Link It Level1 Teachers Pack

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00a_Link it TG1_titlepage.indd 1 19/06/2019 16:51
22 (mixed race couple/andy dean photography), 22 (young children/
1 phase4studios), 22 (hispanic couple/pixelheadphoto digitalskillet), 23 (girls
playing soccer/fotostic), 24 (party background/gkrphoto), 24 (teenage girl/monkey
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom business images), 24 (teen boy in park/africa studio), 25 (mardi gras parade/gts
Oxford University Press is a department of the University of Oxford. productions), 25 (new year fireworks/mroz), 25 (Macy’s Thanksgiving/a katz),
27 (ed sheeran/brandon nagy), 28 (friends laughing/monkey business images),
It furthers the University’s objective of excellence in research, scholarship,
28 (abstract background/elesey), 29 (boston red sox/brandon vincent),
and education by publishing worldwide. Oxford is a registered trade
32 (magazine/zeber), 32 (blank book/esb professional), 32 (toy cat/mr yanukit),
mark of Oxford University Press in the UK and in certain other countries 32 (patterend background/julia remonino), 32 (holiday photos/jakkapan),
© Oxford University Press 2019 38 (NYC/ventdusud), 39 (young woman/studioloco), 39 (teen boy/africa studio),
39 (buckingham palace/daliu), 39 (the white house/vacclav), 39 (burj al arab/
The moral rights of the author have been asserted
romrodphoto), 39 (santiago/jose l stephens), 41 (brazilian house/ronaldo
First published in 2019 almeida), 41 (talking in hallway/brocreative), 42 (bedroom/photographee.eu),
2023 2022 2021 2020 2019 42 (young girl/denis kuvaev), 42 (girlfriend friendship/rawpixel.com), 42 (shells/
10 9 8 7 6 5 4 3 2 1 elena schweitzer), 42 (Smiling boy/Torgado), 42 (boomerang/richard peterson),
42 (bed/luisa leal photography), 48 (2 cent piece/mark_kostich), 48 (50 cent piece/
No unauthorized photocopying somchai som), 48 (foreign currency/chrupka), 48 (us coins/vladimir wrangel),
All rights reserved. No part of this publication may be reproduced, stored 48 (one dollar/nimon), 49 (shop assistant/dmitry kalinovsky), 49 (price tag/
in a retrieval system, or transmitted, in any form or by any means, without cameramannz), 49 (watch/olga popova), 49 (camera/taelove7), 49 (cap/food travel
the prior permission in writing of Oxford University Press, or as expressly stockforlife), 51 (boy with dog/gladskikh tatiana), 51 (girl gaming/alena ozerova),
permitted by law, by licence or under terms agreed with the appropriate 51 (mountain biking/travelview), 52 (asian woman/studiobythesea), 52 (teen boy/
reprographics rights organization. Enquiries concerning reproduction outside digital media pro), 52 (cooking sausages/oleg mikhaylov), 52 (volleyball/monkey
business images), 53 (boy using laptop/monkey business images), 56 (laptop/
the scope of the above should be sent to the ELT Rights Department, Oxford
zentilia), 56 (sports equipment/mike flippo), 56 (skateboard/homeart), 56 (bean
University Press, at the address above
bag/creativesunday), 56 (Games console/Ballball14), 56 (dorm room/radiokafka),
You must not circulate this work in any other form and you must impose 56 (pool table/hurst photo), 56 (bookshelf/paikong), 56 (projector screen/igorxiii),
this same condition on any acquirer 56 (projector/sbko), 57 (skateboard icon/vectroisland), 57 (Laptop icon/Rauf
Links to third party websites are provided by Oxford in good faith and for Aliyev), 57 (book icon/davooda), 57 (camera icon/notbad), 57 (sunglasses vector/
information only. Oxford disclaims any responsibility for the materials mirgunova), 57 (bicycle vector/ihorzigor), 62 (infographics/avian), 62 (Cinema
contained in any third party website referenced in this work tickets/Chinch), 62 (nintendo switch/wachiwit), 62 (apple and crisps/sarah2),
62 (High school student/Monkey business images), 62 (mixed race teen boy/
isbn: 978 0 19 482401 9 Teacher’s Guide monkey business images), 63 (girl on phone/pepsco studio), 63 (ice cream/virtu
isbn: 978 0 19 482407 1 Access Card studio), 63 (camping/asukanda), 63 (pizza/africa studio), 63 (student on phone/ajr_
isbn: 978 0 19 482451 4 Teacher’s Pack photo), 65 (volleyball/andrey yurlov), 65 (fanned book/unuchko vernokia),
65 (breakdancing/chaoss), 65 (girl gaming/gorodenkoff), 65 (photographer/
Printed in China prostock-studio), 66 (school background/evgeny karandaev), 66 (school hallway/
This book is printed on paper from certified and well-managed sources monkey business images), 66 (cafeteria/africa studio), 67 (happy boy/
michaeljung), 72 (food background/stockcreations), 73 (girl with healthy food/
acknowledgements rasulov), 75 (apple and milk/slosync), 75 (milk and cookies/alexkich), 75 (toast
and coffee/tomophafan), 75 (breakfast/josef mohyla), 76 (peanut butter and jelly/
Back cover photograph: Oxford University Press building/David Fisher
baibaz), 76 (beef jerky/hong vo), 76 (grits and shrimp/africa studio), 76 (s’mores/
Cover photographs: Getty Images (camping/Hero Images) & Shutterstock (Tokyo/ olga miltsova), 77 (empanadas/noirchocolate), 79 (smiling friends/sergey
ESB Professional), (skateboarder/yanik88) novikov), 80 (vanilla pudding/new africa), 80 (roast chicken/maraze), 80 (lemon/
Commissioned photography by: Graham Alder/MM Studios pp.10, 11, 19(ex5), 20, 21, jag_cz), 80 (ham/gita kulinitch studio), 80 (tuna/manolyto), 80 (oranges/markus
22(this is me), 34, 35, 44, 45, 58, 59, 68, 69, 82, 83, 92, 93, W4, W8, W10, W14, mainka), 80 (peaches/beats1), 80 (fresh mint/luliia timofeeva), 86 (stadium/oleksii
W16, W20, W22, W26, W28, W32, W34, W38, W39, W44, W46 sidorov), 87 (sports vector/macrovector), 87 (soccer player/gino santa maria),
Illustrations by: Adam Linely/Beehive Illustration pp.12 (ex1), 119; Addy Rivera 87 (social people/qvasimodo art), 88 (no swimming/alexey pushkin), 88 (karate
Sonda/Astound US pp.9, 30, 54, 94, W47; Ebony Glenn/The Bright Agency suit/eatcute), 88 (runner/studio martin), 88 (bouncing ball/willeecole
pp.46; Ellie O’Shea/Advocate Art pp.26(ex5), 60, 61, 97, 121; Emily Balsley/The photography), 88 (hand up/m1shanya), 88 (aviator sunglasses/blan-k), 89 (smiling
Bright Agency pp.7 (ex23), 70, 102; Emma Trithart/The Bright Agency pp.4, 36, boy/africa studio), 89 (sports bag with equipment/djtaylor), 90 (Dancers/Africa
W24, W36; Erika Meza/The Bright Agency pp.26, 37, W14; Gareth Llewhellin/ studio), 90 (san francisco/sheila fitzgerald), 90 (cake/kath watson), 90 (balloons/
The Bright Agency ppW16, W29, W49; Geraldine Rodriguez/The Bright Agency jakkapan), 91 (smiling boy/samuel borges photography), 96 (shop assistant/
pp.8; Lisa Hunt/The Bright Agency pp.43(ex3.4), W4, W41; Mark Duffin pp.84, monkey business images), 96 (woman shopping/odua images), 96 (clothes shop/
104; Martin Sanders/Beehive Illustration pp.115; Mark Ruffle pp W9; Matthew fiphoto), 100 (stripe background/artefficient), 100 (male students/monkey
Robson/NB Illustration pp.6, 47, 99 business images), 100 (school cafeteria/lightfield studios), 100 (japanese students/
kpg_payless), 101 (students leaving school/monkey business images),
Video stills by: Oxford University Press pp.14, 24, 31, 38, 48, 55, 62, 72, 79, 86, 96, 103
102 (woman in ski outfit/max topchii), 102 (cyclists/jacek chabraszewski),
The publisher would like to thank the following for permission to reproduce photographs: 102 (sportsman/stockfour), 105 (man silhouette/anna rassadnikova), 106 (zayn
Alamy Stock Photo pp.42 (Marvel comics/Classic image), 56 (Popcorn maker/ malik/jstone), 106 (meghan markle/kathy hutchins), 106 (alicia vikander/kathy
Shawn Hempel), 80 (Chocolate/fStop images), 109 (Magic lantern projector/John hutchins), 106 (sean paul/s_bukley), 106 (keanu reeves/s_bukley), 106 (blue and
Henshall), 112 (Petrucio Ferreira/Avpics), 113 (Second hand market/Rachel green background/leigh prather), 107 (the radford family/ken mckay/ITV),
Torres), W42 (Card payment/Blue Jeans Images); Getty Images pp.22 (Graduate/ 107 (baby bottle/eatcute), 107 (bed/mary long), 107 (bread/elegant solution),
cornstock), 28 (Male student/Monkeybusinessimages), 28 (senior man/Jose Luis 107 (pram/oleksandr derevianko), 107 (minibus/zhenyakot), 107 (shoes/okhristy),
Pelaez Inc), 28 (teen girl/Bounce), 28 (middle aged man/Gary John Norman), 107 (pasta/sunflowerr), 108 (yellow home/karamysh), 108 (japanese home/
46 (shop assistant with cap/Westend61), 49 (Girl shopping/Tetra images), interoir blender 3d), 109 (marbles/luca pape), 109 (plastic spring/seika chujo),
49 (Diary/Patrycja Polechonska/EyeEm), 52 (Teenage girl/DGLimages), 52 (DJ/ 109 (chess/will thomas), 110 (teen students/speedkingz), 110 (3 female students/
Rawpixel), 66 (Girl standing on road/Harpazo_hope), 66 (Teacher/Colorblind creativa images), 111 (al mahara burj al arab resturant/dmitry birin), 112 (nilton
images), 86 (School boy/Wavebreakmedia), 86 (Smiling girl/Daisy-daisy), 91 (Boy santos stadium/donatas dabravolskas), 113 (thrift shop sign/rusty426),
looking at camera/kate_sept2004), 101 (group of teens/Caiaimage/Robert Daly), 114 (grandfather and grandson/dobo kristian), 114 (grandmother and grandson/
102 (Tennis/Swell media), 113 (Vintage store/Trevoe Williams), W5 (girl with photobac), 115 (volcano/budkov denis), 116 (hi-prosthetic arm/acreative), 116 (3d
glasses/portra), W5 (boy with braces/pt images), W7 (Smiling boy/Jasper Cole), printer/enmyo), 117 (emiliano di cavalcanti/keystone pictures usa), 117 (Mario de
W12 (Confident boy/PeopleImages), W43 (Girl infront of blackboard/Weekend Andrade 1916/historic collection), 117 (São Paulo Art Biennal, Pavilhão Ciccillo
Images Inc.), W47 (School girl/Compassionate Eye Foundation); Oxford University Matarazzo/gabriel pozzi), 117 (NYC modern art museum/anton_ivanov),
Press pp.14 (girl with scarf/digital vision), 17 (boy against tree/suzanne tucker), 120 (peas/krishnat chavan), 120 (carrots/ansty), 120 (glass of water/nokhooknoi),
17 (girl smiling/michaeljung), 32 (brown envelope/shutterstock), 41 (clipboard/ 120 (salad/skalapendra), 120 (tin of tuna/pogorelova olga), 120 (soda can/
shutterstock), 43 (smiling teen boy/Carolin Voelker), 46 (japanese girl/aflo/corbis), altagracia art), 120 (cheese/alfmaler), 120 (eggs/makc), W4 (Ken Watanabe/Denis
46 (teen boy/hello lovely/corbis), 49 (smiling boy/shutterstock), 72 (boy with Makarenko), W4 (Melendi/Beatriz Zambrana), W4 (Gael Garcia/Ovidiu Hrubaru),
headphones/sverre haugland/corbis), 72 (smiling girl/westend61 GmbH), W4 (Chris hemsworth/dfree), W4 (Katarina Johnson Thompson/Hayoung Jeon),
75 (family meal/gareth boden), 76 (american flag/yui), 80 (ice cream/viktor1), W4 (Gisele/Marcelo Sayao), W5 (4 young teens/Monkey Business Images),
80 (chocolate/alamy), 89 (smiling girl outside/westend61), 100 (tie/gareth boden), W6 (african american girl/syda productions), W11 (Happy students with flag/
103 (racing/getty), 104 (fabric rolls/shutterstock), 110 (world/shutterstock), Lightfield studios), W11 (Sydney Opera House/Adny Copeland), W11 (cats/
111 (spaghetti bolognese/shutterstock), 111 (beef medallions/shutterstock), ysbrand cosijn), W11 (Family/Monkey Business Images), W11 (Puppy/JStaley401),
111 (pen/shutterstock), 111 (notebook/shutterstock), 116 (colourful hands/ W13 (Zendaya Coleman/John Salangsang), W13 (Ross Lynch/Kathy Hutchins),
shutterstock), 116 (digital background/shutterstock), 118, 119, 120, 121 (stickers/ W17 (House/Artazum), W18 (Abacus/Aris Suwanmalee), W18 (Bathroom
ivector), 118, 119, 120, 121 (retro background/gorbash varvara), W12 (smiling icons/13ree.design), W18 (House icons/13ree.design), W19 (Luxury home/
girl/alamy), W23 (happy girl/gareth boden); Shutterstock pp.5 (birthday cakes/ Breadmaker), W19 (Dorm room/Elnur), W19 (Hostel reception/Vereshchagin
bonezboyz), 12 (flags/dikobraziy), 13 (big ben/lunamarina), 14 (friends sunset/ Dmitry), W22 (Rat/photolinc), W22 (Guitar/AlexMaster), W22 (Skateboard/
dmitry molchanov), 14 (boy sitting on bench/africa studio), 15 (african american fotoslaz), W22 (Puppy/oksana2010), W22 (Camera/taelove7), W22 (Maths/m.jrn),
woman/pixelheadphoto digitalskillet), 15 (business woman/ldprod), 15 (emma W23 (Phone/ptystockphoto), W23 (guitar/gelpi), W25 (Backpack/Perla Berant
stone/chelsea lauren), 15 (baby boy/africa studio), 16 (brother and sister/dragon Wilder), W31 (Teen girl in bedroom/Pressmaster), W31 (Girl on phone/takayuki),
images), 16 (teen with backpack/pixel-shot), 18 (dance vector/razym), 18 (teens W31 (Skateboarding/Josep Suria), W35 (Chocolate cake/Lesya Dolyuk),
dancing/africa studio), 18 (abstract background/audy39), 19 (skating couple/ W37 (Market/Lungkit), W37 (Family/Syda Productions), W40 (Pile of balls/
pressmaster), 19 (isaac hernandez, ballet dancer/ap photos/dario lopez-mills), Lightspring), W42 (karate/fs stock), W43 (Playing piano/Marian Fil), W43 (Soccer/
19 (maddie ziegler/startraks), 22 (senior couple/monkey business images), Monkey Business Images), W49 (Central Park/Songquan Deng)
© Copyright Oxford University Press
00a_LinkIt_TG1_Imprint.indd 2 18/06/2019 17:57

