Link it 3 teachers pack

Movie types page 8 Exercise 24 • Students work individually to complete the movie words and match them with the pictures.. Extra activity Write these questions on the board for stude

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.

& Vi deos

Stud ent B ook

& Wor kboo k

Phil Bow Den elan ey Chr istin

• 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

Phil Bow Den elan ey

Chr istin

la M are

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

Teacher's Resource Center

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

• Launch activities and play audio and video straight from

the page.

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 482420 0 Teacher’s Guide

isbn: 978 0 19 482426 2 Teacher’s Access Card

isbn: 978 0 19 482459 0 Teacher’s Pack

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

Commissioned photography by: MM Studios p.96 (pop socket, head massager,

rotating fork).

Illustrations by: John Batten/Beehive Illustration p W28; Sara Lynn Cramb/

Astound Us pp.22, 25, 39, 46, 56, 119, W18; Daniel Duncan/The Bright Group

p W10; Nicolas Gremaud/Anna Goodson Agency pp.36, 50, 67, 75; Sr Sanchez/

The Bright Group pp.95, 122, 123; Ben Scruton/Meiklejohn Illustration pp.70,

W6, W29, W30, W31; Folko Streese/Beehive Illustration p.8.

Video stills by: Oxford University Press pp.14, 24, 31, 38, 48, 55, 62, 72, 79, 86,

96, 103.

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

123rf (Andre Cypriano Sanches, Chris Van Lennep, JetKat, Photodisc,

Tupungato); Alamy Stock Photo (Antonio Guillem, asiseeit, B2M Productions,

Ben Molyneux, Boston Globe, Butch Martin, byswat, CBW, Cristina Fumi,

D Hurst, Waters, Ed Rooney, FatCamera, Freeman Keats, Four Oaks, Ganna

Potapova, Gareth Byrne, Greg Balfour Evans, Islandstock, Julian Rovagnati,

Maskot, Motoring Picture Library, Mouse in the House, Nick Moore, Nolte

Lourens, Off Beaten Waves, OJO Images Ltd, Pat Behnke, Patti McConville,

Paul Vidler, Pictorial Press Ltd, Randy Duchaine, Richard Levine, Robert

Landau, Rob Walls, Stephen Barnes/Northern Ireland, studiomode, Tetra

images, Tony Anderson, WENN Ltd); Getty Images (altrendo images, B2M

Productions, bilderlounge, Blend Images, Caspar Benson, Chris Gould, Chris

Ryan, Compassionate Eye Foundation/Robert Kent, Comstock Images, Dianne

Avery Photography, Dougal Waters, Feel Photo Art, Fotosearch RF, Greg K ca,

Gyvafoto, Halfdark, Halfpoint, Hero Images, Hill Street Studios, Horiyan,

hsyncoban, Image Source, Iroz Gaizka/AFP, Jetta Productions, JGI/Jamie Grill,

Johner RF, Johnnyhetfield, Juanmonino, Juice Images RF,kate_sept2004, Kevin

Dodge, Laura Lezza, Nuzulu, Mayte Torres, Maskot, Michael Runkel, Mikael

Vaisanen,Peathegee Inc, Peter Glass, PNC, Priscilla Gragg, quavondo,Rebecca

Drobis, Richard Drury, Rob Lewine, Rob Melnychuk, Rob Wilson, Ron

Levine, Siri Stafford, Stígur Már Karlsson/Heimsmyndir, sturti, Tetra images,

Thomas Grass, Tom Cockrem, Tony Anderson, Vicky Kasala Productions,

Westend61, Wilhelm Roentgen, Yasser Chalid, Zave Smith); Oxford University

Press (Alexey Boldin, Mark Bassett, Nicolas Gremaud/Anna Goodson

Agency, Sara Lynn Cramb/Astound US, soft_light); Redemption Roasters

p.114 (Redemption Roastery/Matthew Walder); Science Photo Library (Susan

Kuklin); Shutterstock (4691, 5m3photos, Africa Studio, Alexander Chaikin,

Alexander Tolstykh, Alexkava, alexmillos, An Nguyen, Andrey_Popov,

Anna-Marie, Annashou, antoniodiaz, anyaivanova, arslaan, Artens, asiseeit,

auremar, axily, Bartkowski, Images, begalphoto, Blackboard, BlueSkyImage,

Bogdan Ionescu, Boris Ryaposov, Brenda Chan, Brent Hofacker, Brocreative,

Busara, Butch Martin, canadastock, Carboxylase, Chris Parypa Photography,

Christian Bertrand, Cienpies Design, CloudyStock, Cocos.Bounty, Costazzurra,

Daisy Daisy, Dejan Dundjerski, De Jongh Photography, Deyan Georgiev,

Diego Cervo, dnd_project, dolgachov, Dragon Images, Eduard Radu, Edwin

Butter, Edyta Pawlowska, Elnur, Ensuper, Eric Isselee, Estrada Anton, Everett

Historical, everydoghasastory, Everyonephoto Studio, evgenii mitroshin,

faber1893, federicofoto, Fedor Selivanov, Filipe Frazao, Fitria Ramli, FooTToo, FocusStocker, Folko Streese, foryouinf, frantic00, Freer,gabriel12, Gary Yim, Geoff Robinson Photography/REX, Golubovy, Gorbash Varvara, Granger/

REX, Hitdelight,irin-k, Ivonne Wierink, Inspiring, ames Steidl, Jannis Tobias Werner, JasminkaM, JeniFoto, Jerome Labouyrie, Jim Lo Scalzo/Epa/REX, Lightspring, John Roman Images, Julie Lucht, KanokpolTokumhnerd, Kiki Dohmeier, kitigan, Krol, ksl, Le Do, Leigh A Williams, LightField Studios, Liliya Kandrashevich, limpido, Luciano Mortula - LGM, Lukaszewicz, Maglara, Malivan_Iuliia, Mandy Godbehear, Maria Zvonkova, Mariia Khamidulina, Mark Bassett, marvent, Mascha Tace, Matheus Obst, mavo, maxbelchenko, Mega Pixel, Melinda Nagy, metamorworks, michaeljung, Michal Jurkowski, MiloVad, MJTH, Monkey Business Images, MuchMania, Murray Sanders/

Daily Mail/REX, my leap year, Nadino, Nata789, Oleg Vinnichenko, Oleksii Didok, ozanuysal,Phonlamai Photo, photka, Photodisc, hotographee.eu, Pichi, Picsfive, pluie_r, Pressmaster, Production Perig,Rafal Kulik, rangizzz, Ranta Images, Rashad Ashurov, Rawpixel.com, Rena Schild, Rob Byron, roundex, S.Borisov, Samuel Borges Photography, sasimoto, sdecoret, science photo, Sergey Novikov, Sergiy Zavgorodny, SidWorld, Sipa Press/REX, SlipFloat, Slowga, Sokol Artstudio, SOMKKU, Stephan Kogelman/AP/REX, stockfour, sungsu han, Svetislav1944, Svitlana Sokolova, Syda Productions, TanyaRozhnovskaya, Tetra Images, thanakorn.yg, Thomas Grass, Toranico, Tsekhmister, tspider, underworld, upthebanner, Valerii Iavtushenko, Vereshchagin Dmitry, Viacheslav Nikolaenko, Vitaly Titov & Maria Sidelnikova, VOOK, wavebreakmedia, Wichan Kongchan, withGod, yanik88, YanLev, Yasser Chalid, Yulai Studio, Yuliya Evstratenko, Yummyphotos).

