Tony Anderson), W49 (Tent at Everst basecamp/Andrew Bardon); Oxford University

Press pp.35 (Avatars/Shutterstock; Beatriz Gascon J), 35 (Avatars/Shutterstock; Beatriz

Gascon J), 35 (Avatars/Shutterstock; Beatriz Gascon J), 81 (Electric car/Getty Images),

81 (House/Shutterstock/Andy Dean Photography), 84 (Nazcar spider/Getty Images),

84 (Easter Island/Shutterstock/Filipe Frazao), 89 (Second hand bookshop/Shutterstock/

Ksenia Ragozina), 105 (Pyramids/Shutterstock; Dan Breckwoldt), 122 (rainforest/ralph

loesche), 122 (arctic landscape/denis burdin), 122 (grand canyon/doug meek),

123 (canada/canadastock), 123 (sahara/patrick poendl), 123 (island/tatiana popova),

123 (compass/alamy), 123 (stove/john kasawa), 123 (tent/chris turner), 123 (water bottle/

dennis kitchen studio), 123 (gps/alamy), 123 (hat/nito), 123 (boots/stockbyte), W9 (incorrect spelling/MM Studios), W9 (pizza making/SpeedKingz), W9 (karate instructor/Africa Studio), W9 (student studying/Africa Studio), W9 (girl making tea/

Masson), W13 (boy and girl/shutterstock), W24 (Soft drinks/Shutterstock), W24 (Crisps/

Yalcin Sonat/Shutterstock), W24 (Castle/Knyazeva Ekaterina/Shutterstock), W24 (Beach/

ian woolcock/Shutterstock), W24 (Train at station/Pagina/Shutterstock), W24 (Yellow bus/Vibrant Image Studio/Shutterstock), W24 (Plane/IM_photo/Shutterstock);

Shutterstock pp.4 (Pixel background/Untashable), 4 (Retro background/Gorbash Varvara), 6 (New York/Shutteupeire), 8 (Boy doing homework/pixelheadphoto digitalskillet), 10 (uni students in lecture/monkey business images), 10 (young man travelling with rucksack/twinsterphoto), 10 (trainee hairdresser/monkey business images), 10 (driving test/michaeljung), 10 (engagement ring/wavebreakmedia),

10 (graduates/4pm productions), 10 (moving house/syda productions), 10 (Exam/ESB professional), 10 (Abstract background/gorbach elena), 12 (self driving car/

metamorworks), 12 (Furturistic engineer/Ociacia), 12 (Planet earth/Vadim Sadovski),

14 (Graffiti background/Ensuper), 15 (Protest/Creatista), 16 (couple on phones/syda productions), 17 (Volunteer/Dmytro Zinkevych), 17 (Carpenter apprentice/goodluz),

18 (Smiling woman/mimagephotography), 18 (Smiling student/Monkey Business Images), 18 (Cheerful boy/Nataliia Zhekova), 19 (teens selfie in park/william perugini),

19 (baby on tablet/oksana kuzmina), 20 (taking out rubbish/mike_shots), 20 (hoovering/

kamil macniak), 20 (nanny playing with kids/africa studio), 20 (doing homework/

monkey business images), 20 (cleaning/andrey_popov), 20 (supermarket shopping/

monkey bueiness images), 20 (walking dog/rohappy), 20 (cleaning products/5 second studio), 20 (watering plants/rawpixel.com), 20 (check post/andrey_popov), 20 (charging phone/mi pan), 20 (chopping vegetables/eggeegg), 20 (breaking egg/maurice tomlinson),

22 (teens dancing in nightclub/yanlev), 22 (Tent in the wilderness/Jens Ottoson),

22 (Hiking icons/Marish), 24 (Man and woman talking/Iakov Filimonov), 24 (school children/wavebreakmedia), 27 (National Capitol building/Tupungato), 27 (Congress/Rob Crandall), 28 (American flag/Marian Weyo), 30 (coffee shop owner/Jacob lund),

31 (young man hiking/syda productions),28 (teens in open top car/syda productions),

33 (abstract background/best-backgrounds), 34 (Hearts background/Elizaveta Krylova),

36 (dog and cat/africa studio), 37 (teen boy and girl/syda productions), 38 (graduation/

rawpixel.com), 38 (On the phone/Alejandro J de Parga), 39 (Blogger/Nick Starichenko),

40 (row of faces/kurhan), 41 (prom/monkey business images), 42 (Blue wood texture/

Tirachard Kumtanom), 42 (teens gossiping/dean drobot), 43 (Friends bracelet/

Kalamurzing), 44 (News anchor/Images by kenny), 44 (Ready Player One – 2018/Warner Bros/Moviestore), 44 (Film negative background/Stillfx), 46 (Day of the Dead/Diego Grandi), 46 (Hobbiton/purwanto lim), 46 (Iguazu falls/Det-anan), 48 (filmstrip/ghenadie),

49 (Avengers Infinity War – 2018/Walt Disney Studios/Moviestore), 49 (Movie icons/

Cube29), 50 (Pixel background/The7Dew), 51 (Colourful henna pattern/krishnasomya),

51 (Bollywood: The Greatest Love Story Ever Told film still/Moviestore), 52 (Bridget Jones’s Baby still/Miramax/Kobal), 52 (Fast & Furious 8 still/Moviestore), 55 (Band performing/Africa studio), 55 (1950s radio/hitdelight), 56 (Fruit and vegetables/

victoriaKh), 57 (Fruit and veg on wooden background/Africa studio), 58 (party background/denegru), 59 (Marathon injury/Izf), 59 (Hand with plaster/George Rudy),

59 (Burnt hand/Miroslav Lukic), 59 (Muscle injury/Maridav), 59 (Boy with plaster on his head/yadom), 59 (Ankle blister/Fotos593), 59 (Splinter/Image Point Fr), 59 (broken leg/

memory stockphoto), 59 (Shoulder injury/Praisaeng), 60 (Cleaning car/Minoli), 61 (lips/

valentina razumova), 61 (eyes/minerva studio), 61 (nose/wavebreakmedia), 61 (teeth/

kurhan), 61 (ear/blackday), 61 (fingernails/tania zbrodko), 62 (x-ray/wonderisland),

63 (Patient in hospital/Monkey Business Images), 65 (Totem icons/StockSmartStart),

65 (Calendar Maya stone/Gordiienko Tetiana), 66 (Sporty couple/Sergey Novikov),

67 (couple jogging/dmitry kalinovsky), 67 (cute girl on beach/nadyaeugene), 67 (washing hands/alexander raths), 67 (coffee/iko), 68 (Sky background/Thinnapob Proongsak),

71 (Polar bear/Jan Martin Will), 72 (plastic straws/lorna roberts), 75 (lake and mountains/

martin m303), 76 (vegan sandwich/magdanatka), 76 (colourful vegetables/anna shkuratova), 77 (Steak/Lisovskaya Natalia), 79 (Hamilton musical/Joseph M Arseneau),

80 (Aztec pattern/Atelier_Agonda), 81 (Old book/Garsya), 81 (Student writing on board/

Monkey Business Images), 81 (Horse drawn cart/Everett Historical), 81 (Factory worker/

Suwin), 82 (painted canvas/vierra), 82 (Calder’s Flamingo/Dorti), 82 (Sanctuary Las Lajas/

Rafal Cichawa), 82 (Self-portrait of Leonardo da Vinci/historical stock), 82 (Kimonos/

Supawat bursuk), 84 (Maid sweeping by Banksy/BMCL), 85 (extreme close up strawberry/

loskutnikov), 85 (close up of leaf/sk herb), 85 (close up of dog nose/luka djuricic),

85 (sand dunes/zeljko radojko), 87 (woman in library/syda productions), 89 (Palacio Salvo/RPBaiao), 89 (second hand bookshop/ksenia ragozina), 92 (beach/silvae),

94 (Volcanic crater/Dariush M), 94 (shark diving cage/jacques star), 94 (log cabin/fottoo),

