Link it 4 teachers pack

disagree Audioscript Student Book page 14 Exercise 3 Pairwork students find the two sentences in the dialogue in exercise 2... Audioscript Teacher’s Guide page 124 Step 3 Exercise 6

Trang 1

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

k

• Provide extra challenge and support for the inclusive classroom with supplementary activities and resources.

• 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

n Too l Pract ice Ki t

Teacher’s Resource Center

k

3

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.

Trang 3

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

Oxford University Press is a department of the University of Oxford

It furthers the University’s objective of excellence in research, scholarship,

and education by publishing worldwide Oxford is a registered trade

mark of Oxford University Press in the UK and in certain other countries

The moral rights of the author have been asserted

First published in 2019

2023 2022 2021 2020 2019

10 9 8 7 6 5 4 3 2 1

No unauthorized photocopying

in a retrieval system, or transmitted, in any form or by any means, without

the prior permission in writing of Oxford University Press, or as expressly

permitted by law, by licence or under terms agreed with the appropriate

reprographics rights organization Enquiries concerning reproduction outside

the scope of the above should be sent to the ELT Rights Department, Oxford

University Press, at the address above

You must not circulate this work in any other form and you must impose

this same condition on any acquirer

Links to third party websites are provided by Oxford in good faith and for

information only Oxford disclaims any responsibility for the materials

contained in any third party website referenced in this work

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

Printed in China

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).

Trang 4

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

Trang 7

• 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

activities on the board Invite students

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

on the book with activities on the board

Exercise 4 Pairwork

exchange in speech bubbles Point out

love / like / can’t stand + ing form.

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

students to introduce themselves

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

the blog Ask: What do you think is the

topic of this blog?

blog is about Ask: Did we predict

correctly before listening?

ANSWER

The blog is about video games

Audioscript Student Book page 4

Exercise 2

statement to make it true Tell students

to refer back to the blog as needed

ANSWERS

for boys

Trang 8

Exercise 7

answer Read the prompts using the

simple present Ask: Is this correct? (no)

individually

a partner

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

Dynamic vs stative verbs page 5

Exercise 8

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

and fill in the correct verb form

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)

Exercise 9

partner Then have them role-play the dialogue

Speaking strategy at the bottom of the

page

and make statements Circulate and assist with vocabulary items as needed

on volunteers for their sentences

Challenge

from exercise 1 on page 4

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

assignments and check use of simple present and present progressive

written feedback

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

Exercise 6

the box Ask: What do these words have

in common? (They are all related to

time; they are all time expressions.)

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)

Simple present / Present

progressive page 5

Exercise 5

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

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

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

Trang 9

Talk about past

experiences page 6

under each email Ask: Do you recognize

these locations? Where do you think this

is? Have you ever been to these places?

question Tell them to explain why they

would prefer that particular vacation

words in the box Circulate and clarify

vocabulary as needed

over the answers

exchange in speech bubbles Point out

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

from page 4

answer questions referring to the mind

maps in exercise 3

Trang 10

Simple past page 7

Exercise 5

_ (walk) to school Yesterday, I _

(take) the bus Elicit the form of each verb

(simple present and simple past)

Read out the rule and have students

complete 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

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

point out that see and be are irregular

verbs and have special forms in the past

Past progressive page 7

Exercise 7

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

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

rules and examples, one each

highlighted sentences with the two rules Focus on sentence a and ask:

Which event happened first? (taking

pictures)

Exercise 8

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)

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

Present perfect page 7

Exercise 10

the explanation Then have students read through the rules individually and fill in the blanks

example To confirm understanding, write

on the board: I was / have been there at 2:00 Elicit the correct answer (was).

Exercise 11

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

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

ANSWERS

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)

answer questions from exercise 12

Point out that the follow-up question is

asked only if a person answers yes

Trang 11

Talk about the future page 8

Exercise 1 Think back

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

will be reviewing what they know

about prepositions

individually and fill in the prepositions

or point out that these are called

prepositions of time, since they refer to

different times

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)

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

individually Then have them compare

answers with a partner

students to read their corrections of the

false statements

School page 8

Exercise 4

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

in pairs

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

individually

ANSWERS

summer

on a student to read the first answer

Ask: Who agrees with this prediction?