Trang 4

Student Book contents iv

Welcome unit 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

Cambridge English A2 Key (KET) for Schools practice 106

Culture 110

CLIL 118

Puzzles 122

Remember 123

Student Book audioscripts 124

Workbook answer key 131

Audio track list 134

Trang 5

• A paragraph about your future

Strategy: Organizing ideas

• The weirdest jobs in the world p.110

• will: Future

• will / going to

• First conditional

Asking for travel information

Strategy: Asking people to repeat things

• A poster about a volcano

Strategy: Writing a conversation

• A paragraph about a record-breaking event

Strategy: Writing about life experiences

• Exciting experiences for all p.112

• Present perfect + just / yet / for / since

• Possessive adjectives and pronouns

• A text about what you do online

Strategy: Writing paragraphs

• Green Bank: The town with

Strategy: Practicing difficult words

Strategy: Writing and reviewing a draft

• Rainforest remedies p.115

Review pp.78–81 Exam practice and review C Extra communication C Video Link Global skills C My progress C CLIL C, Citizenship p.120

She still likes him,

doesn’t she?

pp.82–91

• Relationships

Strategy: Using colors to remember vocabulary

• Tag questions with be and do

• Tag questions with other tenses and modal verbs

Strategy: Punctuation: commas

• Animals have feelings, too! p.116

• The infinitive of purpose

• in order to

• so that

• Adjective + preposition + gerund

• Comparative and superlative adverbs

Discussing what things are for

Strategy: Stressing key words

an object

Strategy: Identifying context

• Nikola Tesla

• A biography of Sir Alexander Fleming

Strategy: Using relative clauses to give additional information

• A brief history of writing p.117

Review pp.102–105 Exam practice and review D Extra communication D Video Link Global skills D My progress D CLIL D, Literature p.121

Workbook Unit 1 pp.W2–W7 Unit 2 pp.W8–W13 Unit 3 pp.W14–W19 Unit 4 pp.W20–W25 Unit 5 pp.W26–W31 Unit 6 pp.W32–W37 Unit 7 pp.W38–W43 Unit 8 pp.W44–W49

Trang 6

• A paragraph about your future

Strategy: Organizing ideas

• The weirdest jobs in the world p.110

new words

• will: Future

• will / going to

• First conditional

Asking for travel information

Strategy: Asking people to repeat things

• A poster about a volcano

Strategy: Writing a conversation

people and things

• A paragraph about a record-breaking event

Strategy: Writing about life experiences

• Exciting experiences for all p.112

• Present perfect + just / yet / for / since

• Possessive adjectives and pronouns

• A text about what you do online

Strategy: Writing paragraphs

• Green Bank: The town with

Strategy: Practicing difficult words

Strategy: Writing and reviewing a draft

• Rainforest remedies p.115

Review pp.78–81 Exam practice and review C Extra communication C Video Link Global skills C My progress C CLIL C, Citizenship p.120

She still likes him,

doesn’t she?

pp.82–91

• Relationships

Strategy: Using colors to remember

vocabulary

• Tag questions with be and do

• Tag questions with other tenses and modal verbs

Strategy: Punctuation: commas

• Animals have feelings, too! p.116

• The infinitive of purpose

• in order to

• so that

• Adjective + preposition + gerund

• Comparative and superlative adverbs

Discussing what things are for

Strategy: Stressing key words

an object

Strategy: Identifying context

• Nikola Tesla

• A biography of Sir Alexander Fleming

Strategy: Using relative clauses to give additional information

• A brief history of writing p.117

Review pp.102–105 Exam practice and review D Extra communication D Video Link Global skills D My progress D CLIL D, Literature p.121

Trang 7

4

Welcome to

Link It! 3

Grammar

Count / noncount nouns

Simple present / Present progressive

Compounds: some / any / every / no

Present progressive for future

Comparative and superlative adjectives

have to / don’t have to

Transportation and travel

Places around town

Housework

Movie types

Feelings and emotions

Aim

To review a variety of grammar and

vocabulary topics covered in the previous

levels

To identify what individual students may

still need to work on before starting Level 3

Warm-up

• Introduce yourself to the class Then ask

students to introduce themselves

• Ask students questions about some of the

topics on pages 4–9, e.g., What do you like

to eat? What is the weather like today? What

do you usually do in the summer?

Food and drink page 4

Exercise 1 Real English e 002

• Students do the exercise individually Play

the audio for them to check their answers

Audioscript Teacher’s Guide page 124

Exercise 2 Pairwork

• In pairs, students write a dialogue

Count / noncount nouns page 4

Exercise 3

• Write: I’m going shopping for food We need

apples Ask: Which noun is noncount? (food)

Which is a count noun? (apples) Draw four

apples and say: There are four apples Then

write food Say: We can’t count this noun

• Students do the exercise individually

Exercise 4 e 003

• Review rules: a / an is used with count nouns, some / any and a lot of with count or noncount nouns; some is used

in affirmative statements, any is used in questions and negatives; much is used with noncount nouns, and a few is used

with count nouns

• Check the answers as a class

The weather page 4

Exercise 5

• Students complete the puzzle

Simple present / Present progressive page 4

Exercise 6

• Write: I’m teaching I teach every day Ask:

What’s the difference? (The first describes

something happening now, the second

a regular activity.) Read out the example

Ask: What verb form is this? (simple present)

When do we use it? (for regular actions)

Exercise 7

• Ask: What’s the mistake in the example?

(It should be in the present progressive.)

Trang 8

Physical appearance page 5

Exercise 8

• Students complete the exercise

individually

• Then in pairs, have students use the

checked words to make statements

about the man’s physical appearance

• Make sure students use has for a beard,

a mustache, hair, eyes, and is for bald,

overweight, or slim For glasses point

out that it is possible to say He is

wearing glasses or He has glasses

• Time permitting, have students

describe their physical appearance to

each other in pairs

Exercise 9

• Read out the original sentence in the example Point to James in the picture

in exercise 9 and ask: Does he have long

hair? (no) Read the correction in the

Compounds: some / any /

every / no page 5

Exercise 10

• Write on the board: some-, any-, every-,

no-, in one line and -one/body, -thing, -where in another line Ask: Which compounds do we use to talk about people? (someone / somebody,

anyone / anybody, everyone / everybody, no one / nobody) Ask:

Which compounds do we use to talk about things? (something, anything,

everything, nothing) Which compounds

do we use to talk about places?

(somewhere, anywhere, everywhere, nowhere)

• Review that compounds with some-

are used with affirmative sentences;

compounds with any- are used with

negative sentences and questions;

compounds with no- are used with

affirmative sentences; compounds

with every- are used with affirmative

sentences and questions

• Have students work in pairs to complete the exercise Tell them to think about meaning Also suggest that they notice if the exercise item is

a statement or question, affirmative

or negative Circulate and go over any rules, as outlined above

• Call on a confident student to read the message

if the exercise item is a statement

or question, affirmative or negative

Circulate and go over any rules as outlined in exercise 10

• Bring the class together and check the answers

Trang 9

6

• In pairs, students write a dialogue

Tell them to start the same way as the

dialogue in exercise 15: What are you

doing …? and tell them to use another

time word to indicate the future,

e.g., Friday, next week, etc Encourage

students to use at least three examples

of present progressive for future

Circulate and assist as needed

• Call on pairs to role-play their dialogues

Transportation and

travel page 6

Exercise 12

• Tell students to skim over the pictures

Ask individual students: Which modes of

transportation do you use?

• Call on a student to read the example

answer Then have them work

individually to find the remaining words

and match them with the pictures

• For an extra challenge with a stronger

class, do this as a race

• In pairs, have students compare

answers

Present progressive for

future page 6

Exercise 13

• On the board, write: I’m taking a painting

course Next year, I’m taking a painting

course.

• Ask: What is the difference in these

sentences? (The first sentence is talking

about something happening right now

The second sentence is talking about

the future.)

• Read out the example sentence

• Students work individually to complete

the sentences Tell students to use

contractions if possible

Exercise 14

• Read out the pair of example sentences

Ask: What in the first sentence indicates

that the action is happening now? (the

command to be quiet) What in the

second sentence indicates that the action

is in the future? (the word later)

individually

• Play the audio Have students listen

once Then have them listen again for

uses of present progressive for future

Instruct them to raise their hand when

they hear an example (What are you

doing tomorrow? / I’m going to River

Park in the morning / What time are

you going?)