95 (Magic lamp/Brian A Jackson), 96 (landscape punta ballena/dflc prints), 97 (Santiago, National Museum of Fine Arts/Iakov Filimonov), 100 (Statue of Liberty/Matias Honkamaa), 101 (myanmar temple/ikunl), 101 (baby turtle/j fox photography),

101 (tourists infront of mona lisa/sira anamwong), 103 (young girl travelling/de visu),

105 (Costa Rica lodge/Statia Grossman), 105 (Kayaking/EB Adventure Photography),

105 (beach background/millicookbook), 110 (paper texture/yamabikay), 110 (wood texture/mindmo), 116 (mid adult man/stocklite), 116 (beautiful woman/yoydesign),

116 (young male/monkey business images), 116 (happy woman/the art of pics),

116 (indian woman/snowwhiteimages), 117 (stainless steel sculpture/ron ellis), 117 (art gallery/africa studio), 119 (Cinema/Serhil Bobyk), 119 (popcorn/virtu studio), 120 (Old friends/sirtravealot), 120 (Kabira Bay/shikema), 121 (friends/oneinchpunch), 122 (Tent in wilderness/Jens Ottoson), 122 (Hiking icons/Marish), W5 (Teen skiing/nullplus), W9 (Man shopping/Rido), W10 (Heard of bison/Lee Prince), W12 (Girl walking her dog/

Naypong Studio), W17 (girls chatting/gaudilab), W18 (best friends/look studio), W18 (Couple studying/Nestor Rizhniak), W23 (Avengers Infinity War – 2018/Walt Disney Studios), W24 (Popcorn/New Africa), W24 (Forest/Piotr Krzeslak), W24 (Boy in sports top/Halfpoint), W24 (Man in fashion/Alexander Image), W24 (Fashion shoot/

Gennady Danilkin), W24 (Teenager watching TV/manaemedia), W24 (Glendale/Michael Gordon), W24 (Woman ill in bed/Fabiana Ponzi), W25 (doctor and patient/monkey business images), W27 (Plaster/andriano.cz), W27 (Little boy with plaster/Phovoir), W27 (Blister/Teerapong Teerapong), W27 (Broken arm/sunlight19), W27 (Splinter/Issah_

rus), W28 (woman wearing glasses/Nina Lishchuk), W30 (Nepal, traditional woman/

OlegaD), W33 (Gardening/A3pfamily), W37 (sad girl/khoamartin), W39 (graffiti/

Mehaniq), W39 (watercolour paint/Aleoks), W39 (vintage cameras/Lenscap Photography), W39 (pencil/Tamisclao), W39 (weaving fabric/PixHound), W39 (pottery making/PNK8619), W39 (sculptor at work/elv-design), W39 (oil painting/vilax), W41 (Old books/vipman), W46 (girl playing trumpet/epiximages), W47 (Basilica of Our Lady of Guadalupe/WitR), W47 (Charleston, South Carolina/f11photo), W48 (Saint-Gabriel-de- Valcartier/Carolyne Parent), W48 (dance festival/Mattia B), W48 (cooking class/Syda Productions).

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Student Book contents iv

Welcome to Link It! 4 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

Unit 7 82

Unit 8 92

Review D 102

My progress 106

Cambridge English B1 Preliminary (PET) for Schools Practice 110

Culture 118

End-of-year project 122

Remember Link It! 4 123

Student Book audioscripts 124

Workbook answer key 131

Audio track list 134

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• Then, in pairs, have students discuss free-time activities referring to exercise 3 Tell students they can also use items on the board from the brainstorm.

Free-time activities page 4

Exercise 3

• With books closed, write: free-time

activities on the board Invite students

to brainstorm and write activities on the board Leave the words to refer to later

• Students do the exercise individually

• Check the answers as a class

• Then together compare the activities

on the book with activities on the board

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 4

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

do you do in your free time? Where did you

go on vacation last year? What are you

going to do this summer?

Talk about the present page 4

Exercise 1 Read and listen e 002

• Have students look at the picture above

the blog Ask: What do you think is the

topic of this blog?

• Play the audio Students read and listen

• Call on volunteers to retell what the

blog is about Ask: Did we predict

correctly before listening?

ANSWER

The blog is about video games

Audioscript Student Book page 4

Exercise 2

• In pairs, students correct each

statement to make it true Tell students

to refer back to the blog as needed

• Go over the answers as a class

ANSWERS

1 Maddie is 17

2 Her favorite games are fantasy games

3 She goes to school every day

4 She’s taking some exams next month

5 People believe that soccer is a hobby

for boys

6 She takes guitar lessons

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Exercise 7

• Ask a volunteer to read the example answer Read the prompts using the

simple present Ask: Is this correct? (no)

• Students rewrite the sentences individually

• Then have them compare answers with

a partner

• Bring the class together and give further explanations as needed Refer to the rules from exercise 5 for each item (1 4, 2 2, 3 1, 4 1, 5 3, 6 4)

ANSWERS

1 We aren’t studying French this year

2 Does she have art class on Fridays?

3 We go to the gym twice a week

4 I practice the piano every night

5 They’re playing soccer right now

6 My mom isn’t working today

Dynamic vs stative verbs page 5

Exercise 8

• On the board, write: I _ (study) for

the test right now I _ (know) the first two chapters so far Have students copy

and fill in the correct verb form

• Read out the grammar topic and chart

Then return to the sentences on the board and call on volunteers to fill in the answers (am studying, know) Ask:

Which of these verbs is stative? (know) Which is dynamic? (study)

• Check the answers as a class

Exercise 9

• Have students compare answers with a partner Then have them role-play the dialogue

Exercise 10 Pairwork

• Focus students’ attention on the

Speaking strategy at the bottom of the

page

• In pairs, have students study the picture and make statements Circulate and assist with vocabulary items as needed

• Then bring the class together and call

on volunteers for their sentences

Challenge

• Invite students to reread Maddie’s blog from exercise 1 on page 4

• Write About me on the board Tell

students to then use Maddie’s blog as

a model for their own blog entry They can complete the task in class or for homework

• Have students swap writing assignments and check use of simple present and present progressive

• Finally collect students’ writing and offer written feedback

my friend right now, 4 I am eating a lot of vegetables these days)

Exercise 6

• Ask students to read over the words in

the box Ask: What do these words have

in common? (They are all related to

time; they are all time expressions.)

• Tell students they will sort which words are used with the simple present and which ones are used with the present progressive Do the first

expression, once a month, as a class

Elicit an example sentence (e.g., I call my

grandmother once a month) Ask: Could

we say “I am calling my grandmother once a month”? (no)

• Students complete the exercise in pairs

Simple present / Present

progressive page 5

Exercise 5

• To warm up, write on the board: I am

eating lunch right now I always eat lunch

at noon Underline am eating and eat

and elicit the form of each verb (present

progressive and simple present) Invite

a student to fill the words in

• In pairs, have students study the

grammar charts and complete the

exercise Point out to students the

superscript letters a–d at the beginning

of each highlighted sentence Circulate

and assist as needed

• Bring the class together and go over

the answers Elicit additional examples

for each rule (e.g., 1 I work out twice a

week, 2 I have two brothers, 3 I am texting

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Talk about past

experiences page 6

• Have students look at the pictures

under each email Ask: Do you recognize

these locations? Where do you think this

is? Have you ever been to these places?

• Call on volunteers to answer the

question Tell them to explain why they

would prefer that particular vacation

• In pairs, have students read the

words in the box Circulate and clarify

vocabulary as needed

• Pairs complete the exercise together

• Then bring the class together and go

over the answers

• Call on two students to read the

exchange in speech bubbles Point out

love / like + -ing form Review can’t stand

from page 4

• Then, in pairs, have students ask and

answer questions referring to the mind

maps in exercise 3

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Simple past page 7

Exercise 5

• To warm up, write on the board: I usually

_ (walk) to school Yesterday, I _

(take) the bus Elicit the form of each verb

(simple present and simple past)

• Look at the first grammar chart

Read out the rule and have students

complete the sentences

• Tell students to find the sentences

in Amy’s email (lines 2–3; lines 4–5;

line 14) Focus on each sentence and

go over affirmative, negative, and

interrogative forms

• Then point to Yesterday, I took the bus

on the board Review that certain verbs

are irregular and don’t end in -ed Elicit

the negative form (Yesterday, I didn’t take

the bus) and interrogative form (Did you take the bus yesterday?).