Contents
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
Culture............................................................................................106
CLIL..................................................................................................114
Puzzles............................................................................................118
Remember.....................................................................................120
Student Book audioscripts......................................................121
Workbook answer key...............................................................128
Audio track list.............................................................................134
Contents iii
00b_LinkIt_TG1_Contents.indd 3 17/06/19 12:27 PM

Contents
COMPETENCES
W Welcome pp.4–9 Vocabulary Grammar Communication
1
• Countries and • Subject pronouns Greetings
It’s your big day! nationalities • Possessive adjectives Strategy: Speaking in
pp.10–19 Strategy: Looking for • be: Simple present: affirmative formal and informal
patterns situations
2
• Family • be: Simple present: negative; Dates and special
Are you ready? interrogative and short answers days
pp.20–29 • Question words + be Strategy: Talking
• Demonstratives: this, that, these, those about dates
A Review pp.30–33 Extra practice A Extra communication A Video Link Global skills A
3
• House and furniture • Prepositions of place Quantity
Are there any • Plural nouns: regular plurals; spelling Strategy: Saying
movie channels variations; irregular plurals numbers
on your TV? • there is / isn’t, there are / aren’t
pp.34–43 • Is there …? / Are there …? :
interrogative and short answers
• some / any
• they’re / their / there
4
• My things • have: Simple present: affirmative; Prices and paying for
Do you have my Strategy: Vocabulary negative; interrogative and short things
sunglasses? games answers Strategy: Saying prices
pp.44–53 • The possessive ’s
B Review pp.54–57 Extra practice B Extra communication B Video Link Global skills B
5
• Daily routines • Simple present: affirmative; spelling Asking for and
I get up at Strategy: Categorizing variations making suggestions
six o’clock vocabulary • Prepositions of time: at, in, on Strategy: Saying no
pp.58–67 • Adverbs of frequency politely
6
• Food and drink • Simple present: negative; interrogative Likes and dislikes
You don’t Strategy: Matching and short answers Strategy: Using a variety
know him images with new • Question words + simple present of expressions
words
pp.68–77 • How often …?
• Object pronouns
C Review pp.78–81 Extra practice C Extra communication C Video Link Global skills C
7
• Sports • can (ability): affirmative and negative; Ability
You can talk Strategy: Collocations interrogative and short answers Strategy: Using
to girls! • Imperatives emphasis in questions
pp.82–91 • Adverbs of manner: regular adverbs
• Why? / Because …
8
• Clothes • Present progressive: affirmative; Shopping for clothes
The music’s negative; interrogative and short Strategy: Using polite
starting! answers language
pp.92–101 • Question words + present progressive
D Review pp.102–105 Extra practice D Extra communication D Video Link Global skills D
Puzzles pp.118–121 Word list pp.122–126 Workbook pp.W2–W49
Workbook Unit 1 pp.W2–W7 Unit 2 pp.W8–W13 Unit 3 pp.W14–W19 Unit 4 pp.W20–W25
00c_LinkIt_TG1_SB_Contents.indd 4 17/06/19 12:27 PM