• Students practice the dialogue in pairs

Audioscript Student Book page 6

Trang 10

• For an extra challenge with a stronger class, do this as a race

• Have students compare answers with

a partner

• If students had problems with bad and far, point out that these are

examples of adjectives that have irregular comparative and superlative

forms Write on the board bad and elicit worse / worst Write far and elicit

further / farther and furthest / farthest.

Exercise 19

• Read out the example answer Draw

attention to the spelling of biggest

Explain that short words that consist

of a consonant / vowel / consonant pattern need to double the last

consonant before adding -er or

individually

• Go over the answers as a class Review any rules for comparatives and superlatives as outlined in exercise 18

• If students had problems with good,

point out that this is another example

of an adjective that has an irregular comparative and superlative form

Write on the board good and elicit

better / best If students had difficulty

with the spelling of busiest, review rules for changing y to i and adding -er for comparative, and -est for superlative.

Exercise 20

• Tell students to look at the picture Ask:

Has anyone vacationed in Cartagena

de Indias? What about Bogotá? If yes,

invite students to share; if not, have them comment if these look like good vacation spots

• Students complete the exercise individually

• Go over the answers as a class

• Review any rules for comparatives and superlatives as outlined in exercise 18

Comparative and superlative adjectives page 7

Exercise 18

• Tell everyone in class to stand up Pick the three tallest students and ask the

rest to sit down Say: X is tall Y is taller

than X Elicit more statements about

the students using comparative and

superlative forms Say: Z is taller than X

and Y Z is the tallest

• Elicit or review that words that have

two or more syllables (e.g., beautiful) use more + adjective or most +

adjective Remind students that some adjectives have irregular comparative and superlative forms that require a different spelling

• Students complete the crossword

Places around town page 7

Exercise 17

• Ask a volunteer to read the words in the

box Read the example definition and

• Bring the class together and ask

students to make up definitions for

other places around town and have

students guess what they are Say:

a place where students learn (a school).

Trang 11

8

Housework page 8

Exercise 21

• Students work individually to match the

pictures with the phrases

• Then have students compare answers

with a partner

• In pairs, have students discuss which of

the chores they do at home

• Bring the class together and have

students share ideas

have to / don’t have to page 8

Exercise 22

• On the board, write: I have to clean

my room Ask: When do we use “have

to”? (When it’s necessary to do

something, or someone is making us

do something.)

• Tell students to look at the chore chart

Ask: Which of these chores do you have

to do at home? Call on a couple of

volunteers for answers

• Read out the example answer Tell

students to find Dad and clean the

bedrooms in the chart to confirm the

answer is correct

individually Circulate and ensure

correct affirmative or negative forms

• Then have students compare answers

with a partner

must / mustn’t page 8

Exercise 23

• Read out the first sentence and then

the sentence with the example answer

Explain that we use mustn’t when

something is forbidden, and we use

must when something is necessary or it

is a rule or a law

individually

Movie types page 8

Exercise 24

• Students work individually to complete

the movie words and match them with

the pictures

• For an extra challenge with a stronger

class, do this as a race

• Go over the answers as a class Invite

students to write the movie types on

the board

• Call on students to share what movies

they like to watch

Trang 12

• On the board, write the following

questions from the dialogue: What did

you do for your birthday last year? Did you

go to school on your birthday?

• Ask: Which question elicits a “Yes /

No” answer? (the second one) Which question elicits information? (the first

one Tell students to include each type

of question in their dialogue

• Circulate and assist as needed

• Call on pairs to role-play their dialogues

Feelings and emotions page 9

• Then go over the answers as a class

• Call on students to mime emotions for the class to guess the word The student that guesses an answer performs the next mime

Verb + -ing form /

infinitive page 9

Exercise 30

• Read out the example and write it on

the board Underline enjoy and review

that certain verbs are followed by the

-ing form and some by the infinitive

(to + base form) Explain that some verbs can be followed either by the -ing

form or infinitive

Instruct students to guess if they are

not sure if a verb takes the -ing form

or infinitive Point out that none of the answers can be both options

• Bring the class together and go over the answers

• Explain to students that there isn’t

a clear rule when to use the -ing form

or infinitive after a verb They will learn these as they continue to study the English language

• Go over affirmative and negative, regular and irregular past forms as needed Point out the difference

between Yes / No questions with be (e.g., Was the movie good?) and other verb forms (e.g., Did you like the movie?)

• In pairs, have students role-play the dialogue

• Play the audio Have students listen once Then have them listen again for uses of simple past and raise their hand

when they hear an example (What did

you do …; I celebrated …; We went …;

What was …?; My favorite present was …;

My brother bought …; Did you go …; No, I didn’t; It was …)

• Students practice the dialogue in pairs

Simple past page 9

• Review regular past forms (traveled,

enjoyed, talked, studied) and irregular

past forms (was, wrote, drank)

If students had difficulty with the past

form of study, explain that regular verbs

ending in a consonant + y drop the y

and add -ied

Trang 13

going to (2): Predictions (Interrogative

and short answers)

Listening: People talking about plans

Speaking: Talking about weekend

plans

Reading: A career website

Writing: A paragraph about your

future

Values and cross-curricular

topics

Job quiz: analytical, practical, creative

professions; Professional goals

In her blog post, Brooke asks readers what

they are going to do when they graduate

from high school Her friends Ashley and

Tyler know what they want to do Brooke

only knows what jobs she doesn’t want to

do She has many interests and feels very

confused

Warm-up

• Focus students’ attention on the list

under In this unit we will … and call on

volunteers to read the bulleted points

• Have students read the title of the unit

and look at the blog post Ask: What

do you think is the focus of this post?

(jobs) Ask students to look at the three

pictures in circles Ask: What jobs do

these people have? (chef, builder, police

officer) Ask: Do any of these jobs interest

you? Do you know what you’re going to

do after high school?

Exercise 1 Read and listen e 006

• Play the audio Students read and listen

Then have them choose the correct answer

• Go over the answer as a class Then ask:

What jobs does Brooke NOT want to do?

(mechanic, nurse, accountant)

• Go through the Check it out! box and

ask students to find the words in the text Make sure that they understand the meaning of the words

• Focus students’ attention on the Link

to life Ask a volunteer to read it aloud

Then in pairs, have students discuss

• Bring the class together and call on volunteers to share opinions

Trang 14

Exercise 2 Comprehension

• Tell students to read the blog post

again and complete the exercise

• Students compare answers in pairs

Extra activity

Write these questions on the board for

students to answer in pairs:

1 What subjects will Brooke study in

school next year?

2 What doesn’t Brooke think is fair?

3 Do both Ashley and Tyler want to go to

college?

4 Why isn’t Brooke going to be

an accountant?

5 Why isn’t the advice about doing what

she loves helpful to Brooke?

6 Are you totally confused like Brooke,

or do you have a plan like Ashley and Tyler?

7 Do you think plans can change?

ANSWERS

1 Brooke doesn’t know yet

2 That her friends know what jobs they want and she doesn’t

3 No, only Ashley

4 Because she’s terrible at math

5 Because she loves to do too many things

6 Answers will vary

7 Answers will vary

Consolidation

Tell students to begin a section in their vocabulary notebooks to list words related to future plans

Key language page 11

• Ask a volunteer to read the example

• Students work individually to reorder the words to make sentences

• Play the audio Students listen and check

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

Listen up!

• Read the instructions and ask: Who is

Ashley? (Brooke’s friend) What do we know about Ashley already? (She knows she

wants to go to college and be a lawyer.)

• Play the audio Have students listen and complete the sentences

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

Get involved!

Exercise 5

• Have students look at the picture Ask:

What is she doing? (She is fixing a car.)

• Students complete the questionnaire

• In pairs, students read their replies

Extra activity

• Write: Do you often write comments or

responses online? If yes, what types of blogs do you usually respond to?

• Students discuss in pairs or small groups and then share with the class

Consolidation

Tell students to copy the prompts on

the board and list future plans, e.g., I’m

not going to go to college I’m going to move to Europe and get a job.