Exercise 6

• Do the first item as a class If necessary,

point out that see and be are irregular

verbs and have special forms in the past

Past progressive page 7

Exercise 7

• Ask a student: What were you doing

yesterday at 8 p.m.? Elicit an answer and

write it on the board Elicit the form (past progressive)

• Call on two students to read out the rules and examples, one each

• In pairs, have students match the highlighted sentences with the two rules Focus on sentence a and ask:

Which event happened first? (taking

pictures)

Exercise 8

• Students do the exercise individually For

items 1, 2, 4, and 5, you can ask: Which

event happened first? (1 were relaxing,

2 was buying an ice cream, 4 was taking

a picture, 5 were driving)

• Ask students to read each question

Call on two students to read out the exchange in speech bubbles

Present perfect page 7

Exercise 10

• Focus on the grammar chart Read out the explanation Then have students read through the rules individually and fill in the blanks

• Read the final Remember note and

example To confirm understanding, write

on the board: I was / have been there at

2:00 Elicit the correct answer (was).

Exercise 11

• Students complete the exercise individually Tell them to think about meaning Also suggest that they notice

if the exercise item is a statement or question, affirmative or negative

ANSWERS

Has she taken a picture from the Empire State Building? Yes, she has She has already taken a picture

Has she had New York cheesecake?

Yes, she has She has just had New York cheesecake

Has she visited the High Line? No, she hasn’t She hasn’t visited the High Line yet

Has she taken a boat ride? Yes, she has

She has already taken a boat ride

Exercise 12

• Students write the questions individually Then call on students to write the questions on the board

ANSWERS

1 Have you ever visited a cathedral?

2 Have you ever climbed a mountain?

3 Have you ever seen a waterfall?

4 Have you ever won a contest?

5 Have you ever met a famous person?

6 Have you ever slept until after midday?

• Call on two students to read the exchange in speech bubbles Point out the use of present perfect in the first question and response Elicit why simple past is used in the second question (because it asks for a specific time in the past that something happened)

• Then, in pairs, have students ask and answer questions from exercise 12

Point out that the follow-up question is

asked only if a person answers yes

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Talk about the future page 8

Exercise 1 Think back

• Point out that Think back will be

a recurring section in this level Explain

that students may be asked to think

back to past experiences or past

language or grammar they have already

learned

• Tell students that in this exercise they

will be reviewing what they know

about prepositions

• Have students skim over the words

individually and fill in the prepositions

• Go over the answers as a class Elicit

or point out that these are called

prepositions of time, since they refer to

different times

• Have students look at the picture Elicit

that the person is studying for a test

Invite students to think of words that

describe how he / she might be feeling

(tired, stressed, overwhelmed)

• Call on volunteers to answer the

question about Mia’s plans and then

about Alex’s plans

ANSWERS

Alex is going to visit his grandparents

and study Mia is going to study every

morning and do something fun in the

afternoons

Exercise 3

• Students complete the exercise

individually Then have them compare

answers with a partner

• Bring the class together and call on

students to read their corrections of the

false statements

School page 8

Exercise 4

• To test their knowledge, invite students

to try to fill in as many blanks as they

can individually, without looking back

at the text Then let them find the

words in the text

• Have students compare answers

in pairs

• Go over any questions as a class

• As a class, brainstorm other words

related to school Call on students to

write them on the board

Trang 12

On Wednesday, she’s playing hockey

at 4 p.m

On Thursday, she’s studying at Alisha’s house after school

On Friday, she’s taking a History test

On Saturday, she’s going to Uncle David’s wedding

On Sunday, she’s visiting Juan in Miami

Exercise 7

• Have students write the sentences individually

ANSWERS

1 Dan is going to study more this term

2 We’re going to visit relatives next summer

3 I’m not going to watch so much TV

4 Mom and Dad are going to exercise more

5 Are you going to play soccer next season?

6 Etta isn’t going to work on her Science project tonight

Exercise 8

• Ask students to skim the list Then call

on a student to read the first answer

Ask: Who agrees with this prediction?

• Bring the class together Call on students

to share views on the different topics

Pronunciation

going to page 9

Exercise 10 e 005

• Write: I’m going to see a movie tonight

Read out the sentence pronouncing

going to fully Then read it again and

Exercise 6

• Ask: Which future form do we use to

talk about arrangements? (present

progressive)

• Ask a student to read out the example answer for Monday Then have students write statements about Mia’s plans for each day of the week Tell students to

be mindful of prepositions for each time reference, as reviewed in exercise 1

• Have students skim the highlighted

words in the text on page 8 Ask: Do

they talk about the present, past, or

future? (future)

• In pairs, have students study the

grammar chart and fill in the blanks for

each rule

• Bring the class together and go over

the answers

• If students need more review, write on

the board: I’m cooking dinner with Mike

tonight I’ll go to the store after work to

buy food We’re going to make lasagna

Apply the rules to each future form

• Ask students to read the Think! box and

complete the rules

Trang 13

1 It’s my life!

Grammar

may, might, will: Degrees of certainty

Defining relative clauses

Listening: Options after high school

Speaking: Different choices after high

school

Reading: An article about the future

A text about teen slang

Writing: A paragraph about your

The language syllabus is covered on

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

• Focus students’ attention on the list

under In this unit we will … and call on

volunteers to read the bulleted points

• Read the title and subtitle of the unit

out loud, and have students look at the

pictures Ask: Have you experienced any

of these life choices and events yet? Have

students draw checkmarks next to any

picture that reflects their experience to

refer to later Don’t focus on identifying

each picture at this point

• Ask a student to read the title of the

exercise Ask: What does it mean to think

back? (recall a past event or time)

• Ask volunteers to read the items in the

box Write on the board: in your twenties /

late thirties / early forties Ask: What do these phrases mean? (when you are 20–29 years

old; when you are 36–39 years old; when you are 40–44 years old) If necessary,

focus in on early and late in the two

phrases and point out that these refer to the early part and late part of the decade being referred to)

• Have students work individually or in pairs to order the ages and life stages

• Explain that the items are examples of life choices and events, and they reflect pictures 1–10 above

• Play the audio to have students check their answers Then play the audio again and have students repeat

Audioscript Teacher’s Guide page 124

• Ask a stronger student to read the

Fun fact Ask Who would like to get married in any of these unusual places?

Why? Where would you like to get married?

• Write: Which of these life choices have

you already experienced? Which ones will you be experiencing soon? Which

do you think are the most significant?

• Have students look back at the items they checked in the warm-up and then discuss in pairs or small groups

Workbook page W4

Trang 14

Key language page 11

• Play the audio to have students check

their answers Then play the audio again

and have students repeat

Exercise 5

• Look at the first expression and ask where

it would fit (Relationships / Family)

• Students add items to the categories

• Ask two volunteers to read the dialogue

• Students ask and answer questions

Challenge

• Read the instructions Elicit that a crystal ball is used by fortune tellers to predict the future

• Have students write their questions

• In pairs, students ask questions Have the partner give answers for the crystal ball (e.g., in response to the sample question,

Yes, you will be a very famous actress).

a fun topic warmer before the lesson

Warm-up

• Point to the title Liam’s Vlog Ask What

is a vlog? (a blog in which postings are

mostly in video form) Ask Does anyone

follow vlogs? If yes, which ones? Does anyone vlog?

• Ask students to focus on the screenshot

Ask: What do you think this vlog will be

Step 2

Exercise 2 Watch or listen r e 008

• Play the vlog once Then go through

the Check it out! box at the bottom of

the page Play the vlog again and ask students to listen for the words Make sure they understand the meanings

• Read the Study strategy Ask: Do you

know anyone who has studied abroad?

• Ask volunteers to read the bulleted points

Ask: Does anyone do these things? Do you

think this could help you in learning English?