Listening and speaking Reading and writing Culture
• Introductions • The Next Step • Famous people from around the world
Strategy: Listening twice • A paragraph about you and your p.106
preferences
Strategy: Using capital letters
• Personal information • West High School News • The U.K.’s biggest family p.107
and introductions • Introductions about teammates Families
Strategy: Reading before Strategy: Using visuals
you listen Strategy: Using apostrophes
My progress A CLIL A, Social science p.114
• Conversation about • Welcome to my bedroom website • American and Japanese homes p.108
my house • Description of your bedroom Life on a houseboat
Strategy: Listening for Strategy: Finding and checking answers
unstressed words Strategy: Planning your writing
• Talking about myself and • Teen life summer activities poster and • Toys from the past p.109
my favorite things personal profiles
Strategy: Identifying speakers • Application form for a summer course
My progress B CLIL B, Geography p.115
• Talking about daily routine • Addison’s blog about school • School days around the world p.110
and free-time activities • Blog post about your school day Bike messenger in New York City
Strategy: Understanding numbers in a text
Strategy: Sequencing events
• Describing food and meals • This week: Strange food from the U.S. • The world’s youngest restaurant critic
Strategy: Using pictures • Article for a food guide about a popular p.111
food in your country
Strategy: Looking for key words
Strategy: Using commas
My progress C CLIL C, Computer science p.116
• Interview about sports, • Welcome to our street fair! • Petrúcio Ferreira p.112
abilities, and routines • A text about your talents and abilities
Strategy: Listening for key Strategy: Using connecting words
information
• Describing a scene and • School uniforms: what’s your opinion? • Thrifting p.113
activities • A description of a picture Where do you go shopping?
Strategy: Using adjectives
My progress D CLIL D, Art p.117
Unit 5 pp.W26–W31 Unit 6 pp.W32–W37 Unit 7 pp.W38–W43 Unit 8 pp.W44–W49
00c_LinkIt_TG1_SB_Contents.indd 5 17/06/19 12:27 PM

Welcome to
Link It! 1
Vocabulary
Classroom language
The alphabet
Numbers (0–100)
School things
Telling the time
Days and months
Pets and colors
Parts of the body
Aim
To practice classroom language, the
alphabet, and numbers from 0–100
Warm-up
• Point to familiar objects around the
classroom, e.g., a pen, a book, the
board, a chair. Ask: What’s this? Elicit the
answers, e.g., It’s a pen.
• Point to the objects again and ask
questions using the wrong words, e.g.,
Is it a book? Elicit the answer: No, it’s a pen.
Classroom language page 4

Exercise 1
• Students can work individually or in
pairs to match the sentences with the
pictures.
• Check answers, and check that students
understand all the sentences.
• Model and drill pronunciation of the
sentences.
Exercise 2
pairs to match the sentence halves.
understand all the sentences. Exercise 4 e 002 Exercise 5 Pairwork
• Model and drill pronunciation of the • Read through the information in the • Demonstrate the activity by inviting
sentences. Look! box with the class. a confident student to ask you one of
Exercise 3 • Play the first part of the audio and point the questions. Respond with one of the
out the example answer. phrases.
• Read out the example answer and •
then read through the words in the • Play the rest of the audio for students to Students then ask and answer in pairs.
box with the class. Check that students listen and write the answers. • Monitor and help while they are
understand them. • Check answers, playing the audio again working.
• Read out the gapped sentences in turn and pausing for students to hear the • Ask some pairs to ask and answer
and elicit the correct words to complete answers. questions for the class.
them. Check that students understand • Play the audio again for students to
all the sentences. repeat, chorally and individually.
• Ask individual students how they say Audioscript Teacher’s Guide page 121
the questions in their language.
4
00d_LinkIt_TG1_Welcome.indd 4 17/06/19 12:28 PM

• Check answers with the class, playing
the audio and pausing for students to
hear the answers.
Audioscript Teacher’s Guide page 121
Exercise 10 Real English e 007

• Play the audio for students to listen.
• Read through the dialogues with
the class and check that students
understand everything.
• Play the audio again, pausing after each
line for students to repeat.
• Demonstrate the activity by asking a
confident student their name, then
asking them to spell it.
• Students then work in pairs to practice
the dialogues.
• Students then work in pairs to write a
similar dialogue and practice it.
• Monitor and help while they are
working.
• Ask some pairs to perform their
dialogue for the class.
Audioscript Student Book page 5
Numbers (0–100) page 5

Exercise 11
pairs to complete the chart.
• Check answers with the class.
• Get students to count to 31 chorally.
Exercise 12 e 008
• Play the first number on the audio and
point out the circled answer (13).
• Play the rest of the audio. Students
listen and choose the correct numbers.
the audio and pausing for students
to hear the answers. Write the correct
numbers on the board.
Exercise 13 e 009
The alphabet page 5 • Play the rest of the audio for students to • Read out the question and check that
listen and choose the letters. students understand it.
Exercise 6 e 003 • Allow students to compare their • Play the audio for students to listen and
• Play the audio for students to listen. answers in pairs, then play the audio complete the sentences.
• Play the audio again for students to again for them to check their answers. • Check answers, playing the audio again
repeat, chorally and individually. • Check answers with the class, playing and pausing for students to hear the
Audioscript Student Book page 5 the audio and pausing for students to answers.
hear the answers. Audioscript Teacher’s Guide page 121
Exercise 7 e 004 Audioscript Teacher’s Guide page 121
• Play the audio for students to listen to Exercise 14 Pairwork
the song. Exercise 9 e 006 • Put students into pairs and ask them to
• You could write the final line of the • Explain to students that they will hear choose numbers to complete the chart.
song on the board to help students. people spelling some names. • Explain that you will read out some
• Play the audio again and ask students • Play the audio for students to listen and numbers. If they hear the numbers on
to sing along. write the names. their chart, they should cross them off.
Audioscript Teacher’s Guide page 121 • Allow students to compare their • When all their numbers are crossed off,
answers in pairs, then play the audio they shout Bingo! The first pair to shout
Exercise 8 e 005 again for them to check their answers. Bingo! wins.
• Play the first letter and elicit which one
it is (W).
5

Aim
To practice vocabulary for school things,
telling the time, and days and months
Warm-up
• Play a game to revise the alphabet.
• Spell a student’s name, without saying
the name first, e.g., R-E-N-Z-O. Students
race to say the name.
• Invite the first student who guessed
correctly to choose another classmate’s
name to spell. Other students race to
guess it.
• Continue the game for a few more
minutes. Revise any letters that students
can’t remember.
School things page 6

Exercise 15
pairs to match the words with the
objects in the picture.
• Check answers with the class, then
model and drill pronunciation of the
words.
Exercise 16
objects on the desk.
words.
Exercise 17
• Students find the words in the
wordsearch. You could make this a race
to make it more challenging.
• When you check answers, invite
individual students to come and write
the words on the board.
Telling the time pages 6–7

Exercise 18
• Point to the hands on the clock and say:
Eight o’clock.
pairs to complete the sentences.
times.
6

Look! box
• Read out the information with the class.
Elicit other words that are written with
capital letters, e.g., names, towns, cities,
countries.
Exercise 22
• If you think your students might
struggle with this exercise, drill the
months with the whole class first.
• Students complete the sentences and
find the missing month.
• When you have checked answers,
ask individual students: When’s your
birthday?
Exercise 23
pictures.
• Check answers with the class, and
seasons.
Exercise 24 Pairwork
• Demonstrate the activity by asking
individual students the questions and
eliciting their answers.
• Students then work in pairs.
working.
• Ask some students to tell the class
something about their partner, e.g.,
Paul’s favorite day is Saturday.
Look! box
• Read through the information with the
class. Discuss with the class how dates
are written in their own language, and
how English is different / the same.
Exercise 19 e 010 • Monitor and help while students are

• Students can work individually or in pairs working.
to look at the clocks and write the times. • For feedback, ask some students to
• Check answers with the class. come and write one of their times on
the board and say it for the class.
• Play the audio for students to repeat,
chorally and individually.
• If students need more practice, draw Days and months page 7
some more clocks on the board and
Exercise 21
elicit how to say the times.
• Students can work individually or
in pairs to find the words in the
Exercise 20 Pairwork wordsearch. You could make this a race
to make it more challenging.
• Read out the example time and dialogue
to check students’ understanding. • Check answers with the class, and model
and drill pronunciation of the days.
• Students work individually to write
three times in their notebooks. • Ask a few questions using the days, e.g.,
What day is it today? What day comes after
• They then work in pairs. They look at
Friday? What day is your birthday this year?
the times they have both written and
ask and answer questions about the
times.
7

Aim
To practice vocabulary for pets and colors,
and parts of the body
Warm-up
• Revise days, months, and seasons. Put
students into teams and ask teams
questions in turn e.g., What day is it
today? What day is it tomorrow? What
day is December 1st this year? What date
is Christmas? What month is it now?
What’s the date today? What season is
it? What’s the next season? Teams get a
point for each correct answer.
Pets and colors page 8

Exercise 25
pictures.
• Check answers with the class and check
that students understand all the words.
Model and drill pronunciation.
• Ask questions about the pets, e.g., Who
has a dog? Who has a cat?
Exercise 26 e 011
• Allow students time to read through
the chart.
• Play the audio. Students listen and
complete the chart.
• Allow students to compare their
answers in pairs, then play the audio
again for them to check and complete
their answers.
the audio again and pausing to
confirm the answers.
Exercise 27 Pairwork
• In pairs, students ask and answer
questions about pets. Elicit more
questions they could ask to find out
more information, e.g., What’s it called?
How old is it? Exercise 29
• Ask some students to tell the class • Students work individually to read the
about their partner’s pets. descriptions and color the animals.
Exercise 28
pictures in pairs.
• Check answers with the class by
holding up a correct version of each
colors in the pictures.
picture and reading out the description.
• Check answers with the class and
colors.
• Point to things in the classroom and
ask: What color is it? Students race to say
the answers.
8

Parts of the body page 9
Exercise 30
pairs to match the words with the parts
of the body.
words.
• For extra practice, point to parts of your
own body and ask: What’s this? Students
race to say the answers.
Exercise 31
pairs to copy the letters with the same
color and write the words. You could do
this as a race.
Exercise 32
• Students work individually or in pairs to
read the descriptions and complete the
sentences with the correct names.