ANSWERS

Students’ own answers

exchange in speech bubbles

prediction from exercise 8

to share views on the different topics

Pronunciation

going to page 9

Exercise 10 e 005

Read out the sentence pronouncing

going to fully Then read it again and pronounce it gonna

listen and repeat

individually and then compare answers with a partner Instruct students to practice reading the exchanges

Exercise 6

talk about arrangements? (present

progressive)

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

on page 8

using the present progressive form

words in the text on page 8 Ask: Do

they talk about the present, past, or

future? (future)

grammar chart and fill in the blanks for

each rule

the answers

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

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

under In this unit we will … and call on

volunteers to read the bulleted points

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

exercise Ask: What does it mean to think

back? (recall a past event or time)

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)

pairs to order the ages and life stages

life choices and events, and they reflect pictures 1–10 above

their answers Then play the audio again and have students repeat

Audioscript Teacher’s Guide page 124

order the items on a piece of paper

exchange in speech bubbles

Fun fact

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

Why? Where would you like to get married?

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

do you think are the most significant?

they checked in the warm-up and then discuss in pairs or small groups

Workbook page W4

Trang 14

Key language page 11

their answers Then play the audio again

and have students repeat

Exercise 5

it would fit (Relationships / Family)

ANSWERS

Study do a course, get a degree /

a business, apply for a job, earn lots of

work, move house / to a different country

Challenge

ball is used by fortune tellers to predict the future

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

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: What do you think this vlog will be about?

Step 1

Exercise 1

answer Elicit pros and cons of travel abroad and write these on the board (e.g., pros: learn a language; cons: miss home)

Step 2

Exercise 2 Watch or listen r e 008

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

Exercise 3 r e 008

complete the exercise individually

Study strategy

know anyone who has studied abroad?

Ask: Does anyone do these things? Do you think this could help you in learning English?

Step 3

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

small groups to think up additional predictions for the four categories

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

ANSWERS

technicians

there will be fewer traffic jams on the roads

Reading and

grammar pages 12–13

Talk about probability

Aim

To read and navigate an article about

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

board to refer to later

Exercise 1

Elicit the meaning of probability (how

likely something is to happen)

questions with predictions

to share their answers

ANSWERS

to match the headings with the

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?

Trang 16

summer’s plans Encourage them to use the various degrees of certainty.

Real English page 13

Uses of get

Aim

To present and practice uses of get

Exercise 8 Real English e 010

note the various uses of get Have them

complete the matching task

their answers Then have them listen again and repeat

Exercise 9

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

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

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

in pairs

Challenge

Challenge For homework, students

write a paragraph making predictions

Finished?

and events vocabulary in exercise 2

on page 10 and exercise 4 on page 11

Have them circle expressions with get.

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.).

people won’t drive cars? (1)

not Explain that different modals

demonstrate levels of certainty

Exercise 4

page 12 Call on volunteers to read the sentences with highlighted words

to fill in the blanks

Think! box

choose the correct answers

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

people probably won’t drive cars anymore

Then write: 2 In 2050, people might not

drive cars anymore.

Trang 17

their answers Finally have students listen and repeat

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

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

there is disagreement, it is important to communicate politely

Time permitting, ask them to swap roles and practice again

Extra activity

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

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

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)

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

Where are they? (at school)

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.)

students 30 seconds to write as many

subjects as they can think of

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

they will listen to fill in the answer

answer

Do Zac and Isela agree or disagree about

exams? (disagree)

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.

phrases like I strongly agree / disagree if

students have very different opinions

Consolidation

vocabulary for agreeing, disagreeing,

or having a neutral opinion

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)

stressing key words

Beat the clock

to read the example answers and look

at exercise 6 for similar ideas

begin After three minutes, say: Stop!

ANSWERS

Link it! Pairwork

bubbles Make sure it is clear that these are two disconnected topics

the ideas they brainstormed in Beat the clock Have them write 3–4 statements

about the topics

Exercise 5

individually and draw the appropriate

reactions next to them

to life Ask a volunteer to read it aloud

Then in pairs, have students discuss

volunteers to share opinions

ANSWERS

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

and answer questions in pairs Make sure they use relative pronouns correctly

Finished?

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.).

next door

bought for me

the circles Then read the example answer

Reading and

grammar page 16

Give defining information

Aim

To present and practice relative clauses for

giving defining information

Warm-up

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

expressions

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

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

answers Discuss as a class

Exercise 3

exercise 2 Call on volunteers to read

the sentences with highlighted words

to fill in the blanks

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

listed on the board from exercise 1

Invite students to offer definitions for

them Students can work in pairs or

small groups

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

of volunteer programs across the U.S

Conservation Association focuses on environmental issues

Step 2

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?

match the items Then play it one more time to let them check their answers

complete the exercise

Step 3

Exercise 6 Culture focus

don’t know the answers to any questions, encourage them to look them up online

Exercise 7 Presentation

student to read the first bullet point

To give an idea for a diagram, invite students to look at the opening graphic

on page 10 Then call on volunteers to read the next two bullet points

possible Tell students to be creative

Indicate to them that they should focus

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

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

write ideas on the board

option? Call on volunteers to share.