Step 3

• Have pairs ask and answer questions

Consolidation

Tell students to add the expressions

from Key language exercise 4 to their

vocabulary notebooks to list words related to life choices and events Then

have them add the phrases from Check

it out! under Liam’s vlog.

Trang 15

Extra activity

• Have students work in pairs or small groups to think up additional predictions for the four categories

• Bring the class together and have pairs or groups share Compile students’ ideas on the board

Consolidation

Tell students to write down the new vocabulary with other vocabulary for predications / probability in their vocabulary notebooks

Workbook page W4 Practice Kit Extra Practice

Extra activity

Focus on the incorrect predictions (items 4, 6, and 7) Invite students to make them true

7 People might get married later

Reading and

Talk about probability

Aim

To read and navigate an article about

predictions for the 21st century

Grammar link presentation Unit 1

Warm-up

article Tell students to close their

books Write numbers 1 to 4 vertically

on the board Invite students to make

predictions about the future in the

21st century Tell them to use will

• Write and leave the statements on the

board to refer to later

Exercise 1

• Read the heading Talk about probability

Elicit the meaning of probability (how

likely something is to happen)

• In pairs, have students answer the

questions with predictions

• Bring the class together and invite pairs

to share their answers

ANSWERS

Students’ own answers

• Have students work individually

to match the headings with the

• Return to the predictions students

made in the warm-up on the board

Ask: Do any of our predictions match

those in this article? Do they fit under

any of the four categories?

• Have students analyze and discuss

Trang 16

Uses of get

Aim

To present and practice uses of get

Exercise 8 Real English e 010

• Invite students to skim items a–d and

note the various uses of get Have them

complete the matching task

• Play the audio and have students check their answers Then have them listen again and repeat

Exercise 9

• Model the first item Write: get a

qualification on the board Ask: Which meaning from exercise 8 does this reflect?

A, b, c, or d? (a, obtain)

• Students do the exercise in pairs

ANSWERS

get a qualification—a; get divorced—c;

get a sandwich—a; get a bus ticket—a;

get a phone call—d; get to the party—b;

get angry—c; get to the airport—b; get some good news—d

• Students ask and answer questions

in pairs

Challenge

• Focus students’ attention on the

Challenge For homework, students

write a paragraph making predictions

Finished?

• Tell students to return to the life choices and events vocabulary in exercise 2

on page 10 and exercise 4 on page 11

Have them circle expressions with get.

• In pairs, have students make statements using degrees of certainty

Consolidation

Write: In my early / late twenties / thirties …

Students write predictions about when they will experience different life events

(e.g., In my late twenties, I’ll go traveling.).

• Ask: Which sentence is more certain that

people won’t drive cars? (1)

• Underline probably won’t and might

not Explain that different modals

demonstrate levels of certainty

Exercise 4

• Have students return to the article on page 12 Call on volunteers to read the sentences with highlighted words

• Then tell students to work individually

to fill in the blanks

Think! box

choose the correct answers

• Refer students to the rules on page W2

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

• With books closed, write: 1 In 2050,

people probably won’t drive cars anymore

Then write: 2 In 2050, people might not

drive cars anymore.

Trang 17

• Have students complete the phrases

• Then have students listen and check their answers Finally have students listen and repeat

• Focus on the Neutral section Ask:

When might someone make a neutral point? (when the person might not

be fully in agreement; however, not in disagreement either)

• Point out that in any discussion where there is disagreement, it is important to communicate politely

• Then have pairs practice the dialogue

Time permitting, ask them to swap roles and practice again

Extra activity

• To practice the Speaking strategy,

instruct students to find three more sentences with exclamation points

(Because you always do really well

in them! / That’s a good point, but

it doesn’t help me much! / Come on—time for Geography!) Write the

sentences on the board

• Elicit which key words are stressed

in each sentence (well, help, Geography)

To present and practice language for

agreeing and disagreeing

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

• Ask a student to read the heading Ask:

What does it mean to agree? (to have

the same opinion about something as

someone else) And to disagree? (to have

a different opinion about something

than someone else)

• Focus on the picture on the tablet and

ask: Who is in the picture? (Zac and Isela)

Where are they? (at school)

• Invite students to suggest ways

people may agree or disagree in school

(e.g., students about how difficult a

subject is; a student with a teacher

regarding a grade, etc.)

• On the board, write school subjects Give

students 30 seconds to write as many

subjects as they can think of

• In pairs, have students compare lists

and then draw checkmarks next to the

ones they are taking now Then have

them underline or highlight the ones

they will have an exam for at the end of

the year

ANSWERS

Exercise 2 Watch, listen,

or read r e 011

• Read the direction line Tell students

they will listen to fill in the answer

• Play the audio Students fill in the

answer

• Call on a student for the answer Ask:

Do Zac and Isela agree or disagree about

exams? (disagree)

• Read the Speaking strategy aloud Have

students find the two sentences in the

dialogue in exercise 2

Trang 18

• In pairs, have students agree or disagree about the topics Invite students to use the gauge to indicate how strongly they agree or disagree.

• Circulate and assist as needed Suggest

phrases like I strongly agree / disagree if

students have very different opinions

Consolidation

• Suggest to students to write down vocabulary for agreeing, disagreeing,

or having a neutral opinion

• Then invite students to underline key words in these statements when they are read (You’re right; I agree It’s

really unfair; That’s true; I’m not sure

that’s true; I’m afraid I don’t agree with you; That’s a good point, but;

You might be right)

• Circulate and listen Offer feedback in stressing key words

Beat the clock

• Focus on Beat the clock Invite students

to read the example answers and look

at exercise 6 for similar ideas

• Start the timer and have students

begin After three minutes, say: Stop!

ANSWERS

Link it! Pairwork

• Call on volunteers to read the speech bubbles Make sure it is clear that these are two disconnected topics

• Give students a few minutes to study

the ideas they brainstormed in Beat the

clock Have them write 3–4 statements

about the topics

Exercise 5

• Have students read the statements

individually and draw the appropriate

reactions next to them

• Let students compare answers in pairs

• Focus students’ attention on the Link

to life Ask a volunteer to read it aloud

Then in pairs, have students discuss

volunteers to share opinions

ANSWERS

• Tell students that exercise 2 will be the

model for this activity Demonstrate

by introducing a topic to a stronger

student, e.g., I don’t think traditional

schools will exist in future Elicit

agreement or disagreement

Trang 19

• Call on two volunteers to read the exchange in the speech bubbles

• Students fill in the circles Then they ask and answer questions in pairs Make sure they use relative pronouns correctly

Finished?

• Students work individually or in pairs to give defining information for three terms:

one person, one thing, one place (e.g., A

“BFF” is a person who is someone’s best friend;

“Wheels” is a term that is used for a car.).

2 I met a girl whose brother is in your class

3 Those are the children that / who live next door

4 That’s the church where Sue got married

5 This is my cousin who is from Spain

6 I got some new shoes that my dad bought for me

• Ask students to read the headings on the circles Then read the example answer

Reading and

Give defining information

Aim

To present and practice relative clauses for

giving defining information

Warm-up

• On the board, write: LOL Ask: What does

this mean? Tell students to answer in a full

sentence (This is an acronym or definition

that means laughing out loud) Write the

definition on the board Point out that

a sentence that explains what something

means is called defining information

Exercise 1

• Have students write down three or four

expressions

• Then bring the class together and have

students write the expressions on the

board Leave them there to refer to later

Note any expression that were noted

several times with a star (*)

ANSWERS

• Call on a student to read the title aloud

Elicit the meaning of the word slang

(informal language used by a specific

group of people) Then ask: What does

it mean to decode? (to understand what

a word means)

Then have them choose an alternate title

• In pairs, ask students to compare

answers Discuss as a class

Exercise 3

• Have students return to the article in

exercise 2 Call on volunteers to read

the sentences with highlighted words

to fill in the blanks

• Focus on the statement and example

at the end Call on a student to read it

Write another example on the board:

Parents also have expressions that their

kids don’t understand Ask Can we omit

“that” in the sentence? (yes)

Extra activity

• Invite students to refer to the words

listed on the board from exercise 1

Invite students to offer definitions for

them Students can work in pairs or

small groups

• Then bring the class together and go

over the definitions Listen for correct

use of relative clauses

Trang 20

Extra activity

Focus on the false statements (items 4, 5, and 6) Invite students make them true

ANSWERS

4 The average starting salary is

$50,000 5 AmeriCorps has hundreds

of volunteer programs across the U.S

for 18–24-year-olds. 6 The Student Conservation Association focuses on environmental issues

Step 2

• Read the Listening strategy aloud Then

give students a few minutes to read over the matching items in the exercise

Tell them to apply the advice in the

Listening strategy Ask: What words and phrases might the speakers use?