• Play the audio once for students to
listen.
• Play the audio again, pausing for
students to repeat.
• Put students into pairs to practice
introducing themselves.
• Ask some students to introduce
themselves to the class.
9

1 It’s your
big day!
Grammar
Subject pronouns
Possessive adjectives
be: Simple present: Affirmative
Vocabulary
Countries and nationalities
Communication
Greetings
Skills
Listening: Descriptions of three
teenagers
Speaking: Giving a presentation about
yourself
Reading: An online profile
Writing: A paragraph about yourself
Values and cross-curricular

topics
Multiculturalism: Students from
around the world
Presentation pages 10–11

Aim
To present new language in a familiar
context
Story
Mason and Jacob are at the auditions for
the Dance for the U.S. competition. Mason
is late, and Jacob feels nervous. The boys
are excited when the famous judges arrive.
Rubi arrives with a friend, Lola. Mason
thinks she is nice. Then a man tells Mason
and Jacob that it is their turn to have their
• Go through the Check it out! box and • Discuss the questions as a class. If
ask students to find the phrases in students are reluctant to speak, ask
audition.
the dialogue. Make sure that students questions to the whole class and get
Warm-up understand the meaning of the phrases. students to answer by putting up their
• Ask students to look at the picture. Ask • If necessary, teach the meaning of other hands, e.g., Who thinks it’s rude to be late?
words that students don’t understand. Who is normally late? Who is never late?
one or two questions, e.g., How many
Audioscript Student Book page 10 Ask the questions to individual students
people are there? (four) How many boys?
and encourage them to use a sentence
(two) How many girls? (two) Are they at
Exercise 2 Comprehension to answer, e.g., I’m normally late. / I’m
school? (no)
• Point out the example answer, and that never late.
• Explain that the boys are at the
auditions for a dance competition. the sentence is in the dialogue.
Consolidation
Teach the words dance and dancer. • Students read the dialogue again and
Encourage students to make a note
match the sentence halves.
Exercise 1 Read and listen e 013 of any new vocabulary and phrases
• They can compare answers in pairs. from the dialogue in their vocabulary
• Read the question to the class and • Check answers with the class, and that notebooks.
explain the meaning of nervous. students understand all the sentences.
• Play the audio. Students listen and read,
and answer the question. Link to life
• Check the answer with the class. • Read out the questions and check that
students understand rude.
10
01_LinkIt_TG1_U1.indd 10 17/06/19 12:29 PM

Key language page 11
Aim
To practice the target language in a
personalized context
Step 1
Exercise 3
• Ask students to find and underline the
phrases in the dialogue.
• Check that students understand all the
phrases.
Step 2
Exercise 4 e 014
• Ask students to read the dialogues
and complete them with the correct
phrases.
• Tell students they can refer back to the
dialogue in exercise 1 if necessary.
check their answers.
• Students could then practice the
dialogues in pairs.
Step 3
Exercise 5
• Ask two students to read out the
example dialogue.
• Elicit another example dialogue using
the names in the box.
• Students work in pairs and write similar
dialogues to the ones in exercise 4,
using the names in the box.
• Monitor and help as necessary. Make
a note of any repeated mistakes to go
over at the end of the lesson.
Exercise 6 Pairwork
• Students practice their dialogues in
pairs. Monitor and help as necessary.
• Ask some students to perform their
dialogues for the class.
Consolidation
Suggest to students that they could
record the first line of one of their
dialogues from exercise 6 on their
phones. They could then listen and
practice responding with their own
name, and the name of a friend.
Workbook page W4
Practice Kit Extra Practice
11

Vocabulary page 12
Aim
To present and practice vocabulary for
countries and nationalities
Warm-up
• Point to the map on page 12 and
teach the words map and country. Ask
students to point to their country.
• Say the name of the students’ country
and the corresponding nationality, e.g.,
I’m from Brazil. I’m Brazilian. Write these
sentences on the board.
• Use the words on the board and teach
the difference between country and
nationality.
Exercise 1 e 015
• Focus on the chart and point out
the two columns for countries and
nationalities.
• Read out the information in the Look!
box with the class.
look at the map and complete the chart
with the countries.
check.
Exercise 2 e 016
• Students work individually or in
pairs to complete the chart with the
nationalities.
check.
students to repeat the countries and
nationalities, chorally and individually.
Extra activity
• Play a game to consolidate the Exercise 3 Pairwork • Read out the Vocabulary strategy.
vocabulary. Give students two Point out to students that learning
minutes to look at the completed
• Ask two confident students to read
out the example question and answer. new vocabulary is an important skill
chart, then ask them to close their in language learning, and they should
Check that students understand it.
books and put them into teams. get into the habit of recording new
• Call out country names from the
• Read through the cities in the box with
vocabulary and finding ways to learn it
the class and make sure students know
chart in a random order. Teams race and remember it.
where they all are on the map.
to say the correct nationality.
• You could play again, this time calling
• Give another example by asking a Consolidation
confident student to ask you: Where are
out the nationalities and getting Suggest to students that if they are
you from? Answer with one of the cities
students to say the countries. visual learners, they could download a
in the box.
map from the Internet and label it with
• Students work in pairs to ask and the countries and nationalities in English
answer questions. to help them remember the words.
Workbook page W4
12

Exercise 2
• Read out the example sentence.
Students complete the sentences with
the correct subject pronouns.
Extra activity
Ask students to think of three famous
people. In pairs, they take turns to say
the names. Their partner must respond
with a sentence about the famous
person using he or she.
Grammar chart
• Read out the grammar examples.
• Point out that in English the choice of
his or her depends on the person being
referred to: That’s Marco. Maria is his
sister. That’s Ana. Maria is her sister.
• Refer students to the rules on page W2.
Rules page W2
Exercise 3
• Point out the example sentence.
• Tell students to use the grammar chart
and rules to help them if necessary.
Exercise 4
• Students complete the sentences with
the correct possessive adjectives.
answers in pairs, then check with the
class.
Challenge
• Students write their descriptions
individually. Ask some students to read
their descriptions to the class.
Finished?
• Tell students to look back at the
dialogue on page 11 and underline the
subject pronouns in one color and the
possessive pronouns in another color.
Grammar page 13 Subject pronouns
• In pairs, have students make sentences
Aim Grammar chart about a famous celebrity and guess
• Read out the grammar examples. who they are describing.
To present and practice subject pronouns
and possessive adjectives • Go through the grammar chart. • When finished, students can go on to
do the puzzle on page 118.
• Point out that in English we have to use
Warm-up a subject pronoun before a verb, e.g., Puzzles page 118/X7
• With books closed, write some of He’s a great dancer. NOT Is a great dancer.
the countries from page 12 on the Consolidation
board, with some missing letters, e.g., Suggest to students that to help them
Rules page W2
C _ n _ d _ (Canada). Put students into learn these subject pronouns and
pairs and give them one minute to Exercise 1 possessive adjectives, they could write
complete as many as they can. two or three descriptions of friends and
• Read out the example answer and elicit highlight the subject pronouns and
• Check the answers by asking individual another example from the class.
students to come up and fill in the possessive adjectives.
missing letters.
• Students match the remaining nouns
with the subject pronouns. Workbook page W4
• Point to the countries on the board and
elicit the nationalities.
• Check answers with the class. Practice Kit Extra Practice
Grammar link presentation
13
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Let’s talk
about … pages 14–15
Communication
competences
Greetings
Aim
To present and practice greetings
Warm-up
• Say to individual students: Hi, (Carlo).
Elicit the reply: Hi. / Hello.
• Ask: How are you? Elicit or teach the
reply: I’m fine. Repeat this with students
around the class.
• Gesture that you are saying goodbye
and say: Bye-bye. Elicit the reply: Bye. /
Goodbye.
Exercise 1 Watch, listen,

or read e 017
• Play the video or audio once for
students to watch or listen to the
dialogues.
• Students complete the dialogues with
the correct words. They can compare
their answers in pairs.
• Play the audio again. Students listen
and check.
• Read through the dialogues with

• Ask students to find the phrases in the
dialogues in exercise 1.
• Read the Speaking strategy with the
class. Ask students to find examples of
formal and informal greetings in the
dialogues in exercise 1.
• Play the audio once for students to listen.
• Play it again, pausing after each phrase
for students to repeat.
Extra activity
• With books closed, write the first
dialogue from exercise 1 on the
board. Put students into pairs and ask
them to practice it.
• Remove about five words from the
board and ask students to practice
again, adding in the extra words from
memory.
• Repeat the process, removing four or
five words each time, until students
are able to practice the dialogue
completely from memory.
• Point out to students that repeating
speaking practice is a very good way
to become more fluent.
14

put students into pairs to practice the
dialogue.
• Ask two confident students to read out
the completed dialogue for the class.
Exercise 5 Pairwork
• Demonstrate the activity with a
confident student. Greet them by
name, then ask: How are you? Invite
them to respond, and end by saying
goodbye.
• Students then work in pairs to write
their own dialogue and practice it.
• Monitor and help while students are
working.
Extra activity
• Students could work in pairs and
write a new dialogue between two
friends, like the one in dialogue 1 of
exercise 1.
• Allow students time to practice their
dialogues in pairs, then ask some
students to perform their dialogue
for the class.
Link it! Pairwork

• Focus on the pictures and read out
the captions. Check that students
understand them all.
• Explain to students that they must
decide whether their dialogue should
be formal or informal, and choose
suitable phrases.
• Students work in pairs to prepare and
practice another dialogue.
dialogues for the class. See if other
students can guess which person the
dialogue is with.
Consolidation
Exercise 3 e 019 Beat the clock • Suggest to students that they
could record one half of one of the
• Read out the task and make sure • Explain the task, then time two minutes. dialogues they have practiced in this
students understand what they have Students create their word maps.
lesson, then practice listening to it
to do. • Put students into pairs to compare their and responding.
• Play the audio. Students listen and write word maps.
• They could then listen to themselves
the answers. • Draw a word map on the board and and see if they can spot any mistakes
• Play the audio again if necessary for invite students to come and add or improve their pronunciation.
students to check and complete their greetings to it. Ask them to say each
answers. greeting as they add it. Workbook page W6
• Check answers with the class. Extra Communication page 31
Exercise 4 Pairwork Practice Kit Extra Practice
• If your students need more practice
with pronunciation, you could play the • Read through the task with the class
audio again, pausing for them to repeat and make sure students understand
the key phrases. what they have to do.
Audioscript Teacher’s Guide page 121 • Read out the example answer, then
elicit the next line of the dialogue.
• Students put the remaining sentences
in the correct order.
15