Workbook page W4 Practice Kit Extra Practice

Trang 15

• With books closed, write jobs on the

board Ask students to brainstorm

different jobs they can think of Write

these words on the board

• With books open, have students

compare the words in the box in

exercise 1 with the words on the board

Check the words on the board that also

appear in the box

answer

• Students work in pairs to match the

jobs with the sentences

and check

• Play the audio again sentence by

sentence Students repeat chorally

Extra activity

Have students ask and answer questions

in pairs On the board, write:

A What does a(n) _ do?

B A(n) _.

Ask two students to read out the

example dialogue using information

from exercise 1 (e.g., A What does

a factory worker do? B A factory worker

operates a machine in a factory.)

Exercise 2

• Draw a two-column chart on the

board with the heads + / – Call on

students to read words from the box

and say if the word has a positive or

a negative association Write the word

in the appropriate column (Positive:

exciting, interesting, satisfying, creative,

well-paid; Negative: boring, dangerous,

difficult, stressful, repetitive)

• Then ask a volunteer to read the

example answer Ask: Are these adjectives

positive or negative? (negative) What

positive adjective(s) can we use to describe

a nurse’s job? (satisfying, well-paid) Point

out that people can have differing

opinions about jobs

• Students work individually to write

their sentences Circulate and assist as

needed Students will share opinions in

exercise 3

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

their discussion and say: I disagree

I think a nurse’s job is boring Encourage

students to say I disagree if they have

a differing opinion

• Have students share opinions in pairs

Circulate and assist as needed

Vocabulary strategy

• Read the title of the Vocabulary strategy and ask: How do you usually study

vocabulary?

• Read the question and A / B options

Have students discuss in pairs

Consolidation

Tell students to write down the new vocabulary with other vocabulary for jobs in their vocabulary notebooks

Trang 16

Grammar page 13

going to (1): Intentions

Affirmative and negative

Aim

To present and practice going to affirmative

and negative for intentions; interrogative

and short answers for predictions

Grammar link presentation Unit 1

Warm-up

• Think back to Brooke’s blog Ask: What

is Tyler going to do? (He is going to do

a building apprenticeship.) Is Brooke

going to be a mechanic? (No, she isn’t.)

Write the questions and answers on the

board and underline the verb forms

Grammar chart and Think! box

• Read out the example sentences

• Go through the grammar chart with the class Focus on affirmative and then negative statements Read out the grammar example

• Ask students to read the Think! box and

choose the correct answer

• Refer students to the rules on page W2

• Then they compare answers in pairs

• Point out that short forms are only used

in negative short answers – never with affirmative short answers

Is Tyler going to do an apprenticeship?

Yes, he is.; Are Ryan and Jessica going to graduate from high school next year?

Yes, they are.; Are you going to listen to music this afternoon? Yes, I am.; Are you going to go to the movies tonight? No,

we aren’t.; Is Sofia going to talk to Bruno later? No, she isn’t

Challenge

• Focus students’ attention on the

Challenge For homework or as classwork,

have students write about weekend plans

Finished?

• Write: What are you going to do for the rest

of the day? Students write a paragraph

describing detailed plans for their day

• In pairs, have students swap paragraphs and ask each other follow-up questions

• Refer students to the puzzle on page

to make statements and ask each other questions and answer them, e.g.,

A I’m going to get a job for the summer.

B Are you going to work weekends, too?

A No, I’m not On weekends, I’m going to

relax and go to the beach.

Trang 17

• Focus on the picture on the tablet

and ask: Where is this family? What are

they doing? Elicit the words airport and

check-in.

• Ask: What do you need to take with

you when you go to the airport? Write

answers on the board: ticket, passport,

boarding pass, suitcase, and baggage

Then brainstorm other related words as

a class and add them to the list

Exercise 1 Watch, listen, or

read e 010

• Ask students to preview the words in

the box and underline words that also

appear in the brainstorm on the board

• Play the audio Students complete the

dialogue individually

• Play the audio again Have students

listen and check

Speaking strategy

• Elicit or explain that intonation refers

to the rise and fall of the voice when

speaking On the board, write:

I am flying to Berlin and model

intonation Draw a downward arrow

over the statement to indicate falling

intonation

• Then write: Are you flying to Berlin? and

model intonation Draw an upward

arrow over the question to indicate

rising intonation

• Then write Where are you going to fly to?

and model intonation Draw

a downward arrow over the question

to indicate falling intonation Conclude

that statements tend to have falling

intonation, questions eliciting a Yes /

No response have rising intonation,

and information questions have falling

intonation

• Play the audio Have students listen and repeat

• Tell students you will play the audio again Invite them to take notice if intonation is rising or falling Have them draw upward and downward arrows

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

Audioscript Teacher’s Buide page 124

Extra activity

In pairs, have students role-play the conversation between the assistant and the passenger

Trang 18

• Play the audio Students listen and

complete the missing information

• Play the audio again if necessary for

students to check and complete their

Listen for correct time readings Then, books closed, have students listen to the following statements and write down the times:

The gate opens at 10:50.

The flight arrives at 11:05.

Check-in starts at 4:15.

The plane is going to depart at 1:45.

Beat the clock

• Focus on the Beat the clock Stress

that students will be listing cities, not countries Also, clarify that they should list cities where English is the primary language

• Start the timer and have students

begin After two minutes, say: Stop!

a partner Circulate and monitor If any pairs disagree that English is spoken in a specific city, write the city name on the board and invite the class to chime in

asking a confident student: Hello Where

are you going to fly to today? Point to the

departure board and elicit a response

Continue for several more exchanges

• Have students practice the activity in pairs Point out that if students choose

to use cities from the Beat the clock

brainstorm, they will have to make up gate numbers and gate opening times

• Circulate and listen Offer feedback on intonation and check-in vocabulary as needed

Link it! Pairwork

• Circulate as pairs interpret the airport signs Tell students to write down all the words they know to describe the signs

• Bring the class together and elicit new vocabulary Write the words on the board: arrivals, departures, landing, take off, customs / security, baggage claim, information

• Then tell students to draw intonation

lines going upward on Yes / No

questions and intonation lines going downward for information questions and statements

Workbook page W6 Extra Communication page 31 Practice Kit Extra Practice

Trang 19

16

Grammar page 16

going to (2): Predictions

Aim

To present and practice going to for making

predictions: affirmative and negative

Warm-up

• On the board, write:

A Jack is going to walk to school today

B But it’s 8:30 already School starts at

8:40 He’s going to be late!

• Focus on He’s going to be late Ask: Is this an

intention? (no) Explain that it’s a prediction

Look! box

• Read out the information and example

sentences in the Look! box For the two

sentences making predictions, ask:

What evidence can we see? (the weather

is very cloudy; they work very slowly)

Rules page W2

Exercise 1

• Go over answers as a class

Relative pronouns

who, which, and that

Aim

To present and practice relative pronouns

who, which, and that

Warm-up

• On the board, write the following

sentences and underline the relative

clauses: Brooke is a teenager who has a

blog.; This is the website which lists jobs.;

I want a job that I am going to love.

• Ask students to identify the relative

pronouns (who, which, that)

• Go through the grammar chart

• Students read the Think! box and

complete it with which or who.

• Refer students to the rules on page W3.

Rules page W3

Exercise 2

• Students work individually

Extra activity

Students write about the jobs on page

12 using relative pronouns

POSSIBLE ANSWERS

A factory worker is a person who / that

operates a machine in a factory

A mechanic is a person who / that

• On the board, write: I hope to be an

accountant one day I really enjoy working with numbers Underline the infinitive

(to be) in the first sentence and the -ing

form in the second sentence

• Ask volunteers to read the sentences on page 16 Explain that some verbs can

either take the -ing form or an infinitive.

• Tell students to write sentences with:

future with going to (predictions and

intentions), relative pronouns, verbs + infinitive

Trang 20

Listening and

speaking page 17

Aim

To listen and comprehend people talking

about things they are going to do

Warm-up

• Point to the picture of the plane and

read the question Call on students to

suggest answers, e.g., You’re going to go

on a trip You’re going to fly somewhere

Step 1

• Play the audio Students listen to the

conversation and choose the correct

answers

a partner

Extra activity

Ask: How is “going to” used in this

conversation? (for intentions) Point out

that there is one use of going to for

predictions in the conversation Play the audio again and have students raise their hands when they hear this use

(… he’s going to love it!)