Step 1

conversation and order the topics Have them compare answers with a partner

To listen to and comprehend people

talking about options after high school

Warm-up

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

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

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!

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

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

they thought of on the board

vote on their favorite name

Step 3

Exercise 7

volunteers to read the questions students need to address in their article

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

a word limit and to keep their writing concise and clear

swap articles with another student and respond to each other’s ideas

feedback

Consolidation

in their vocabulary notebooks

Encourage them to include definitions and example sentences

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

statements that reflect your generation?

Exercise 4

words in the text Tell them to write

a checkmark next to the ones they don’t know

them to use context to help choose definitions

call on students to respond

which generation might make each

statement

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

and check those they clean the most

ANSWERS

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

answers Then play the audio again and have students repeat

Exercise 3

students write 0, 1, or 2 next to each

chore image above

different students do the task Once

students assign numbers, have them calculate their scores

ANSWERS

(What is the purpose?)

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

make and do

Aim

To present the difference between make

and do and practice using expressions

Vocabulary strategy

the audio for them to check answers

make (do the laundry, make time)

ANSWERS

noise, a cup of tea, a decision, friends

exercise, your best, karate

Exercise 6

conversation in speech bubbles Point

out that the -ing form follows hate

write don’t mind and like on the board

Elicit that these verbs are also followed

by the -ing form.

questions about the future in pairs

Challenge

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

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

ANSWERS

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

answer the questions in a notebook

ANSWERS

laundry and ironing

on vacation to a town down on the California coast

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

grammar pages 22–23

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)

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

Do you have a lot of rules at home? Are

you good about following them?

match the sentences with the steps in

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

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

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.).

dictionaries during the English exam

a social media profile

about the imaginary situation

Finished?

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

correct column for each item

check their answers

To present and practice have to for obligation

Warm-up

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

page 22 Call on volunteers to read the

sentences with highlighted words

to complete the chart

Trang 27

have students find the two phrases

Could I possibly … and I was wondering

if … in the dialogue in exercise 2

Time permitting, ask them to swap roles and practice again

their answers Finally, have students listen and repeat

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

on the board: 1 ask for permission, 2 give

permission, 3 refuse permission

phrase on the board Elicit answers

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

sorry.)

where they asked for permission

volunteers to share

ANSWERS

Exercise 2 Watch, listen,

or read r e 021

that they will listen to answer the

question

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

individually and write requests Refer

them to exercise 4 if they need help

with structures Circulate and assist as

needed

structured the requests

Exercise 6

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 exercise 5 and refuse or agree

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!)

the questions, giving or refusing permission

Beat the clock

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).

begin After three minutes, say: Stop!

ANSWERS

Link it! Pairwork

ideas Tell pairs to look at their own

ideas under At school in Beat the clock.

turns asking for and giving or refusing permission

students back to exercise 4 on page 24

Extra activity

topics: At home and At work Tell

students to write questions for the requests they took notes for

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

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)

Make sure they use must not / don’t have to correctly.

and You don’t have to read Chapter 2

Underline must not and don’t have to

meaning? (no) Tell students that we will

focus on the difference between these

two forms in this section

Exercise 1

picture and discuss the questions

the students are in Write their answers

on the board

ANSWERS

have students revisit the questions and

see if they had the correct answers

many of you guessed correctly that the

students are from Japan?

Exercise 3

Extra activity

Focus on the false statements (items 1

and 2) Invite students to make them true

ANSWERS

the end of the school day

study quietly in class

Think! box

warm-up Ask: Which one means that

something is prohibited? (the first sentence)

Employees must not send personal emails

from work accounts; Employees don’t have

to work in the office on Fridays.

prohibited? (the first one) Then ask: What

Trang 30

Extra activity

laws in their countries Tell them they can do this for homework individually

or in class with a partner

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

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

Ask: How did you make predictions?

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

fill in the ages Then play it one more time to let them check their answers

complete the exercise

statements

Step 3

Exercise 6 Culture focus

pairs Encourage students to look up online any answers they don’t know

Exercise 7 Presentation

volunteers to read the topics in bullet points from exercise 6

possible Tell them they can write the laws

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

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.)

that these are politicians Ask: What are they doing? (talking, discussing, debating)

Step 1

podcast and answer the questions

ANSWERS

To listen to and comprehend discussions

about American laws

Warm-up

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

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

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)

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

teen passengers; a group of teenagers

out at night)

introduction Then return to

speculations made in the warm-up

about the title Ask: Did we predict

correctly?