Grammar page 16
be: Simple present
Affirmative
Aim
To present and practice the simple present
affirmative form of be
Warm-up
• Write the question Where are you from?
on the board and elicit some students’
answers. Write one or two sentences on
the board, e.g., I’m from Brazil.
• Point to one or two students and say:
He’s / She’s from Brazil. Write one or two
sentences with he / she on the board.
• Underline all the forms of be on the
board and explain that the underlined
verbs are all part of the verb be.
Grammar chart
• Go through the grammar chart with
the class.
• Point out that in spoken English the
short forms are much more common
than the full forms.
Rules page W3
Exercise 1
• Students choose the correct words.
• Check the answers with the class.
Exercise 2
• Students rewrite the sentences with the
short forms.
Exercise 3
• Students then complete the sentences
with the correct short forms.
answers in pairs, then check with the Exercise 5 with a classmate and try to complete
class. • Read out the task in the Think! box with each other’s sentences.
the class. Ask students to choose the • Once students have finished this
Challenge activity, they can go on to do the puzzle
correct sentence and complete the rule,
• Students write the sentences then check the answers with the class. on page 118.
• Write the headings from the chart on Puzzles page 118/X7
their sentences to the class.
the board. Elicit some details about a
• If necessary, refer students back to the fictional student. Consolidation
chart on page 13, and read through the
• Using the information on the board, Encourage students to write some
subject pronouns again with the class. personalized sentences in their
elicit a short description of the person
and write it on the board. vocabulary notebooks about
Exercise 4
• Students then write their descriptions. themselves and people they know
• Explain that in this exercise, students to help them remember the different
have to write the subject pronouns and forms of be.
Challenge
the short forms of be.
• Students write the descriptions
• Students complete the texts.
individually.
Workbook page W5
• Allow students to compare their answers Practice Kit Extra Practice
in pairs, then check with the class. Grammar link presentations
Finished?
• Tell students to write gapped sentences
using the verb to be. Then they switch
16
01_LinkIt_TG1_U1.indd 16 18/06/2019 18:01

Step 2
Exercise 2 e 021
• Ask students to read through the
paragraphs.
• Remind them that they will hear the
audio twice, so they shouldn’t worry if
they don’t hear all the answers the first
time.
complete the paragraphs.
again for them to complete their
answers.
the audio again and pausing for
students to hear the answers.
Step 3
Exercise 3
• Students make notes about themselves.
Exercise 4 Presentation
• Read out the task and make sure
students understand what they have
to do. Tell them they can use the
paragraphs in exercise 2 as models to
help them.
• Allow students time to prepare their
presentations individually.
• Monitor while they are working, and
help with any language difficulties as
necessary.
Exercise 5 Groupwork
• Put students into groups and ask them
to take turns to give their presentations.
Ask other students to listen carefully
and take notes about what their
classmates say.
• Monitor while they are working and
note down any typical errors to correct
in a feedback session at the end.
Listening and Step 1 • Ask some students questions about
speaking page 17 Exercise 1 e 020
their classmates, e.g., What’s (Marco’s)
favorite color? See if students can use
• Read through the profile with the class their notes to answer the questions.
Aim and make sure students understand
To listen to descriptions of three teenagers everything. Consolidation
To give a presentation about yourself • Read out the task, then read the • Suggest to students that they could
Listening strategy with the class. complete the profile in exercise 3
Warm-up
• Play the audio. Students listen and with information about a friend or
• Ask individual students: What’s your check the correct answers. family member.
favorite color? What’s your favorite school
subject? What’s your favorite day of the • Allow students to compare their • They could then practice giving a
answers in pairs, then play the audio presentation about the person, using
week? What’s your favorite animal? Revise
again for them to complete their he / she forms of be.
vocabulary for colors, school subjects,
days of the week, and animals. answers.
Workbook page W6
• Point to the pictures of Noah and Zehra • Check answers with the class, playing Practice Kit Extra Practice
in turn and ask: How old is he / she? the audio again and pausing for
What’s his / her favorite color? Encourage students to hear the answers.
students to guess the answers. Audioscript Teacher’s Guide page 121
17

Trending topics pages 18–19
Reading and writing

competences
Aim
To read a profile of a teenager
To write a paragraph about yourself
Warm-up
• Focus on the picture and the image
and ask: What do you think Lara’s favorite
hobby is? (dance)
• Ask: Is dance fun? Who thinks that dance
is fun? Elicit a few answers or a show of
hands.
• Write the dance styles from exercise 1
on the board: contemporary, hip-hop,
ballet, street dance. Check that students
understand the words and ask: What’s
your favorite dance style? Elicit a few
answers.
Background notes
• The Next Step is a popular Canadian TV
reality drama series. It is about the lives
of the teenage members of a dance
troupe from The Next Step dance studio.
It was first shown in 2013, and remains
popular. It has also been shown in
Australia, the U.S., and other countries.
Reading
Exercise 1 Read and listen e 022
sentences and possible answers.
• Play the audio. Students read and listen,
and choose the correct answers.
answers in pairs.
• Go through the Check it out! box
and ask students to find the words
in the text. Make sure that students
Culture focus
understand the meaning of the words. Extra activity
• Ask students to look at the text again. • Read through the information with the
• If necessary, teach the meaning of other class. Check that students understand
words that students don’t understand. Ask: Does Lara think the show is good?
big, biggest, and smaller.
Audioscript Student Book page 18 Does she think the dancers are good?
Elicit the answers, then ask students • Say a few more sentences using these
Exercise 2 to find the words that Lara uses to adjectives and ask students if they are
say that the show and dancers are true or false, e.g., Mexico is a very big
• Students read the text again and country. Brazil is smaller than Peru.
rewrite the sentences with correct good (awesome, interesting, amazing,
information. fantastic, talented).
• Allow students to compare their • Write the words on the board and
answers in pairs. check that students understand
them all.
• Check answers with the class, eliciting
the part of the text which confirms • Tell students it is important to learn
each answer. lots of different vocabulary to make
their writing and speaking more
Exercise 3 interesting.
• Students complete the matching task.
• Check answers with the class and elicit
a few more nationalities, countries, and
cities to add.
18

information they should include about
themselves.
• Explain that they could change some
of the kinds of information if they
prefer. Brainstorm some other kinds of
information they could include instead,
e.g., favorite book, movie, animal.
• Ask students to write their paragraph,
using the texts in exercise 4 to help them.
• Ask some students to read their
paragraphs to the class.
Challenge
• Students write their sentences
individually.
sentences to the class. Ask other
students if the sentences are also true
for them.
Extra activity
• Students could write four sentences
about themselves, three true and one
false.
• In pairs, they read their sentences to
each other and guess which one is
false.
• Ask who guessed correctly.
Consolidation
Suggest to students that they write
some sentences with the names of
people, cities, countries, etc., and
highlight the capital letters to help them
remember when they should use them.
Culture page 106 / X1

Workbook page W7
Unit tests
Resource worksheets
Video
Writing Chloe. As a class, match the examples

with the categories in the Writing strategy.
Aim • Ask students to read the fact file about
To write a fact file about yourself Megan and write a paragraph about her.
• Check the answers with the class, and
Step 1 write a paragraph on the board for
students to check their spellings and
Exercise 4 use of capital letters.
• Ask students to read the fact files and POSSIBLE ANSWERS
use the information to complete the Megan is 12 years old. She’s from San
paragraphs about Ethan and Chloe. Francisco, California, in the U.S. She’s a
• Check the answers with the class. contemporary dancer. Her favorite TV
show is The Next Step and her favorite
Step 2 dancer is Lamar Johnson.
Exercise 5 Step 3
• Read the Writing strategy with the class.
• Ask students to find examples of capital Exercise 6
letters in the paragraphs about Ethan and • Read out the task and refer students
back to the fact files for the kinds of
19

2 Are you
ready?
Grammar
be: Simple present: Negative
be: Simple present: Interrogative and
short answers
Question words + be
Demonstratives
Vocabulary
Family
Communication
Talking about dates and special days
Skills
Listening: An interview with a singer
Speaking: Asking and answering
questions
Reading: An article in a school
magazine
Writing: Three paragraphs introducing
members of your family

topics
Family

Aim
context
Story
Mason and Jacob introduce themselves
to the judges of the dance competition
and explain that they are brothers. They
dance for the judges, who say that Jacob is • Go through the Check it out! box and Link to life
great, but Mason isn’t good enough to be ask students to find the phrases in
in the competition. Jacob has to choose • Read out the question and check that
the dialogue. Make sure that students students understand bad grades and
between his brother or the competition, understand the meaning of the
and he chooses the competition. losing.
phrases. Point out that No way! and
• Discuss the question as a class and
Are you serious? are informal phrases, so
Warm-up elicit some ideas in the students’ own
students should not use them in formal
• Ask students to look at the picture. situations.
language if necessary. Teach one or two
Ask: Who can you see? Elicit the names phrases in English, e.g., I’m sorry. / Never
Audioscript Student Book page 20 mind. / Don’t worry about it.
of the characters (Mason and Jacob).
Ask: Where are they? (at a dance Exercise 2 Comprehension
competition) Consolidation
• Students read the dialogue again and Encourage students to try to learn
Exercise 1 Read and listen e 023 choose the correct answers. the phrases in the Check it out! box
• Read the question to the class and • They can compare answers in pairs. in each unit. Suggest that they think
check that students understand make • Check the answers with the class. of a situation where they might use
a decision. each phrase to help them remember
• Play the audio. Students listen and read, it, e.g., they might say Good luck to
and answer the question. someone who has an exam.
• Check the answer with the class.
20