Step 2

• Play the first two exchanges on the

audio Ask: Is Joe going to get up early?

(No, he says he’s going to get up late.)

he is) Tell students to check the box

• Play the rest of the audio and ask students to complete the exercise

• Play the audio again if necessary for students to check and complete their answers

• Play the audio again and have students complete the questions

• Go over the answers as a class Call

on volunteers to read out the full questions

Step 3

• Call on two volunteers to read out the speech bubbles Tell Student B to make

up answers to complete the sentence

Invite students to skim the activities in the box

• Students work in pairs Circulate as students ask and answer questions

Point out that they can also use the questions from exercise 3 Remind students to take notes about their partner’s answers

Exercise 5 Presentation

• Ask students to share their partner’s weekend plans

• Then ask: Do any people have similar

plans? Invite students to make

statements, e.g., Irene and Joe are going

to do housework

Consolidation

Tell students to think of the next social event on their calendar Tell them to describe what they are going to do Tell

them to start by writing Next month,

in May, in the spring … Encourage

students to incorporate both affirmative and negative forms, using short forms when possible

Trang 21

18

Trending topics pages 18–19

Reading and writing

competences

Reading

Aim

To read and navigate a career website for

teenagers and take a job quiz

Warm-up

• Ask: How could you explore what job

might be a good fit for you? (For example,

go to a job fair, go to someone’s

workplace and see what people do,

do research online) Who has been on

a career website?

• Invite students to skim the website Ask:

Has anyone taken a job quiz before? If yes,

what did you find out?

• Navigate students through the icons

of the star, light bulb, and paintbrush

Point out that students should not yet

answer the questions They will do this

in exercise 3

ask students to find the words in the

text Make sure they understand the

meaning of the words

• Then have students work individually to

complete the exercise

• Tell students to compare answers with

a partner Go over any further questions

as a class

Exercise 2

• Point out to students that in this

exercise they will focus on meaning of

new vocabulary and concepts

• Read the example prompt and answer

Point to the light bulb icon in the

website and call on a student to read

the definition of abilities Tell students

to refer to the website to make the

remaining corrections

ANSWERS

1 Interests are things that you like

doing

2 An analytical person is a person who

likes solving complex problems

3 A practical person is a person who

learns from experience

4 An artist or a journalist are good jobs

for a creative person

Exercise 3

• Instruct students to now go back and complete the quiz individually Then tell

them to read Check your score and score

their quizzes Assist as needed

• Bring the class together Ask: Who

had more As? Group these students

together Who had more Bs? Group the students together Who had more

Cs? Group the students together Tell

groups to think of more jobs for the various categories

• Bring the class together and ask

individual students: Do you feel the

quiz categorized you correctly? Or do you think you should be better at doing something else?

Trang 22

• Ask: When might you need to write

information about yourself? (For example,

on a job or a school application) Then ask

individual students: What do you think is

your best quality? If students are not sure

how to answer, you can give examples

on the board: I’m hardworking / creative /

funny; I love to think, I like reading the news.

Step 1

Exercise 4

• Have students complete the sentences

individually Circulate as students work

Step 2

Exercise 5

• Have students skim the profile

• Ask a confident student to read the

Culture focus On the board, write Music, Art, Journalism, Business, Computer Coding, and say these are some

examples of electives that schools may

have Ask: What do you think is the value

of electives? (e.g., they can give you

a chance to explore your interests)

• Have students work individually to complete the paragraph

Extra activity

On the board, write: high school electives

Then write the following categories on the board: Performing arts, Business, Health, Life Skills, Computer Science Tell students

to brainstorm different elective subjects

ANSWERS

Answers will vary Some examples:

Drama, Dance, Band, Art, Photography, Yoga, Marketing, Accounting, Graphic Design, Coding, CPR, Cooking, Driver’s Education, etc

Step 3

Writing strategy

• Ask: What should you do before you start

writing something? (organize your ideas)

Give students a few minutes to read the paragraph on organizing ideas

• Have students look at the bulleted

points in exercise 6 Say: These points are

the guidelines for your paragraph.

• Read the second set of instructions Tell students to read the example answer and start in a similar way Assist as needed

• Students swap their paragraph with

a partner who corrects any mistakes

Challenge

• Ask students to think back to Brooke’s blog

Ask: Which jobs isn’t she going to do? Why?

(mechanic—she doesn’t like working with cars; nurse—she hates hospitals;

accountant—she’s terrible at math)

• Tell students to brainstorm three jobs they wouldn’t want to do Tell them

to think of jobs that require strengths

or skills they don’t have As students organize their paragraphs, remind them

to start with a topic sentence, e.g., There

are three jobs I definitely don’t want to do.

Consolidation

Tell students to imagine they need

to prepare a presentation about their future plans If they are not sure, tell them to be honest, but still specify what

their plans are For example, I’m going to

work for a while to decide what I want to

do Alternatively, they can make up the

information and write plans imagining they are someone else

Culture page 110 / X1 Practice Kit Extra Practice Unit tests

Resource worksheets Video

Trang 23

will: Future (Affirmative and negative;

Interrogative and short answers)

Listening: People making predictions

Speaking: Talking about the future

Reading: A scientific article

Writing: An interview

Values and cross-curricular

topics

Studying a volcano; emergency

instructions during a volcano

The magazine article outlines what will

happen to a plastic bottle if you throw it

into a river, a garbage can, or a recycling

bin The recycling bin is the best

alternative since there it will be broken

down and used to make other things

The article also gives some interesting

statistics related to recycling

Warm-up

• Have students read the title of the unit

and look at the magazine article Ask:

What do you think is the focus of the

article? (to encourage recycling) Ask

students to look at the picture of the

teenager Ask: What do you think he is

going to do with the bottle? What do

you usually do when you finish drinking

a bottle of water? Do you ever throw

a bottle in the garbage can?

Then have them write the answer

• Check the answer as a class

ask students to find the phrases in the text Make sure that they understand the meaning of the phrases

• Focus students’ attention on the Link

to life Ask a volunteer to read it aloud

Then in pairs, have students discuss

• Bring the class together and call on volunteers to share opinions

Trang 24

• Tell students to read the article again

and complete the exercise

ANSWERS

1 it will enter our food chain

2 it will end up in a landfill

3 they will damage the environment

4 it will go to a recycling facility

5 they will break the plastic down

Extra activity

On the board, write:

1 If you throw a bottle in a river, it won’t

have a happy ending.

2 A bottle will decompose in a landfill.

3 Some cities ban plastic water bottles.

4 Plastic can be recycled into clothes

5 About half of the Great Pacific Garbage patch is plastic

6 Most of the world’s plastic isn’t recycled.

Students mark each statement True or

False, correcting the false statements.

ANSWERS

1 True 2 False A bottle that ends

up in a landfill won’t decompose

3 True 4 True 5 False 80% of the patch is plastic 6 True

Consolidation

Tell students to begin a section in their vocabulary notebooks to list words related to recycling

• Play the audio Students listen and check

Then play it again, pausing after each sentence for students to repeat chorally

Listen up!

• Read the instructions To check

comprehension of predictions, ask: Is Ethan

stating what will definitely happen in the next 50 years? (No, he is just guessing, or

• Ask: What does the symbol mean? (It’s

a variation of the recycling symbol.)

• Students complete the questionnaire

Exercise 7

• Ask a student to read the example answer Students can add on to the example answer or begin their way

• In pairs, students read their replies

Consolidation

• Write: If we don’t recycle plastic …

we will destroy our environment

• Students write four more predictions

Trang 25

22

• Then tell students to imagine that they live in another region Have them ask and answer questions Circulate and elicit details if students get stuck For

example, Are there any bodies of water

in the area? Allow students to look at

• Read the title of the Vocabulary strategy and ask: Does anyone use drawings to

memorize new words? Invite students to

elaborate if they do

• Read the strategy aloud

• Clarify that a fantasy island is an imaginary island Encourage students

to include all the geographical features that they can in their picture

• In pairs, have students share Tell them to suggest spelling corrections as needed

• Start by asking students to identify the region of the country they live in Ask:

Which geographical features in exercise 1

do we find in this region?