• Play the audio once and have students match the items Then play it one more time to let them check their answers

• Play the audio again and have students complete the exercise

• Ask volunteers to read out the statements

Step 3

Exercise 6 Culture focus

• Students discuss the questions If they don’t know the answers to any questions, encourage them to look them up online

Indicate to them that they should focus

in on a couple of choices The video or presentation should be 3–5 minutes long

• Have students present their videos

or make their presentations Tell the audience to take notes and ask questions

Consolidation

Tell students to list the various post-high school options listed in the listening and speaking activities Tell them to underline the top two that would interest them

Exercise 1

• Invite students to come to the board to write ideas on the board

• Ask: Which would be your most preferred

option? Call on volunteers to share.

Step 1

• Play the audio Students listen to the conversation and order the topics Have them compare answers with a partner

• Play the audio one more time

• Students compare answers with

To listen to and comprehend people

talking about options after high school

Warm-up

• Point to the pictures in exercise 2 Say:

These are some examples of options

people have after completing high school

Ask: Are any of these options a good

choice for you? Do you know anyone

who has chosen an apprenticeship,

community college, or volunteering after

high school? Call on students to share

Trang 21

Trending topics pages 18–19

Reading and writing

competences

Aim

Generations X, Z, and Alpha

Warm-up

• On the board, write the word

generation Elicit the meaning (people

around the same age) Ask: Have you

ever heard of the term Generation X?

If yes, who is part of this generation?

(people born between mid-1960s and

early 1980s) Do you know what your

generation is called? If not, tell students

they will learn this in the article

• With books open, invite students

to study the pictures Then call on

a student to read the introduction

Ask Why do you think marketing and

advertising companies like to put these

labels on people? (It helps identify what

things interest them and what product

they may want to buy.)

Extra activity

Tell students to write down three names

of people they know who fall into the

three generations Have them write

checkmarks next to names that mostly

match the characteristics described in

the article For people who don’t match,

invite students to write a short response

explaining which generation category

this person better fits into

Trang 22

• Combine pairs into groups of four and have them share ideas Circulate as groups work.

Exercise 6 Think critically!

• In groups, have students discuss characteristics and compile a list

Encourage them to think of traits not listed in the article Then have them agree on a new name to suggest for their generation

• Then bring the class together and call on groups to share unique characteristics of their generation

Write these on the board Once all characteristics are listed, invite students

to respond Encourage students to use phrases for agreeing and disagreeing from exercise 4 on page 14

• Finally, have each group write the name they thought of on the board

• By raising their hands, have students vote on their favorite name

Step 3

Exercise 7

• Read the direction line Call on volunteers to read the questions students need to address in their article

• Encourage students to list their thoughts and outline ideas before writing the article Hint that a three-paragraph format could work to cover the three questions

• Point out to students that there is

a word limit and to keep their writing concise and clear

• Time permitting, invite students to swap articles with another student and respond to each other’s ideas

• Collect students’ writing and offer feedback

Consolidation

• Tell students to list the new words

in their vocabulary notebooks

Encourage them to include definitions and example sentences

• In pairs, tell students to role-play

a conversation between a Generation X person and a Generation Y person

Tell them to keep in mind the various characteristics outlined in the article and discussion

Culture page 118 / X7 Practice Kit Extra Practice Unit tests

Resource worksheets Video

• Ask: Have you ever made any of the

statements that reflect your generation?

• Have students compare answers with

• Look at the pictures with the class and

call on students to respond

• Point out to students that they will infer

which generation might make each

statement

• Students compare answers in pairs

Trang 23

Listening: A podcast about U.S laws

Speaking: Discuss ages for various laws

Reading: An article about negotiating

An article about strict school rules

Writing: An opinion essay on a U.S law

Values and cross-curricular

topics

Contemplating freedom in light of

street curfews, driving curfews, and

driving restrictions

Fast track

The language syllabus is covered in

have limited class time, you could set

out loud, and have students look at

the pictures Say: These are all chores

Circle one chore you do every day Have

students compare

• Students list the rooms in their homes

and check those they clean the most

ANSWERS

• Explain that the items are examples

of chores in daily life, and they reflect pictures 1–15 above Students work individually

• Play the audio Students check their answers Then play the audio again and have students repeat

Exercise 3

• Ask volunteers to read out the key Have

students write 0, 1, or 2 next to each

chore image above

• Elicit the scores that match how often

different students do the task Once

students assign numbers, have them calculate their scores

ANSWERS

• Elicit the meaning of What’s the point?

(What is the purpose?)

• Pairs ask questions about chores referring to the scoring in exercise 3

Fun fact

Ask a stronger student to read the Fun fact

Elicit that an allowance is a certain amount

of money given to someone on a regular basis, as by a parent to a child Invite

students to respond to this fact Ask: In

your culture, do children get an allowance?

Consolidation

Tell students to begin a section in their vocabulary notebooks to list words related to household chores in daily life

Trang 24

Key language page 21

make and do

Aim

To present the difference between make

and do and practice using expressions

• Bring students’ attention to the

Vocabulary strategy

• Students complete the mind maps Play

the audio for them to check answers

• Play the audio again Students repeat

• Brainstorm other phrases with do or

make (do the laundry, make time)

ANSWERS

make money, a mistake, a plan, a pizza,

noise, a cup of tea, a decision, friends

do your homework, the housework, some exercise, your best, karate

out that the -ing form follows hate

• Focus on question 2 in the exercise and

write don’t mind and like on the board

Elicit that these verbs are also followed

by the -ing form.

• Have students ask and answer questions about the future in pairs

Challenge

• Refer students to the Fun fact about

chores Then call on a volunteer to read

the task for the Challenge Students

work in pairs to write the price list

a fun topic warmer before the lesson

Warm-up

• Ask students to focus on the screenshot Invite students to predict

what Extra chores might be referring to

Ask: Do you ever have to do extra chores?

the page Play the vlog again and ask students to listen for the words

• Read the question Elicit an answer

ANSWERS

If Mayra does extra chores, her parents say that she can go on vacation with her friends this summer

Exercise 3 r e 018

• Play the audio again and have students answer the questions in a notebook

ANSWERS

1 She is going to vacuum the living room

2 On Saturday, she is going to do the laundry and ironing

3 Mayra and her friends want to go

on vacation to a town down on the California coast

4 Mayra makes good chicken fajitas

5 Because she doesn’t want to end up doing all the cooking on vacation

Trang 25

Have students work individually Tell them to use the steps in the text to prepare for and anticipate reactions in a negotiation with parents For example, Step 1: Ask for a new phone Step 2:

Research benefits, costs, etc of the phone you want Step 3: Before making the request, be on your best behavior

Step 4: Talk to Mom or Dad when they’re

in a good mood Step 5: Don’t say

Everyone else has this phone, so I want it, too Step 6: If parents say they’ll think

about it, don’t insist on an answer or get mad

Reading and

Talk about rules

Aim

successfully negotiating with an adult

Warm-up

article Elicit the meaning of the verb

negotiate (to discuss something with

the goal of reaching an agreement)

Ask: What do you think “get results”

means? (to achieve the purpose

you want)

• Have students look at the picture

Ask: What type of adult does the

teenager appear to be negotiating with?

(a parent / parents) Bring students’

attention to the speech bubble Ask:

What is the negotiation about? (having or

attending a party)

Exercise 1

• Read the heading Talk about rules Ask:

Do you have a lot of rules at home? Are

you good about following them?