• Elicit a few example answers and
correct any mistakes.
ANSWERS
Students’ own answers.
Exercise 6 Pairwork
• Students practice asking and answering
the questions in pairs. Monitor and help
as necessary.
• Ask some students to ask and answer
the questions for the class.
Consolidation
• With books closed, write some
key words from the questions in
exercise 5 on the board, e.g., what /
name? where / from? old / you? who /
here / you / today?
• Put students into groups to rewrite
the questions from memory.
• Check these, then call out the
questions in turn. Groups race to
provide a correct answer.
Workbook page W10

Key language page 21 • Tell students they can refer back to the
Aim • Play the audio. Students listen and
To practice the target language in a check their answers.
personalized context • Play the audio again, pausing after each
Step 1 • Students could then practice the
dialogues in pairs.
Exercise 3 Audioscript Teacher’s Guide page 121
phrases in the dialogue. Step 3
understand all the phrases. Exercise 5
• Read out the task and check that
Step 2 students understand they should
answer the questions with information
Exercise 4 e 024 about themselves.
• Ask students to reorder the words to • Monitor and help while students are
complete the dialogues. answering the questions.
21

Vocabulary page 22
Family
Aim
family members
Warm-up
• Point to the family scrapbook on
page 22 and teach the words family
and scrapbook.
• Ask students to turn back to page 20.
Ask: Are Jacob and Mason in the same
family? (yes) Who is Jacob? Elicit that
he is Mason’s brother. Ask students to
find two more words for family in the
dialogue (mom and dad). Check that
students understand these.
Exercise 1 e 025
• Ask: Where’s Lola? Ask students to find
Lola in the family scrapbook.
• Students work individually or in pairs
to complete as much of the family
scrapbook as they can.
check.
Exercise 2 e 026
word for students to repeat, chorally
and individually.
Extra activity
For extra practice, tell students you are
Lola. Read out sentences about the
people in Lola’s family, e.g., She’s my aunt.
Students race to say the correct names.
Exercise 3 e 027
• Focus on the pictures in the scrapbook
and elicit which one is Luis.
• Read out the example answer and • Students draw their own family tree.
ask students to find Catrina in the • They work in pairs to describe their own
scrapbook. family tree and listen and draw their
• Students complete the sentences with partner’s.
the family words. • When they have compared their
• Allow students to compare their pictures, ask: Are they the same?
answers in pairs, then play the audio for • Monitor and help while students are
them to listen and check. working. Make a note of any repeated
Audioscript Teacher’s Guide page 122 mistakes to go over at the end of the
lesson.
Exercise 4 Pairwork
• To demonstrate a family tree, draw Consolidation
Lola’s family tree on the board. Suggest to students that they could use
• Demonstrate the activity by drawing a the family tree they have drawn to learn
simple version of your own family tree and revise family vocabulary. Tell them
on a piece of paper. Then say sentences that they should revise all vocabulary
about your family. Ask students to listen regularly, to help them remember it.
and draw your family tree.
• Draw your own family tree on the board Workbook page W10
for students to check. Practice Kit Extra Practice
22

ANSWERS
1 Ella isn’t in my class. 2 It’s five o’clock.
3 The students aren’t at school.
4 I’m not Japanese. 5 You’re very
intelligent. 6 They’re my parents.
be: Simple present

Interrogative and short
answers
Grammar chart and Think! box
• Read out the grammar examples and
chart with the class.
• Reinforce the point that in English,
the verb comes before the subject
pronoun, e.g., Are you a teacher?
NOT You are a teacher?
Rules page W8
Exercise 3
• Students complete the questions and
answers.
Exercise 4
• Students write the questions, then write
true answers.
ANSWERS
1 Are you 11 years old? Yes, I am. /
No, I’m not.
2 Is it Monday today? Yes, it is. / No, it isn’t.
3 Are you from London? Yes, I am. /
No, I’m not.
4 Are you at school? Yes, I am. / No, I’m not.
5 Is your birthday in August? Yes, it is. /
No, it isn’t.
Challenge
• Students write the questions and
answers individually.
questions to the class.
Grammar page 23 • Reinforce the point that in English the Finished?
word not comes after the form of be,
e.g., It is not cool. NOT It not is cool.
• Tell students to return to page 16 and
Aim rewrite the sentences in exercise 2 in
To present and practice the simple present • Refer students to the rules on page W8. the negative and affirmative forms.
negative form of be Rules page W8 • When finished, students can go on to
To present and practice yes / no questions do the puzzle on page 118.
and short answers with the simple present Exercise 1
Puzzles page 118/X7
form of be • Students write the sentences.
• Check answers, then ask students to Consolidation
be: Simple present rewrite the sentences using short forms.
Tell students that to practice questions,
Negative • Check answers with the class. they could write some questions to ask
themselves, e.g., Are you Brazilian? They
Grammar chart and Think! box Exercise 2 could record the questions on their
• Read out the grammar examples. • Students write the sentences. phone, then listen and answer them.
• Go through the grammar chart with • Allow students to compare their
answers, then check with the class. Workbook page W10
the class.
• Students read the Think! box and Grammar link presentation
complete the rule.
23
02_LinkIt_TG1_U2.indd 23 18/06/2019 18:02

Let’s talk
Communication
competences
Dates and special days

Aim
To present and practice dates and
special days
Warm-up
• Revise numbers up to 30 by asking
students to count around the class, with
each student saying the next number.
• You could do this as a game, with
students standing up at the start and
sitting down if they make a mistake or
don’t know the next number.
• If students need more practice, go
round again, encouraging them to
speed up this time.
• Revise the months of the year by saying
January. Students put their hands up
to say the next month. Continue with
different students each saying the next
month until they reach December. Write
the months on the board.
Exercise 1 e 028
• Read out the first two lines of the chart
and check that students understand the
meaning of the ordinal numbers.
• Students could work in pairs to
complete the chart.
• Play the audio for students to listen and
check.
students to repeat.

or read e 029
• Play the video or audio for students to Extra activity
listen and choose the correct words.
• With books closed, put students into
• They can compare their answers in pairs. teams. Write a selection of dates on
• Play the audio again. Students listen the board as numbers, e.g., 7/24, 3/15.
and check. • Ask teams in turn to choose a
• Check answers with the class, playing number and say the date correctly,
the video or audio again if necessary for e.g., July 24th, March 15th. If they say
students to hear the answers. the date correctly, they get a point
Audioscript Teacher’s Guide page 122 and the number is crossed off the
board. If they don’t say the date
Exercise 3 Real English e 030 correctly, don’t correct it, but move to
• Play the audio once for students to the next team.
listen. Check they understand the • Continue until all the dates are
questions and answers. crossed off. See which team has the
• Play it again, pausing after each question most points.
and answer for students to repeat.
• Read through the Speaking strategy with
the class.
24

Link it! Groupwork / Pairwork
• Put students into pairs and explain that
they are going to find out when their
classmates’ birthdays are.
• Tell students they should move around
the class in their pairs and ask their
classmates in turn until they have six
answers.
• Elicit the question they need to ask:
When’s your birthday?
• Allow students to move around the
class asking and answering questions,
and writing down their classmates’
birthdays.
• Students then work in their pairs to
ask and answer questions about their
classmates’ birthdays.
• For feedback, ask the class questions
about individual students’ birthdays and
elicit the answers.
Extra activity
• Ask students to find their family tree
that they drew on page 22.
• In pairs, students can ask and answer
questions about the birthdays of the
people in their partner’s family tree,
e.g., When’s your mom’s birthday?
Consolidation
• Suggest to students that they could
download a calendar in English from
the Internet and practice saying the
date each day.
• They could also mark some
important dates on the calendar and
write sentences about the dates.
Workbook page W12

Extra Communication page 31
Exercise 4 e 031 • Students work in pairs to ask and

• Play the first part of the audio and point answer questions.
out the example answer. • Monitor while they are working and
• Play the rest of the audio. Students note down any common errors to
listen and complete the dates. correct in a feedback session at the end.
• Play the audio again if necessary for • Ask: Are these dates important in your
students to check and complete their country? Elicit which of the dates are
answers. important in the students’ country.
• Check answers with the class. Beat the clock
Audioscript Teacher’s Guide page 122 • Read out the task, then time two
minutes for students to work
Exercise 5 Pairwork
individually to write important dates in
• Ask a student to read the information in their country.
the Culture focus. Model pronunciation
of the events.
• Students compare their lists in pairs.
• Demonstrate the task by reading out
• Elicit some important dates from the
class.
the example question and getting a
student to read out the answer. Ask a
question about another date and elicit
the answer.
25