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

• Write geography on the board Elicit the

meaning (the study of Earth’s physical

features, such as mountains, deserts,

oceans, rivers) You can also point out

that geographers study how people

influence and are influenced by the

natural world around them

• Read the instructions, and write

geographical features on the board Hold

up page 22 and point to the pictures

and words under them Explain that

these are all examples of geographical

features

answer and point to the ocean in the

first picture

• Students work individually or in pairs to

match the words with the geographical

features in the pictures

and check

• Play the audio again word by word

Students repeat chorally

Extra activity

• In pairs, have students cover up

the words and answers picture by

picture and try to identify all the

geographical features

• Invite students to share which

geographical features they have

seen, e.g., I have been on an island

I went to Cuba last summer.

• Tell students they will write in the

missing words they hear Encourage

them to refer to exercise 1 if they are

not sure how to spell a word

• Play the audio Have students listen and

• Play the audio again for students to

check their answers

Extra activity

• In pairs, have students role-play the

interview Time permitting, have

them swap roles so each has a turn at

being the interviewer and Akoni

• Have a pair volunteer to role-play the

interview in front of the class

Trang 26

certainty? (definitely) Say: “Probably”

means “very likely.”

• Ask students to read out the sentences

Exercise 2

• Tell students to think carefully about placement of the adverbs

• Then they compare answers in pairs

Interrogative and short answers Grammar chart

• Read out the question and elicit the two answers

• Go through the grammar chart Focus

on the questions and then the answers

• Read out questions with different pronouns and have the class answer

chorally Ask: Will they go? Students answer: Yes, they will.

• Focus students’ attention on the Challenge

For homework or as classwork, have students write a paragraph predicting what their life will be like in ten years

Extra activity

In pairs, students make up questions and short answers for each item in exercise 1

ANSWERS

1 A Will it be easy? B No, it won’t

2 A Will I like it? B Yes, you will

3 A Will he climb it easily? B Yes, he will

4 A Will I need an umbrella? B No, you won’t

Finished?

• Ask students to write predictions about

their classmates, e.g., Nick will be a

successful businessman He’ll live in Chicago

• Have them share in pairs

cars? Tell them to interview each other

Then ask pairs to report their findings

• Focus first on the affirmative short form and full form and ask students to repeat

Then read the negative short form and then full form and ask students to repeat

• Ask students to read the Think! box and

choose the correct answer

• Ask: Which form do we use to talk about

a plan? (future with going to)

Rules page W8

Exercise 1

• Tell them to use affirmative and negative short forms

Look! box

• Read the explanation and list the adverbs vertically on the board Ask:

Which has the lowest level of certainty?

(maybe) Which has the highest level of

Grammar page 23

will: Future

Aim

To present and practice will future affirmative

and negative; interrogative and short answers

Warm-up

• On the board, write: The bottle will end

up in the ocean It won’t decompose.

• Ask: Do these sentences talk about the

present, past, or future? (future)

• Read out the example sentences Ask: Do

we know for a fact that the story won’t have

a happy ending? (no) Do we know for a fact

that the bottle will end up in a landfill? (no)

Trang 27

24

Extra activity

Invite one or two pairs to role-play their conversation for the class Encourage the correct level of formality and politeness for the situation

• Play the audio Have students listen and repeat

• In pairs, have students discuss which

of the phrases they could say in other situations

• In pairs, have students complete the statements and questions with their own ideas Encourage students to add

at least one request to repeat an answer with numbers Then have them role-play the conversation Circulate and listen for correct intonation in the requests to repeat

To present and practice language for

asking for travel information

Warm-up

• Focus on the picture on the tablet

and ask: Where is this? (at an airport)

What is the young man doing? (asking

something at an information desk)

What types of questions might people ask

at an information desk? (For example,

where something is; how to get

somewhere; how much something

• Play the audio again Have students

listen and check

Speaking strategy

• Ask an individual student: What is

your street address? When the student

answers, ask again: I’m sorry, can you say

that again? After the student responds

again, write the request to repeat on

the board

• Focus students’ attention on the

Speaking strategy and read it aloud

Model the two example requests

and have students repeat Use rising

intonation on the question and falling

intonation on the statement

• Elicit additional examples and add

them to the one already on the board

For example, What was that? I’m sorry?

(with rising intonation) I didn’t get that

(with falling intonation)

• Then for comparison ask: What would

be an impolite or informal way to ask

for repetition? For example, Huh?;

What? with an annoyed tone; I can’t

understand you!; What did you say? Stress

the importance of gauging formality

of a situation and being polite when

asking for repetition

Trang 28

B Sorry, could you repeat that, please?

by asking a confident student: Can

you tell me the best way to travel to Riverside? Point to the subway map and

the information in the chart, and elicit

a response Continue for several more exchanges Encourage students to ask the assistant to repeat information with numbers

• Have students practice the activity

in pairs

Link it!

• To warm up, have students look at

the map Ask: What is this a map of?

(a subway) Ask: Does your city have

a subway? Is it complicated? What cities that you know have complicated subway systems?

• Divide the class into small groups

Have students read the questions and answer them

• Bring the class together and have students share Then poll the class:

Who prefers to use cars and who prefers public transportation? If more people

say public transportation, break the

question down further and ask: What

form of public transportation do you use?

Write each example on the board and count which is the most popular form

3 What times does …

4 How long does …

Next, tell them to write down various numbers listed in the section to answer these questions, including money

amount (1), frequency expression every

ten minutes (2), time expression (3), and

length of time (4)

Workbook page W12 Extra Communication page 31 Practice Kit Extra Practice

Extra activity

To practice the Speaking strategy,

have pairs role-play the conversation between the information desk assistant and woman in exercise 3 Tell the person role-playing the woman to ask the assistant to repeat any information with numbers Instruct pairs to use the information in exercise 3 For example,

A How much is a bus ticket?

B $2.25

Beat the clock

• Focus on the Beat the clock Write on the

board: bills, coins Elicit the difference

• Start the timer and have students list as

many coins and bills as they can After

two minutes, say: Stop!

• Have students compare answers

with a partner Circulate and monitor

Then create a line on the board Call

on students to fill in the information

Elicit as needed the value of each coin:

nickel = 5 cents; dime = ten cents;

quarter dollar = 25 cents; half dollar =

50 cents; a dollar = 100 cents

• Then invite students to compare one

U.S dollar to their currency Allow

students to look up the exchange rate

online if necessary and possible

Trang 29

26

Finished?

• Write: If you throw a plastic bottle in

a river … In pairs, students write a result

clause (e.g., it will go out to the ocean.) Then

they use the main clause to create a new

If clause (e.g., If it goes out to the ocean …

• Instruct students to continue the chain

Extra activity

Have students return to the article on page 20 and underline five examples of the first conditional

ANSWERS

This article tells you what will happen

if you throw it away in different places

If you throw a plastic bottle into

a river, it will go out to the ocean

If they eat the plastic, it will enter our food chain

If you throw the bottle into a recycling bin, it will go into a recycling facility

If we recycle, we’ll make a difference

to the environment

Challenge

• Students write the sentences

• Call on volunteers to share their answers

Grammar page 26

will / going to

Aim

To present and practice will / going to

Warm-up

• On the board, write:

A There will be a lot of traffic downtown

at this time.

B I know We’re going to take the train

• Ask students to underline the future forms

Think! box

• Call on students to read out the

example sentences

• Then have them read the Think! box

and write the correct answers

• On the board, write: If you study

hard, you will … Invite volunteers to

complete this statement

Grammar chart and Look! box

• Ask volunteers to read the sentences

• Go through the first half of the

grammar chart with the class

• Ask students look at the second half Ask:

What is the difference? (the main clause is

first) Elicit that there are no commas

• Read the statement in the Look! box.