• Students complete the exercise

• Have students work individually to

match the sentences with the steps in

• Bring the class together and ask

students to share when they have used

any of these negotiating tips

Extra activity

In pairs, have students role-play a parent

and a teen Tell the teen to negotiate

a later curfew Encourage students

to refer to the tips in the text Tell the

students playing the role of parents to

be very firm and give detailed reasons

challenging their child’s request

Trang 26

• Then call on two volunteers to read out the exchange in speech bubbles

• In pairs, students ask and answer about the chores they have to do

be allowed to

Aim

To present and practice uses of be allowed to

Think! box

choose the correct answer

• Call on students to read out the example sentences Elicit ways to

reword these statements (Do your

parents permit you to stay up late? We have permission to use calculators during the Math test My parents don’t let me use

my cell phone after 9 p.m.).

4 My little brother isn’t allowed (to have)

a social media profile

5 They aren’t allowed to stay out after ten o’clock

6 Sorry—you aren’t allowed to take pictures here

• On the board, write school and class rules

In pairs, have students make a list of rules

using have to / don’t have to and (not) be

allowed to (e.g., Students aren’t allowed to cheat They don’t have to use a computer)

Consolidation

Tell students to use have to / don’t have

to and (not) be allowed to to make a list of

rules in their homes (e.g., I have to make my

bed I’m not allowed to play video games).

Think! box

Rules page W8

Exercise 6

• Have them compare answers in pairs

To present and practice have to for obligation

Warm-up

• With books closed, write: My brother and

I have to be in bed by 9:45 p.m Max doesn’t

have to take out the garbage, so why should

I? Do you have to call your parents before

you start walking home from school? Ask:

Which phrase in each statement indicates

that it is talking about a rule? (have to)

Exercise 5

• Have students return to the text on

page 22 Call on volunteers to read the

sentences with highlighted words

to complete the chart

Trang 27

• Read the Speaking strategy aloud Then

have students find the two phrases

Could I possibly … and I was wondering

if … in the dialogue in exercise 2

• Then have pairs practice the dialogue

Time permitting, ask them to swap roles and practice again

• Have students complete the phrases

• Then have students listen and check their answers Finally, have students listen and repeat

• Focus on the Refusing permission

section Remind students that it is important to always communicate

politely Point out I’m afraid in the first statement and I’m sorry in the second

statement which soften the refusal of permission

To present and practice language for

asking for, giving, and refusing permission

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

• Ask a student to read the heading Write

on the board: 1 ask for permission, 2 give

permission, 3 refuse permission

• Ask: How do we … and read each

phrase on the board Elicit answers

(e.g., 1 Can I come in? 2 Sure 3 No, I’m

sorry.)

• In pairs, have students recall situations

where they asked for permission

volunteers to share

ANSWERS

Exercise 2 Watch, listen,

or read r e 021

• Read the direction line Tell students

that they will listen to answer the

question

• Play the audio Call on students for the

answers Write them on the board Then

elicit which requests Jenny says yes to

(the first two) and to which ones she

says no (the last one)

ANSWERS

He asks if he can leave an hour early next

Saturday, if he could miss a couple of

Saturdays in August, and if he can take

the same week as Harry

Trang 28

Exercise 5

• Have students read the statements

individually and write requests Refer

them to exercise 4 if they need help

with structures Circulate and assist as

needed

• Let students compare how they

structured the requests

Exercise 6

• Model item 1 with a stronger student,

and tell him to refuse permission

and give a reason (e.g., No, you can’t

You didn’t do your homework) With

another student elicit giving permission

(e.g., Sure, go ahead).

• In pairs, have students ask the questions

in exercise 5 and refuse or agree

• Call on two volunteers to read the exchange in the speech bubbles

Ask: Do you think that an adult would

typically give permission to a request like this? (probably not) Read out the first

speech bubble, and call on a volunteer

to refuse permission and give a reason

(e.g., No, I’m sorry I don’t want to find

a snake under my bed!)

• In pairs, have students ask and answer the questions, giving or refusing permission

• Circulate and assist as needed

Beat the clock

• Focus on Beat the clock Invite students

to read the categories Tell students they don’t have to formulate questions;

notes will suffice (e.g., At school: ask a

teacher to leave the room; At home: ask a parent to stay up late; At work: ask a boss

to leave work early).

• Start the timer and have students

begin After three minutes, say: Stop!

• Have students compare with a partner

ANSWERS

Link it! Pairwork

• Call on volunteers to read out the three ideas Tell pairs to look at their own

ideas under At school in Beat the clock.

• Have them choose one topic and take turns asking for and giving or refusing permission

• Circulate and assist as needed Refer students back to exercise 4 on page 24

Extra activity

• Refer students to the other two

topics: At home and At work Tell

students to write questions for the requests they took notes for

• In pairs, have students share requests and offer each other responses, either giving or refusing permission

Consolidation

Suggest that students write down vocabulary for asking for, giving, and refusing permission

Trang 29

• Read the challenge Students write a set

of rules individually or in pairs

Finished?

Students use must not and don’t have to

to make a list of five rules they follow at home

ANSWERS

Consolidation

Tell students to work individually or

in pairs to make a list of five rules that are true for the English class

does the second sentence indicate? (that it is

not necessary that employees work in the office on Fridays, but they can)

• Ask students to read the words in the box

• In pairs, students make a list of rules

Make sure they use must not / don’t

• Write: You must not read Chapter 2

and You don’t have to read Chapter 2

Underline must not and don’t have to

• Ask: Do these sentences have the same

meaning? (no) Tell students that we will

focus on the difference between these

two forms in this section

Exercise 1

• In pairs, have students look at the

picture and discuss the questions

• Ask students what country they think

the students are in Write their answers

on the board

ANSWERS

• Then, in original pairs from exercise 1,

have students revisit the questions and

see if they had the correct answers

• Bring the class together and ask: How

many of you guessed correctly that the

students are from Japan?

Exercise 3

• Have students complete the exercise

• If necessary, play the audio again

Extra activity

Focus on the false statements (items 1

and 2) Invite students to make them true

ANSWERS

1 Students clean their classrooms at

the end of the school day

2 If a teacher is sick, students must

study quietly in class

Think! box

• Return to the two examples in the

warm-up Ask: Which one means that

something is prohibited? (the first sentence)

• Write two more examples on the board:

Employees must not send personal emails

from work accounts; Employees don’t have

to work in the office on Fridays.

• Ask: Which sentence indicates something is

prohibited? (the first one) Then ask: What

Trang 30

Extra activity

• Invite students to look up unusual laws in their countries Tell them they can do this for homework individually

or in class with a partner

• Tell students to use must / must not

when listing their laws Alternatively, refer to phrases used in exercise 2

(e.g., It is illegal to …, It is against the

law to …).

Step 2

• Read the Listening strategy aloud Then

give students a few minutes to predict the ages for each of the items

• Invite students to share predictions

Ask: How did you make predictions?

(e.g., based on laws in one’s own country, based on common sense)

• Play the audio once and have students fill in the ages Then play it one more time to let them check their answers

Exercise 6 Culture focus

• Have students discuss the questions in pairs Encourage students to look up online any answers they don’t know

• Bring the class together and discuss

Exercise 7 Presentation

• Read the direction line Call on volunteers to read the topics in bullet points from exercise 6

• Encourage students to work in pairs if possible Tell them they can write the laws

on the computer and print, or write them out by hand on poster paper

• In class, have students present their posters Then invite students to weigh

in if they think the ages are too young, too old, or correct

Consolidation

Tell students to choose five laws and indicate the ideal ages for them (e.g., 17 years old to vote; 16 years old to drive;

18 to get a tattoo; etc.)

• Then focus on the picture at the top Elicit

that these are politicians Ask: What are

they doing? (talking, discussing, debating)

Step 1

• Play the audio Students listen to the podcast and answer the questions

• Play the audio one more time

ANSWERS

1 At the Capitol Building

2 No, they don’t 3 Nevada

4 To church in Alabama if it causes too much laughter

Listening and

American laws

Aim

To listen to and comprehend discussions

about American laws

Warm-up

• With books closed, ask: What are some

examples of laws in your country? (e.g., how

old a person has to be to drive, to vote,

etc.) Are you familiar with any American

laws? (e.g., you must be 18 to vote)

Exercise 1

• Invite students to look at the picture

on the right Elicit that it is the Capitol

Building Ask: Do you know where it is?