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

that the laws refer to those discussed in

the article

are in favor and which one are against the laws

ANSWERS

Step 3

Exercise 6 Think critically!

opinion in exercise 5 Remind them to give reasons for their opinions

reflect their opinions They can use them in exercise 7

ANSWERS

Exercise 7

statements Tell students to choose the statement they agree with most

thoughts and outline ideas before writing the essay Remind students

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

a word limit and to keep their writing concise and clear

swap articles with another student and respond to each other’s ideas

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

whether the given situation is breaking the law or not

breaking the law in your country?

ANSWERS

Exercise 4

words Tell them to write a checkmark next to the ones they don’t know

Step 1

Exercise 1

pictures and discuss the questions

pairs share their ideas

ANSWERS

Step 2

Exercise 2

write down the information

ANSWERS

to be off the streets or not driving

Trang 33

Exercise 6

ANSWERS

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

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

write them on the board

pairs Circulate and assist as needed

may, might, will: Degrees of certainty

Defining relative clauses

or in pairs Tell them to recall phrases for

life choices and events

students to read the sentences line by line

Exercise 2 Exam

Have them check the answers in pairs

the entire paragraph

Exercise 3

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)

exercise individually

sentence and the meaning

Grammar

Exercise 4

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

be sunny tomorrow.).

ANSWERS

your exams

Trang 34

words from the box

check

that the statements are defining

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

disagree and offer other possible words

ANSWERS

To listen to people talk about summer

plans as they relate life choices and events

Warm-up

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

to explain what words mean

Exercise 2

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

a person who checks your teeth.)

clauses, introduced by who, which, what, or that, can help define a word

Pronunciation

have to

(e.g., I have to go to school; I have to call

my mom)

the sentences to a partner Circulate

Group chat

exercise items and see who the speakers in the audio will be

check their answers

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

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

Exercise 5

chart of their answers

create a bar or a pie chart and proceed

to do so If students have computer access, they can do this on the computer Or they can draw their charts

students that the purpose of this activity is to gather information which they will use to create a tally chart in exercise 5

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

own question to ask classmates

their question and collect data

A CLIL

Aim

To learn how to analyze and present data

Warm-up

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

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

Students can work in pairs, or work

together as a class

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

vocabulary items in the box Then

have them match the words and the

pictures

check their answers

students repeat

article Ask: Which of these methods have

you used to present data?

answer the questions

Trang 36

What’s up?

Exercise 1

students discuss their Internet habits

individually and think about the question

infographic they like the most

ANSWERS

Get involved

Exercise 4 Groupwork

choose one topic to focus on

Exercise 5

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.

the group will create one question connected to the chosen topic

an idea of how to phrase questions Call

on volunteers to read the examples

Then have students write questions

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

Link up!

Exercise 6 Groupwork

and pose their survey questions to classmates

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

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

create their infographics They can do

so on the computer or draw by hand

large pieces of paper or poster board to combine all their information

Exercise 8

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?

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

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

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

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)

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

ANSWERS

items Explain that these phrases describe pictures 1–9 above

items individually

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

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: 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

on students to answer

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

Tom, and Zoe are and take notes

ANSWERS

Tom likes

she is not his girlfriend

complete the exercise individually

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

Exercise 5

the box and the bulleted points

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

on page 34

Challenge

explain that a soap opera is a story on

TV that is broadcast every day

script Encourage them to be dramatic

volunteers to role-play their scripts

Relationship expressions

Aim

To present and practice relationship

expressions

Relationship forum Ask: What is a forum?

(a place where people publicly discuss

a specific topic)

attention to the bolded expressions

Trang 39

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

Is this true for you and your best friend?

Are you different or similar?

Exercise 1

students to identify the other forms

(b present progressive, c simple past)

to form the present perfect (have /

has + past participle).

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.

the headings with the paragraphs

explain answers

Extra activity e 036

Have students listen again and note

if the two friends in each section are

adjectives they made for themselves and

their best friend Then ask: What about your

other friends—are you similar or different?

“opposites attract” and discuss if it is

true of them or not

Fun fact

Fun fact

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

students discuss in pairs

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

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

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

on students to read them Return to the

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)

ANSWERS

time, half an hour, nine months

Since May 1st, my birthday, lunchtime, yesterday, last summer, I was a child

Exercise 7

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

Talking about ongoing situations

Aim

To practice present perfect with for and since to talk about ongoing situations

Ask: Which question is in the simple past? (2) Present perfect? (1)

answer the questions

ANSWERS

school

complete the chart

ANSWERS

Jack Sophie

answers for their partner

bubbles and follow the model to ask and answer each other’s questions

Finished?

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 4 Teacher's Pack
Tác giả	Sharman Ruzicka, Eliza Rogers, Louis Ruzicka
Trường học	University of Oxford
Chuyên ngành	English Language Learning
Thể loại	Teacher's Pack
Năm xuất bản	2019
Thành phố	Oxford

Định dạng
Số trang	137
Dung lượng	21,53 MB