• Return to the chart, and for each If clause

ask: What is the probable consequence?

• Refer students to the rules on page W9.

Rules page W9

Exercise 2

find and correct the mistakes

ANSWERS

1 … if we don’t recycle 2 If you go out …

3 What will Mom say … 4 … you’ll be

late 5 She won’t go swimming …

Exercise 3

• Students do the exercise in pairs

Exercise 4

• In pairs, have them compare answers

• Bring the class together and call on

volunteers to share their sentences

Trang 30

Extra activity

In pairs, students go over the statements

in exercise 1 and discuss if they agree with the prediction Tell them to use correct

negative forms, e.g., We won’t build cities

under the ocean We’ll definitely have cars that fly Remind students to use adverbs of

certainty: maybe, probably, definitely

• Ask a volunteer to read the first item in the list Then refer back to the example question in exercise 2 Do the same thing for the remaining bullets and questions Point out that students will use the questions from exercise 2

• Students work in pairs Circulate as they ask and answer Remind them that they can refer to ideas mentioned in exercise 1 when giving answers

For example, I don’t think people will

learn languages any more There will only

be one universal language

Consolidation

To bring students’ attention to the different types of questions they have been asking and answering, focus on

exercise 2 Ask: Which of these questions

are “Yes / No” questions? (item 3) What are possible answers to this question? (Yes, we will / No, we won’t.) What kind of answer

do all the other questions elicit? (different

information) Point out that these are called information questions

Step 1

Listening strategy

• Read the Listening strategy Elicit that key

words are the most important words

• Have students look at exercise 1 Ask:

What are the key words in this exercise?

(one of the two option answers) Tell students they will listen carefully for the key word as they do the exercise

Listening and

speaking page 27

Aim

To listen and comprehend people talking

about life in 100 years

Warm-up

• Ask: What year will it be in 100 years?

Write it on the board How do you think

people will be learning languages in

[year]?

• Call on students to suggest answers,

e.g., All learning will happen in virtual

classrooms People will rely more on

technology Maybe there will be a chip

that downloads knowledge straight into

our brain!

Trang 31

28

Trending topics pages 28–29

Reading and writing

• Ask: What do you know about volcanoes?

Do you know any active volcanoes?

Do you know what you should do

if a volcano erupts? Write students’

speculations on the board

• Write Nyiragongo on the board Then

point to the pronunciation under the

picture in the book Have students

repeat Ask: Has anyone ever heard of

Nyiragongo? Invite students to share

• Call on a confident student to read the

introduction aloud Tell other students

to follow along Ask: What do you

know about the Democratic Republic

of Congo? If possible, point it out on

a map Focus students’ attention on

the Culture focus at the bottom of the

page and call on a student to read it

Focus on the last statement Ask: What

are some challenges inhabitants face?

(e.g., monitoring the volcanoes, staying

safe during a volcano eruption)

text Make sure that they understand

the meaning of the words

• Then have students work individually to

• Tell students to compare answers with

a partner Go over any further questions

as a class

Exercise 2

• Have students work individually or

in pairs to answer the questions

ANSWERS

1 The Democratic Republic of Congo

2 2002

3 13 km

4 It’s the biggest lava lake in the world

5 What is happening beneath the

surface

6 Rocks from the side of the crater are

constantly falling; the lava lake boils at

temperatures of 1,000 degrees Celsius

or more

Trang 32

Writing strategy

• Tell students that in Step 3 they will write an interview about preparation for

a volcanic disaster

• Read the explanation Then focus on

the first question and answer Ask: What

verb tense is used in the question? (future

with going to) Is the same tense used in the

answer? (yes) Ask the same for the second

set The same tense is used for each

• Point out that even though a question may be in the present, the answer may transition to another tense Refer students

to the first question in the text on page 28

Extra activity

In pairs, ask students to turn to the interview on page 22 Tell them to analyze the questions and answers and see that the tense in questions and answers matched Bring the class together and ask:

What tense is used? Is it consistent?

• Ask: What tense might the first question

from the interviewer be? (e.g., So, how are you preparing for the volcano?)

• Write the unit title on the board Tell students they can use this structure in their

interview (e.g., What will happen if you …?)

• Encourage students to first write a series of questions and then focus on writing the responses

• In pairs, students swap their interviews

Tell them to check if the verb tenses in the questions and answers match

• Ask volunteers to read out their interview

Challenge

• Read the instructions Ask: Has anyone

experienced an earthquake? If yes, ask

students to provide details

• Students work in pairs to create a poster

Allow them to refer online for more information Tell them to follow the same format as the poster in exercise 4,

including Before, During, and After

Consolidation

Tell students to conduct an interview with a partner Tell them to imagine that they live in the Democratic Republic of Congo and that they are preparing for a volcano eruption Tell students to focus

the interview on predictions with will

Culture page 111 / X2 Practice Kit Extra Practice Unit tests

Resource worksheets Video

Step 1

Exercise 3

• Read the instructions Clarify that students will write numbers 1–12, number 1 identifying the most important item and number 12 the least important item

• Focus on the example answer Ask:

What form is this? (first conditional)

• Students do the exercise in pairs

Writing

Aim

To write an interview about plans and

preparation for a volcanic eruption

Warm-up

• Write interview on the board Invite

students to share an interview they

have read online or in a magazine Then

have them turn to page 22 and point

out that they read an interview about

the place where someone lives Then

point to the article on page 28 Ask: Is

this an interview? (yes) How do we know?

(There are questions as every head.)

Trang 33

going to (2): Predictions (Interrogative

and short answers)

going to (2): Predictions

Relative pronouns (who, which,

and that)

will: Future (Affirmative and negative;

interrogative and short answers)

will / going to

First conditional

Vocabulary

Exercise 1

• Have them compare answers in pairs

Extra activity

• Have students work in pairs to

write a definition for each target

answer Tell them they can use

the information from the exercise

statement to help them For example,

ocean: a large body of water that can

have beaches along the shore.

• Then bring the class together

Books closed Have pairs read their

definitions for other students to

guess each word

Grammar

Exercise 2 Exam

• Ask students to do the exercise

individually

• Bring the class together, and ask a more

confident student to read the message

• Correct answers as necessary

Exercise 4 Exam

Trang 34

A Extra communication

Aim

To practice conversations for checking in at

an airport and asking for travel information

To listen to and practice the pronunciation

of ’ll

To listen to and / or watch people talking

about future plans

Warm-up

• On the board, write: I’ll walk to work / I walk

to work Ask: What is the difference between

these two sentences? (One is future and one

is simple present.) Model the difference in

pronunciation Have students repeat

• On the board, write: I’ll, You’ll, He’ll, She’ll,

It’ll, We’ll, They’ll.

• Invite students to make statements

using them

Communication

• Students complete the dialogues

• Then play the audio Students listen and check

• In pairs, have students read out the completed dialogues Time permitting, call on pairs to role-play the dialogues for the class

Pronunciation

The pronunciation of ’ll

• Read the instructions

• Play the audio Students listen to the

pronunciation of ’ll

• Play the audio again, pausing after each sentence for students to repeat chorally, then individually

Audioscript Student Book p age 31

• Play the audio a third time for students

to listen and focus on the ’ll sound

Pause after each sentence for students

to repeat chorally, then individually

Exercise 4 Watch or listen e 029

• Give students time to preview the exercise items and see which characters will be in the audio / video

• Play the audio / video Students watch / listen and choose the correct answers

• Play the audio / video again for students to complete and check their answers

Trang 35

• Then let groups present their object and uses to the class Let the class vote

on the best use for each object

• Finally vote on the most creative use of

a piece of trash in the whole class

How did you do?