(Washington D.C.)

Trang 31

Trending topics pages 28–29

Reading and writing

competences

Aim

To read and navigate an article

contemplating freedom in light of street

curfews, driving curfews, and driving

restrictions

Warm-up

• Have students focus on the title of the

article Ask: What country is the article

probably about? (the U.S.) How do you

know? (the images of the American flag

behind the text) What do you think the

title means? (perhaps it questions if it’s

really the land of the free)

• Look at the pictures as a class Ask: What

do you see? (e.g., a young driver with

teen passengers; a group of teenagers

out at night)

• Call on a student to read the

introduction Then return to

speculations made in the warm-up

about the title Ask: Did we predict

correctly?

• Have students read individually or call

on students to read aloud in class

Trang 32

• Have students write translations of the words Then ask them to compare answers with a partner.

Exercise 5

• Call on volunteers to read each opinion

• Read out the direction line Point out

that the laws refer to those discussed in

the article

• In pairs, have students sort which ones are in favor and which one are against the laws

ANSWERS

For 1, 2, 3, 5 Against 4, 6

Step 3

Exercise 6 Think critically!

• In groups, have students discuss each opinion in exercise 5 Remind them to give reasons for their opinions

• Encourage students to take notes that reflect their opinions They can use them in exercise 7

• Encourage students to list their thoughts and outline ideas before writing the essay Remind students

to use one of the statements from exercise 5 to begin the essay

• Point out to students that there is

a word limit and to keep their writing concise and clear

• Time permitting, invite students to swap articles with another student and respond to each other’s ideas

• Collect students’ writing and offer feedback

Extra activity

Lead a class debate about street curfews Divide the class in half and tell one group they are for street curfews, and the other group that they are against curfews Allow each side time

to prepare an argument to support their point of view Then allow each side

to present their argument and then respond and debate You determine the most convincing argument and the winner of the debate

Culture page 118 / X7 Practice Kit Extra Practice Unit tests

Resource worksheets Video

Exercise 3

• Point out to students that they will infer whether the given situation is breaking the law or not

• Ask: Would the same scenarios be considered

breaking the law in your country?

ANSWERS

1 breaking the law

2 not breaking the law

3 breaking the law

Exercise 4

• Ask students to skim the highlighted words Tell them to write a checkmark next to the ones they don’t know

Step 1

Exercise 1

• In pairs, have students look at the

pictures and discuss the questions

• Then bring the class together and have

pairs share their ideas

ANSWERS

Step 2

Exercise 2

• Students work individually to locate and

write down the information

ANSWERS

1 A certain time of night that people have

to be off the streets or not driving

2 Hundreds of large American cities

3 Since the 1990s 4 16

Trang 33

Exercise 6

ANSWERS

1 We have to tidy our rooms

2 My sister has to be home at ten o’clock

3 Do you have to unload the groceries?

4 Robert doesn’t have to make dinner

5 Does Mom have to work today?

6 I don’t have to do my homework

Exercise 7 Exam

Songs

You’re Still the One, by Shania Twain

(defining relative clauses)

We Can Work It Out, by The Beatles (modals)

Workbook pages W7 and W13 Practice Kit Extra Practice

Exercise 5

• If necessary, elicit relative pronouns

(who, which / that, where, whose) and

write them on the board

• Have students compare answers in pairs Circulate and assist as needed

may, might, will: Degrees of certainty

Defining relative clauses

• Have students do the exercise individually

or in pairs Tell them to recall phrases for

life choices and events

• Go over the answers as a class Call on

students to read the sentences line by line

Exercise 2 Exam

Have them check the answers in pairs

• Ask a more confident student to read

the entire paragraph

Exercise 3

• Tell students to recall the various uses

of get If necessary, do the first item

as a class by asking a student to read

out item 1 Ask: Do I need to buy a job?

Obtain a job? Arrive a job? Become a job?

Receive a job? (obtain a job)

• Then have students complete the

exercise individually

• Call on students to read out the original

sentence and the meaning

Grammar

Exercise 4

• Tell students to read out the sentences

using might or might not (e.g., 1 It might

be sunny tomorrow.).

ANSWERS

1 It might be sunny tomorrow

2 You might get good grades in

your exams

3 I might not finish the book

4 Sarah might be at the party

5 Jack might get a good job

6 They might get married

Trang 34

• Go over the answers as a class Call

on volunteers to read the completed statement and the word they think it defines

• Invite other students to agree or disagree and offer other possible words

ANSWERS

1 a farmer 2 a spoon 3 a library

4 a snake 5 generous 6 a hill 7 laugh

To listen to people talk about summer

plans as they relate life choices and events

Warm-up

• On the board, write emoji Tell students

to imagine that their elderly relative

doesn’t know what this word means

and explain it to him / her (e.g., An emoji

is a digital image that is used instead of

words to express a feeling or an idea.)

Write the definition on the board

• Tell students that they will review how

to explain what words mean

Exercise 2

• Students work individually or in pairs

Do the first item as a class (e.g., It’s

a person who checks your teeth.)

• Remind students that defining relative

clauses, introduced by who, which,

what, or that, can help define a word

Pronunciation

have to

• Play the audio Students listen and repeat

• Elicit a couple of additional sentences (e.g., I have to go to school; I have to call

my mom)

• Play the audio Students listen and repeat

• Then have students take turns reading the sentences to a partner Circulate and listen for correct /tə/ sound

Group chat

• Give students time to preview the exercise items and see who the speakers in the audio will be

• Play the audio Students listen and choose the correct answers

• Play the audio again for students to check their answers

• Ask: Who are the main speakers? (Santiago,

Ana, Cal, and Maria) Have pairs choose the two people whose points they will summarize, and practice with a partner

• Call on four volunteers to summarize the four speakers’ main points

ANSWERS

Santiago This summer Santiago is going

to volunteer for a charity that / which supports the homeless

Ana Ana is going to go traveling with three or four friends They aren’t sure where yet—Europe or the U.S She would like to go to the U.S

Cal Cal is thinking about giving up his job in a store at the mall and getting

a delivery job on weekends to make more money His dad wants him to get engineering experience, but Cal isn’t excited about that

Maria Maria wants to earn some money this summer because it’s her last year

in school She doesn’t want to go to college; her dream is to start her own business She says she won’t have time for vacation this year

Trang 35

• Call on a volunteer to read the topics

in the box Ask another student to read the question in the speech bubble

• In pairs, have students make up their own question to ask classmates

• Then have them walk around and ask their question and collect data

A CLIL

Aim

To learn how to analyze and present data

Warm-up

• Ask: What are different things young

people do in their free time in your

country? Do you think this differs around

the world? Invite students to speculate

If students are familiar with other

cultures, have them say what young

people there do

• Then ask: What are visual ways you

could present data, for example, about

free-time activities? If students don’t

know, have them glance at the graphics

in the article Ask: What is the value

of presenting data in a visual format?

(e.g., to make information easier to

understand and remember)

Math

Exercise 1 r

• Have students watch the video

• Then have them answer the questions

Students can work in pairs, or work

together as a class

• Then call students to the board to write

activities they do in their free time

ANSWERS

sports, soccer, watching soccer games

on TV, music, playing the piano, reading

magazines, bike riding, swimming,

horseback riding, watching movies (at

the movie theater / at home), collecting

magazines about flying, playing video

games

• Check students are familiar with all

vocabulary items in the box Then

have them match the words and the

pictures

• Play the audio and ask students to

check their answers

• Play the audio one more time and have

students repeat

• Have students look at the images in the

article Ask: Which of these methods have

you used to present data?

• Have students work individually to

answer the questions

Trang 36

• Divide the class into groups of three

• Have students return to exercise 2 and choose one topic to focus on

Exercise 5

• Model a survey question with five multiple-choice options Elicit ideas and

write them on the board, e.g., When

I’m online, most of the time I am: a doing research for homework, b checking out social media, c messaging with friends

d emailing, e all of the above.