Grammar page 26
Aim
To present and practice question words + be
To present and practice demonstratives
Warm-up
• Revise the months by writing them as
gapped words on the board, e.g.,
J _ n _ _ ry. Put students into pairs and
give them one minute to complete
as many as they can. Check answers
by asking students to come up and
complete the words on the board.
• Elicit what students know about question
words by writing some gapped questions
on the board: ___ is your birthday? ___
old are you? ___ are you from? In pairs,
students complete the questions. Check
answers and write the missing words
on the board. Underline the words and
explain that they are question words.
Question words + be
Grammar chart
• Go through the grammar chart with the
class and check that students understand
the meaning of the question words.
• Remind students that in questions the
verb be comes before the subject: Where
are you from? NOT Where you are from?
Rules page W8
Exercise 1
• Students choose the correct question
words. Check answers with the class.
• Read through the information in the
Look! box with the class. Elicit or give a
few more examples of questions with
which and what, e.g., Which is your book?
What’s your name? What’s the date today?
Exercise 2
• Students complete the questions. Demonstratives: this, that, Finished?
Check answers with the class. these, those • In pairs, have students choose a famous
person and write a mini-dialogue like
Exercise 3 Think! box the one in exercise 4.
• Students write the questions. • Read out the grammar example. • In pairs, have students look back at
• Check these, then ask students to write • Students read the Think! box and page 22, point to the pictures, and
the answers. complete the rules. say sentences using this / that / these /
• Students can ask and answer the • Refer students to the rules on page W9. those.
questions in pairs. Rules page W9
• Once students have finished this
ANSWERS
activity, they can go on to do the puzzle
1 How old are you? Exercise 5 on page 118.
2 Where is your school? • Students complete the sentences. Puzzles page118/X7
3 Who is your best friend? • Check answers with the class. Workbook page W11
4 When is your birthday? Practice Kit Extra Practice
Challenge Grammar link presentations
Exercise 4 • Students draw a picture and write the
• Students write the questions to sentences individually.
complete the mini-dialogues.
• Check answers by asking pairs of
students to read out the mini-dialogues.
26
02_LinkIt_TG1_U2.indd 26 18/06/2019 18:11

Exercise 2 e 033
• Ask students to read through the profile
quickly. Elicit some possible answers to
check they understand the information
they are listening for.
complete the profile.
answers in pairs.
Exercise 3 Pairwork
• Focus on the Celebrity facts and ask
students if they like Ed Sheeran.
• Ask students to read the Celebrity facts.
• Focus on the prompts in the box. Check
that students understand full name.
• With weaker classes, you could focus
on each prompt in turn and elicit the
question that students need to ask.
• Students work in pairs to ask and
answer questions about Ed Sheeran.
note down any repeated mistakes to
correct in a feedback session at the end.
Exercise 4 Pairwork
• Students work in pairs to ask and
answer questions about each other.
note down any repeated mistakes to
correct in a feedback session at the end.
something they learned about their
partner.
Extra activity
• In pairs, challenge students to cover
the questions in exercise 3.
• Ask them to look at the fact file about
Ed Sheeran and ask and answer
questions about him.
Listening and Exercise 1 e 032 • Monitor while they are working and
• Read through the Listening strategy notice how well they are forming
speaking page 27 with the class, then ask students to questions.
read the task and look at the possible • Correct any typical errors in a
Aim feedback session at the end.
answers. Elicit that students will hear
To listen to an interview with a singer some questions and they must choose
To ask and answer questions a suitable answer for each question
they hear. Consolidation
Warm-up
• Read out the first question. Play the Suggest to students that they could
• Revise questions by writing these words first part of the audio and point out record questions from exercises 3 and 4
on the board: name, birthday, from, that answer a is the correct one for that to ask themselves. They could then
favorite color, favorite animal. question. listen and practice answering them.
• In pairs, students write questions using • Ask students to read through all the Explain that if they do this regularly,
the words. possible answers again, then play the English will begin to come more
• Elicit the questions and write them on audio. Students listen and choose the naturally to them.
the board: What’s your name? When’s correct answers.
your birthday? Where are you from? Workbook page W12
• Check answers with the class, playing Practice Kit Extra Practice
What’s your favorite color? What’s your the audio again and pausing to confirm
favorite animal? Ask individual students each answer.
the questions and elicit their answers.
27

Reading and writing

competences
Aim
To read an article in a school magazine
about a student on TV
To write three short paragraphs
introducing members of your family
Warm-up
• With books closed, revise family
vocabulary by putting students into
pairs and telling them that they
have learned eleven words for family
members in this unit. Give them one
minute to write down as many as
they can.
• Elicit answers from the class and write
the words on the board. See who
remembered all the words.
Reading
• Read through the Reading strategy with
the class.
• Ask students to look at the pictures and
read the headings. Ask: What do you
think the article is about? Who are the
people? Elicit a few ideas, e.g., the article
is about a student at a school who is
on TV, the people are members of his
family.
• Teach the word quiz.
sentence stems and possible answers.
answers in pairs.
4 64 years old Culture focus
Check it out! 5 Mom / Mary-Kate Davis • Read through the information in the
• Students could work individually or in 6 at West High School Culture focus with the class and model
pairs to find the words and phrases, and 7 Abigail Davis pronunciation of the names.
check the meanings. 8 Her favorite song is On Top of the World.
• Ask students if any of the names in the
• Discuss the meanings with the class. chart are also common in their country.
Extra activity
Exercise 2 • Write these numbers on the board: • Ask students what first and last names
are common in their country.
• Students read the text again and 16, 22, 40, 5.
answer the questions. • Challenge students to look at the
• Allow students to compare their article again to find the numbers as
answers in pairs. quickly as possible and decide what
• Check answers with the class, eliciting they refer to.
the part of the text which confirms • Check answers with the class.
each answer. ANSWERS
ANSWERS Jordan is 16 years old.
1 He’s in 10th grade. Jordan is on TV on May 22nd.
2 Music, movies, sports, history, and Mary-Kate Davis is 40 years old.
geography. There are five categories of questions
3 The first prize is a family vacation in in the quiz.
Hawaii.
28

Step 2
Exercise 4
• Students complete the chart with their
own team members. Tell them that they
could choose friends instead of family
members if they prefer.
ANSWERS
Exercise 5
• Check that students understand your
passion (= something you like a lot).
answers about themselves.
• Check answers by asking two students
to ask and answer the questions.
• Students could then practice their
interviews in pairs.
ANSWERS
Where are you from?
How old are you?
What’s the name of your school?
What’s your passion?
Who are the people on your team?
What are they experts in?
Step 3
Exercise 6
• Refer students back to the paragraphs
on page 28. Ask students to write three
short paragraphs about their team
members, using the paragraphs on
page 28 as models.
• Refer students back to the Writing
strategy, and remind them to use
apostrophes correctly.
ANSWERS
Challenge
• Students write their questions
Writing Extra activity
individually or in pairs.
• Ask some students to read some of
Aim To give students practice in
their questions to the class. Other
apostrophes, dictate these sentences
To write three paragraphs introducing students could suggest some possible
and questions to the class with books
members of your family answers.
closed.
1 What’s your name? Consolidation
Step 1
2 He’s from New York. Suggest to students that they keep a
Exercise 3 3 They’re very happy. note of any typical mistakes that they
• Read out the task. 4 I’m 15. make in their writing so they can check
for these the next time they do a writing
• Students complete the questions. 5 When’s your birthday?
task.
• Check answers with the class, then read • Ask students to write the sentences
out the Writing strategy. and questions, paying particular Culture page 107 / X2
• Ask students to find examples of attention to the apostrophes. Workbook page W13
apostrophes in the interview with • Check answers by asking students Practice Kit Extra Practice
Jordan. to come up and write the sentences Unit tests
and questions on the board. Resource worksheets
Video
29

Review A
A Extra practice page 30
Vocabulary
Family
Grammar
Subject pronouns
be: Simple present
Question words + be
Demonstratives
Vocabulary
Warm up
• Ask students if they have any friends
from another country or have met
somebody from another country. Write
the countries on the board.
• In pairs, students think of the
nationalities for the countries on the
board.
• Check answers briefly.
Exercise 1
• Students look at the vocabulary box
and write the nationalities into the box
in the correct column.
Exercise 2
• Ask students to look at the example
and work on their own to complete
the exercise, then check their answers
in pairs.
Grammar
Exercise 3 Exercise 5 Songs
• Write on the board: My name is (write • Ask students to cover the vocab box We Are Family, by Sister Sledge (family)
your name). I’m (write your nationality). and look at the pictures. He Ain’t Heavy, He’s My Brother, by
I’m not (write a different nationality from • Ask students to imagine they took the The Hollies (family)
your own). photos. Ask for volunteers to guess who You’re My Best Friend, by Queen (Simple
• Ask students: Which verb and tense do the people are in the pictures. present of be)
we use to talk about nationality? (be, • Students look at the vocabulary box You Are Everything, by The Stylistics (Simple
simple present) and work in pairs to match the pictures present of be)
• Students complete the exercise with the sentences.
individually, then check answers • Ask students how they can decide Workbook pages W2–W4 and W8–W10
in pairs. whether to use that/this and these/those
• Check answers with the class. (we use this/these to talk about things
which are close to us, and that/those
Exercise 4 to talk about things which are further
• Students look at the example, complete away).
the exercise on their own, then check
answers with a partner.
30
03_LinkIt_TG1_Rev_A.indd 30 17/06/19 12:30 PM

• Play the audio for students to hear the
intonation.
question for students to repeat, chorally
and individually.
Extra activity
• In pairs, students could write two
questions to ask their classmates.
• Go around monitoring and helping
while they are working.
questions to the class. Correct
any mistakes with the question
formation, and encourage them to
use suitable intonation.
• Put pairs together into groups of four
to ask and answer their questions.
Remind them to focus on the
intonation as they ask their questions.
Video link
Exercise 3 Watch or listen e 037
• Give students time to read through the
question stems and possible answers.
Check that they understand everything.
• Play the video or audio. Students
watch or listen and choose the correct
answers.
• Play the audio again if necessary for
students to complete and check their
answers.
Consolidation
practice giving information about
themselves like Ludmila, Mario, and
Clara do. Suggest that they make a
video of themselves on their phone,
then watch themselves and think about
whether they can improve anything.
A Extra Communication
communication page 31 Exercise 1 e 035
Aim the correct words.
To practice greetings and talking about
dates and special days
check.
To practice hearing and using the
pronunciation in questions
• Ask two pairs of students to read out
To watch a video in which three people
the completed dialogues.
introduce themselves
Warm-up
• Describe a student in the class using Pronunciation
vocabulary from the unit. Get students
to guess who you are describing. Exercise 2 e 036
• Invite one or two students to describe • Demonstrate the idea of intonation
one of their classmates for the others by saying a sentence or question with
to guess. exaggerated intonation and using your
hand to indicate where your voice goes
up and down.
31