• Let students reflect on their success with global skills Call on them to read the can-do statements

• Then students self-evaluate individually

Circulate and ask students to share why they feel they can or cannot do the things well

• Tell students to decide on one object and then list three uses for it Stress that each use should be different (e.g., for

a can, one use could be a flower vase;

another use could be a pencil holder)

• Encourage students to use phrases from

Real English in their discussion Tell them

to all take notes in their notebooks

A Global skills

Find a use for a piece of trash

Aim

To think up new uses for everyday objects

To collaborate with a group to come up with

an idea for a new object from a piece of trash

To analyze uses of such an item

To physically create such an item

Warm-up

under We will … and call on volunteers

to read the bulleted points

• As a class, reflect on the meaning of the

various goals

What’s up?

Exercise 1

• Read the instructions aloud

• In pairs, have students match the

pictures with the words

• In pairs, students discuss their uses

• Ask some pairs to share their answers

ANSWERS

A plastic bottle is used to store water

and drinks

A can is used to preserve food and drink

Boots are used to keep feet dry in the

• Read the title Ask: Can you think of new

uses for a skateboard, boots, a can, or

a plastic bottle? Ask students to share

Make sure they don’t read the ideas

that follow

• Students read the text Ask them which

of the objects in exercise 1 are mentioned

(plastic bottles, skateboard, can)

text Make sure they understand the

meaning of the words

• Write the last question at the end of

the text on the board and give students

a few minutes to brainstorm ideas

• Then bring the class together and have

students share Write ideas on the board

Get involved

Exercise 3 Groupwork

• Students work in groups of three If they

had similar ideas in their brainstorms, let

those students work together

• Read the instructions Focus on the Real

English list of phrases

Trang 36

• If students did not do well, refer them back to exercise 4 on page 17 Ask two confident students to read out the example questions and answers Elicit some more questions and answers, using the prompts

• Repeat exercise 3 on page 33 as a class

Explain and discuss the correct answers

I can identify different geographical features (p.22)

Exercise 4

• Read out the can-do statement

• If students did not do well, refer them back to exercise 1 on page 22 Call

on students to draw the following geographical features on the board:

ocean, beach, island, lake, mountain

• Repeat exercise 4 on page 33 as a class, eliciting the correct answers

I can ask for travel information (p.24) Exercise 5

• Students do the exercise individually and then role-play the dialogue in pairs

• If students did not do well, refer them back to exercise 1 on page 24

• Play the audio again for students to hear the phrases in context

• Repeat exercise 5 on page 33 and go through the exercise as a class, eliciting the correct answers

I can make predictions about the future (p.27)

Exercise 6

• If students did not do well, refer them back to exercise 3 on page 27 Ask two confident students to read out the example question and answers Elicit some more questions and answers, using the prompts

Listening, reading, and writing competences

• Have students think about their progress Call on students to read out the can-do statements

• Then ask them to judge how well they can perform the various skills

• Tell students that if they found any of the activities difficult, they should go back and review some more

I can check in at an airport (p.14) Exercise 2

• Students role-play the dialogue in pairs

• If students did not do well, refer them back to exercise 2 on page 14 Play the audio again for students to hear the phrases in context

I can talk about future plans (p.17) Exercise 3

• If students did not do the exercise

well, refer them back to exercise 1 on

page 12 Give them a few minutes to

study the vocabulary Ask: Who takes

care of people in a hospital? (a nurse)

Who writes for a newspaper? (a journalist)

• Repeat exercise 1 on page 33 as a class,

eliciting the correct answers

Trang 37

Levi conducted a survey about exciting or

scary experiences He approached eight

classmates to answer the questions and

compiled their answers in an online article

He uses interesting graphics to indicate

how many of the eight people had each of

the experiences

Warm-up

• Students read the title of the unit and

look at the online article Ask: What

do you think is the focus of this article?

(a survey) Ask students to read the

numbered questions Ask: What do the

graphics indicate? (how many people

had this experience) Ask them to

answer yes or no Explain they will refer

to these later

Trang 38

and then write the answer

• Check the answer as a class

ask students to find the phrases in the

text Make sure students understand

the meaning of the phrases

• Bring the class together and have

students share opinions

• Tell students to read the article again

and complete the exercise

Extra activity

Write the questions below on the board

Have students answer in pairs

1 How many people have traveled to

an exciting place?

2 How many people have been scared?

3 How many people have appeared

on TV?

4 Has anyone been scuba diving?

5 How many of the eight people have won a competition?

6 How many people have met a famous person?

• Ask students to look at the example

Tell them to find the statement in the article (question 1 of the survey)

• Tell students to locate each statement

or question in the article and copy the missing words

• Play the audio Have students listen and check

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

• Focus on the Link to life Then in pairs,

have students discuss

Listen up!

• Play the audio Have students listen and check or put an X If necessary, clarify

that enormous means very big.

• Play the audio again, pausing after each sentence for students to check answers

Get involved!

Exercise 5

• Elicit that the person in the picture is

scuba diving Ask: Has anyone here done

this? If yes, invite them to share details

If not, ask: Is this on anyone’s wish list?

Consolidation

Tell students to copy the questions from

Levi’s survey Tell them to underline Have

you ever + verb in each question Explain

that this is the present perfect

Trang 39

36

• Tell students to check the things they want to do and put an X next to the things they don’t want to do in exercise 1

• In pairs, students discuss their choices

the Vocabulary strategy, imagining

people they know doing different things If they actually know someone who has done these things, tell them to write about them

simple past forms since the experiences refer to things that happened last year

ANSWERS

1 She climbed a mountain

2 She went scuba diving

3 She flew in a helicopter

4 She went bungee jumping

5 She held an exotic animal / a spider

6 She visited the Empire State Building

7 She was on TV / a game show

introduce a differing opinion

• With books closed, write exciting

experiences on the board and ask

students to brainstorm Tell them they

can include ones already mentioned

in the unit (e.g., scuba diving, flying

in a helicopter) Then ask: Do any of

these experiences seem particularly

scary to anyone?

• Leave the items on the board for

students to refer to later

match the verbs with the experiences

• Clarify vocabulary as needed

and check

• Play the audio again phrase by phrase

Students repeat chorally

• Then have students compare the words

in the box in exercise 1 with the words

on the board

Extra activity

• Ask students to circle the numbers of

the experiences that they have had

Then let them compare with a partner

• Bring the class together and ask: Who

has …? Has anyone here …? Who here

has …? Students raise their hands for

the experiences they have had

• Read the Vocabulary strategy aloud

Call on a student to read the example

answer Point to the picture on the

page Ask: Did this person’s grandma

actually do a bungee jump? (No, but this

funny combination of an elderly person

doing a daring activity will help them

remember the word.)

• In pairs, students make up sentences

• Bring the class together and call on

volunteers to share

Exercise 2

• Read the instructions Elicit that

memorabilia refers to things you

keep that are connected to a certain

experience Have students look at

the pictures Ask: What is Monica’s

memorabilia connected to? (her travels

around the world last year)

• Then ask a volunteer to read the example

answer Reiterate that students should use

Trang 40

Past participles

Aim

To present and practice past participles

Grammar chart

• Read through the Regular verbs in the

grammar chart Explain that we add

-ed to the base form to form the simple

past and the past participle

• Read through the Irregular verbs Explain

that irregular verbs have varied spellings for the simple past and the past participle

Rules page W14

Irregular verbs list at the back of the book

Exercise 2

Exercise 1 have done, hasn’t been;

haven’t met Exercise 2 have won;

Exercise 3 has won, haven’t taken, has flown, have bought, hasn’t seen

of these verbs (be and go) Ask: Are these

regular or irregular verbs? (irregular)

Workbook page W16

• Read out the example sentences

• Go through the grammar chart with the class Focus on affirmative, then negative statements Read out the grammar example, full form first, then short form

Have students repeat for several pronouns

• Ask students to choose the correct

answers to complete the Think! box

Rules page W14

Exercise 1

Grammar page 37

Present perfect

Aim

To present and practice the present

perfect affirmative and negative

Warm-up

• Write on the board: Mike has been to

Asia Ask: Do we know when Mike was

in Asia? (no) Explain that we use the

present perfect to talk about past

experiences, but don’t say when

they happened

Tiêu đề	Link It 3 Teacher's Pack
Tác giả	Bowen Delaney, Phil Denis, Christine de la Mare
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	21,72 MB