• Tell students that each person in the group will create one question connected to the chosen topic

• Focus on Real English to give students

an idea of how to phrase questions Call

on volunteers to read the examples

Then have students write questions

• Encourage the group to reconnect

to ensure there is no overlap Have students give each other feedback

Link up!

Exercise 6 Groupwork

• Tell students they will now walk around and pose their survey questions to classmates

• Return to Real English and ask a student

to read the first two lines Remind students to approach their classmates politely and thank them once they give the information Tell students to take notes while gathering information

Exercise 7

• In their groups, have students discuss results Tell them to each pick an infographic that will best illustrate the information gathered Also encourage groups to aim for variety and try and have different infographics if possible

• For homework, have group members create their infographics They can do

so on the computer or draw by hand

• Back in class, provide students with large pieces of paper or poster board to combine all their information

Exercise 8

• Display all posters in class Invite students

to browse other groups’ projects and vote on the best one Ask them to discuss which ones were most effective and why

How did you do?

• Let students reflect on their success with global skills Call on students to

reread the We will … goals at the top

right of the page Then students evaluate individually Circulate and ask

self-students: Are you still having difficulty

with some of the goals? If yes, ask: What can you do to perform better?

A Global skills

Conduct a survey and

produce an infographic

Aim

To become familiar with infographics

To practice writing multiple-choice survey

questions

To ask survey questions and record results

effectively

To select the best infographic to

summarize a particular survey topic

To collaborate with a group

Warm-up

under We will … and call on volunteers

to read the bulleted points

Trang 37

• Call on a student to read the first speech

bubble Elicit that She was attracted to him

is passive voice Invite students to skim the phrases in exercise 2 to find one more example of passive voice (be interested in) Then have pairs retell the story

• Time permitting, bring the class together

Call on each pair to retell one line of the story Write the sentences on the board

After all pairs have had a turn, call on volunteers to retell another line

Link to life

• Ask a volunteer to read the Link to life

Elicit ways people may react (e.g., get upset, argue) Ask students to share

If necessary, provide a context for types

of disagreements (e.g., a friend disagrees with you about where to go out, etc)

• In pairs, have students study the frames of the picture stories and write down adjectives that describe the two characters’ emotions If necessary, elicit

a few examples (sad, happy, angry, surprised) Compile a list on the board

• Ask students to read and match the items individually

• Play the audio to have students check their answers Then play the audio again and have students repeat

3 So happy

together!

Grammar

Present perfect with for and since

Reflexive and reciprocal pronouns

Speaking: “Coming of age” traditions

Reading: An article about opposites

attracting

An article about attraction

Writing: A blog post about a problem

The language syllabus is covered in

have limited class time you could set

out loud, and have students look at the

pictures in the frames Ask: Do you know

someone who has experienced a similar

love story? Have you?

Exercise 1

• Read the direction line Ask: What kind

of words can we use to describe emotions:

nouns, verbs, or adjectives? (adjectives)

Trang 38

a fun topic warmer before the lesson.

Warm-up

• Ask students to focus on the screenshot

Ask: Who is this? (Liam) You can remind

students that we met Liam in Unit 1

What is the girl behind him doing? (making

gestures) Why do you think she is doing

this? (e.g., maybe she is teasing him)

Step 1

Exercise 1

• Read the question to the class and call

on students to answer

• Then ask: Do you see a difference being

friends with a boy or a girl? If yes, explain

Step 2

the page Play the vlog again and ask students to listen for the words

• Have students find out who Yasmin, Tom, and Zoe are and take notes

ANSWERS

1 Yasmin is a student in class 11D whom Tom likes

2 Tom is a friend of Liam’s

3 Zoe is Liam’s friend and he insists that she is not his girlfriend

Tell students to add the expressions

from Key language exercise 4 to the list

of words connected to relationships in their vocabulary notebooks Then have

them add the phrases from Check it out!

under Liam’s vlog

• Students work individually Refer them

to the relationship expressions in exercise 4 on page 35 and exercise 2

on page 34

Challenge

• Read out the task If necessary, elicit or explain that a soap opera is a story on

TV that is broadcast every day

• In pairs, have students prepare the script Encourage them to be dramatic

• Bring the class together and call on volunteers to role-play their scripts

Relationship expressions

Aim

To present and practice relationship

expressions

• Ask a volunteer to read the title

Relationship forum Ask: What is a forum?

(a place where people publicly discuss

a specific topic)

• Have students read and listen, paying

attention to the bolded expressions

• In pairs, have students translate the

Trang 39

• Tell students to brainstorm five

adjectives to describe their personality

(e.g., quiet, creative, hesitant, well-read,

funny) Then tell students to think

of their closest friend and write five

adjectives to describe him or her

• Read the heading of the text Then ask:

Is this true for you and your best friend?

Are you different or similar?

Exercise 1

• Students do exercise 1 in pairs Tell

students to identify the other forms

(b present progressive, c simple past)

• Bring the class together and elicit how

to form the present perfect (have /

has + past participle).

• Invite students to preview the article

Have a look at the colored bands on

each section labeled “Famous friends.”

Ask: Which of these friends are you familiar

with? Do you recall if they are similar or

different? Call on volunteers to share.

• Have students work individually to match

the headings with the paragraphs

• Then they compare answers in pairs

• If necessary, replay different sections to

explain answers

Extra activity e 036

Have students listen again and note

if the two friends in each section are

• Have students return to the list of

adjectives they made for themselves and

their best friend Then ask: What about your

other friends—are you similar or different?

• Then have them think about the phrase

“opposites attract” and discuss if it is

true of them or not

Fun fact

• Call on a stronger student to read the

Fun fact

• Write on the board: How many friends

do you have on Facebook or other social networks? How many of these friends could you really trust? Have

students discuss in pairs

• Bring the class together and have

students share Ask: Do you think

the word “friend” is used too loosely in social networks? Elicit responses.

Consolidation

Tell students to underline personality descriptions in the article (e.g., sensible, practical, loud, rebellious, etc.) Then have them copy them into their vocabulary notebook Finally, tell students to circle the ones that best describe their own characters

Trang 40

Present perfect with for

and since

Aim

To present and practice present perfect

with for and since

Warm-up

• Write: I’ve known my best friend Marta for 40

years We have been friends since 1980 Ask:

What verb form is used in these sentences?

(present perfect) Say that the focus is on

present perfect with for and since.

Exercise 4

• Students fill in the chart individually

• Return to the first rule and ask: What other

form of “have” can be used in forming the

present perfect? (has) Write: He has been

friends with me for a long time.

Rules page W14

Exercise 5

Exercise 6

• Return to rules 2 and 3 in the chart Call

on students to read them Return to the

exercise Model the first item: May 1 st

Ask: Does this indicate the starting point

of something or the total period of time?

(the starting point) Ask: Which do we use

for starting point, “for” or “since”? (since)

• Elicit an example for the first sentence

Hint that for some items they will need to change the verb or change affirmative to negative

5 Kelly has liked Nick for a few weeks

6 They have been on vacation for a week

Talking about ongoing situations

Aim

To practice present perfect with for and

since to talk about ongoing situations

• Ask students to read the questions

Ask: Which question is in the simple

past? (2) Present perfect? (1)

• Play the audio and have students answer the questions

ANSWERS

1 They’ve been friends for six years

2 They met in third grade in elementary school

Finished?

• Tell students to prepare eight questions

to quiz how well their best friends know them Tell students to include answers

in parentheses, e.g., How long have I

had my green jacket? (I’ve had it for three years; I’ve had it since this fall.).

Tiêu đề	Link It! Student Book & Workbook
Tác giả	Sharman Ruzicka, Eliza Sha Rogers, Louise Ruzicka Dari
Trường học	Oxford University Press
Chuyên ngành	English Language Learning
Thể loại	teacher's pack
Năm xuất bản	2019
Thành phố	Oxford

Định dạng
Số trang	137
Dung lượng	15,67 MB