A Global skills page 32
Make a time capsule
Aim
To make a time capsule
To use initiative
To think creatively
To work well with a partner
To assess how well you did the task
Warm-up
• Write the word time capsule on the
board.
• Explain, in the students’ own language
if necessary, that a time capsule is a
collection of objects that you put into a
container to leave for the future.
• Ask students in their own language
what things they might put in a time
capsule and why.
What’s up?
Exercise 1
• Students match the pictures with the
words.
Get thinking
Exercise 2
• Read out the task and explain that
people often put a letter into their
time capsule, with information about
themselves.
• Ask students to read the letter and find
the objects from exercise 1.
• Go through the Check it out! box and
ask students to find the words and
phrases in the letter. Make sure that
students understand the meaning of
the words and phrases.
• If necessary, teach the meaning of other
words that students don’t understand. The project • Ask some students to tell the class what
is in their time capsule and why.
Get involved Exercise 5
• Put students into groups of four or five
Exercise 3 and tell them they should now put their • Check students understand all the
ideas together and decide what to put details they need to include in their
• Ask students individually to write five letters.
things from their home for a time in their time capsule.
capsule. You could brainstorm a few • Read through the phrases in the Real • Then students write their letters in their
ideas with the whole class first. English box with the class and check groups, including a suitable place to
that students understand them. Explain bury the capsule.
• Go around monitoring while students
are working. Help them with vocabulary that they can use these phrases to
if necessary. suggest ideas. Demonstrate how the How did you do?
• Ask some students to read their lists to
phrases are used by giving one or two • Focus on the task and encourage
examples of mini-dialogues, using the students to be honest in their
the class.
phrases, e.g., “What about a phone?” assessment of their work. Explain that
ANSWERS “Great idea!” “What about a TV?” “I’m not being able to assess how well you are
Students’ own answers. sure.” doing is an important skill that you
• Students then work in groups to ask need in order to improve.
and answer the questions about their
time capsule.
32

• Repeat exercise 3 on page 33 as a class.
Explain and discuss the correct answers.
I can talk about family. (p.22)

Exercise 4 Pairwork
• Read out the can-do statement.
• Students complete the family words.
• If students did not do well, refer them
back to page 22. Give them a few
minutes to study the vocabulary. Use
the family scrapbook to check that
students understand all the words.
• Repeat exercise 4 on page 33 as a class,
eliciting the correct answers.
I can talk about dates and special

days. (p.24)
Exercise 5
• Students complete the activity. Check
the answers with the class.
back to page 24. Play exercise 1 audio
again of the ordinal numbers and revise
the months of the year.
ANSWERS
1 Tomorrow is November fifth.
2 My birthday is on January seventh.
3 Independence Day is July fourth.
4 Christmas Eve is December twenty-
fourth.
5 My mom’s birthday is March third.
I can talk about people and their

favorite things. (p.27)
Exercise 6
• Students write the sentences.
back to page 27. Focus on the Celebrity
facts in exercise 3 and elicit sentences
about Ed Sheeran.
A My progress page 33 I can greet people. (p.14)
Exercise 2
Aim • Read out the can-do statement. ANSWERS
To review the language and skills learned • Students complete the dialogue. Her favorite color is yellow. Her favorite
in Units 1 and 2 animal is a horse. Her favorite movie is
Interstellar. Her favorite singer is Ariana
• If students did not do well, refer them Grande. Her favorite sport is soccer.
Speaking competences back to page 14. Play the audio for
exercise 1 again.
I can identify different countries Listening, reading, and
and nationalities. (p.12)
eliciting the correct answers. writing competences
Exercise 1 • Students look back at the texts and
• Read out the can-do statement. I can introduce myself. (p.17) exercises, and judge how well they can
• Students complete the activity. Exercise 3 do them now.
• If students did not do well, refer them • Read out the can-do statement. • Tell students that if they found any
back to page 12. Give them a few • Students complete the text. Check the of the activities difficult, they should
minutes to study the vocabulary. Say: answers with the class. go back and review them, using a
I’m from Brazil. What’s my nationality? dictionary to help them understand
I’m from China. What’s my nationality? vocabulary they find difficult.
back to page 17. Play the audio for
• Repeat exercise 1 on page 33 as a class, exercise 1 again for them to listen.
33

3 Are there
any movie
channels on
your TV?
Grammar
Prepositions of place
Plural nouns
there is / isn’t, there are / aren’t
Is there …? / Are there …?
some / any
they’re / their / there
Vocabulary
House and furniture
Communication
Talking about quantity
Skills
Listening: A conversation about
a house
Speaking: Talking about your ideal
house or apartment
Reading: Two descriptions of
bedrooms
Writing: A description of your own
bedroom or an ideal bedroom

topics
House and home

Aim
To present new language in a familiar Exercise 1 Read and listen e 038 ANSWERS
context • Read the question to the class and 1 F It is under the cushions.
explain the meaning of feel better. 2 F He’s upstairs.
Story 3 F There’s a sandwich on the bed. 4 T
• Play the audio. Students listen and read, 5 F Jacob is in the dance competition.
Rubi and Lola are at Jacob and Mason’s and answer the question. Check the
house, with Jacob. Rubi asks about movie answer with the class.
channels on the TV, and they look for Link to life
the TV remote. Jacob and Mason’s mom
• Go through the Check it out! box and • Discuss the questions as a class.
ask students to find the words and If students are reluctant to speak, ask
arrives home and notices that Mason is
phrases in the dialogue. questions to the class and get students
not there. Jacob says that his brother
is upstairs. Mom tells Mason that his Audioscript Student Book page 34 to answer by putting up their hands,
bedroom is a mess, but then tries to make e.g., Who cleans their room? Encourage
Exercise 2 Comprehension them to use a sentence to answer,
him feel better about not being accepted
for the dance competition. Mason is still • Ask students to read the sentences. e.g., I clean my room.
angry with Jacob. Check that they understand basketball
and upset. Consolidation
Warm-up • Students read the dialogue again and Encourage students to use their
• Tell students to look at the picture. Use decide if the sentences are true or false, vocabulary notebooks to note down
the picture to teach the words movie, and correct the false sentences. They “chunks” of language (e.g., under the bed)
TV, couch, remote control, and bedroom. compare answers in pairs. and individual words (e.g., bed).
34

their imagination and decide where the
things are in the bedroom.
• Elicit some ideas for the next sentence
and point out the patterns: There’s a …
and There are some … .
• Check they understand the difference
between on the bed and under the bed.
• Students complete the sentences
individually.
• Monitor and help as necessary.
ANSWERS
Exercise 6 Pairwork
• Ask students to draw a simple picture of
a room with a bed.
• Explain that their partner will tell them
where the things are in the messy
bedroom and that they must draw
them on their picture.
• Students work in pairs. Monitor and
help as necessary.
• Ask some students to describe their
messy bedroom for the class.
Consolidation
Tell students they can use the pictures
in their book to help them review
language. They could cover the
dialogues on pages 34 and 35, and
practice describing the rooms using
there is / there are.
Workbook page W16

To practice the target language in check their answers.
a personalized context • Play the audio again, pausing after each
dialogues in pairs.
phrases. Exercise 5
• Read through the words in the box
Step 2 with the class and make sure students
understand them all. Model and drill
Exercise 4 e 039 pronunciation.
• Ask students to read the dialogues and • Read out the example answer and
complete them with the correct phrases. explain to students that they can use
35

Vocabulary page 36
House and furniture
Aim
house and furniture
Warm-up
• Point to the picture on page 36 and
teach the words house and furniture.
• Ask: Where’s the bedroom? Get students
to point to the bedroom. Ask: Is there
a bed in the bedroom? Students answer
the questions. Ask students to name
any other things they can in the
pictures e.g., chair, table, armchair.
Exercise 1 e 040
match the house words with the letters
in the picture.
check.
and individually.
Exercise 2 e 041
match the words with the numbers in
the picture.
check.
and individually.
• Go through the Look! box with the
class. Check that students understand
upstairs and downstairs, and model
pronunciation.
Extra activity
• Play a game to consolidate the
vocabulary. Divide the class into two
• Students then work in pairs to ask and
answer the questions, using the picture
teams. Ask one person from each
on page 36 to help them.
team to come to the front of the
class. Show the two students at the
Consolidation
front one of the words in exercise 2.
They race to draw the object on the Suggest to students that they draw a
board. The first team to guess the picture of their own house or apartment
object gets a point. and label the rooms and furniture, to
help them remember the vocabulary.
• Choose a different student from
They could also make labels to put on
each team for the next round and
their furniture at home, to help them
continue the game until all the
learn the words.
vocabulary has been practiced.
Workbook page W16
Exercise 3 Pairwork Practice Kit Extra Practice
• Demonstrate the activity by choosing
an object yourself. Invite students to ask
questions and guess the object.
36

Plural nouns
Grammar chart
• Go through the grammar charts with
the class.
• Point out that in English most plural
forms are regular, but some very
common nouns are irregular. Point out
that some regular plurals have spelling
variations.
Rules page W14
Exercise 2
• Students write the plural forms.
• Check answers with the class, writing
the correct plural forms on the board.
• Model and drill pronunciation of people.
ANSWERS
nationalities, books, days, tables, people,
babies, classes
Exercise 3
• Read out the task and the example
answer. Point out to students that they
need to change the words in bold to
the plural form, and they also need to
change is to are.
• Allow students to compare their answers
in pairs, then check with the class.
ANSWERS
1 The buses are red.
2 The shelves are across from the door.
3 The mice are in the kitchen.
4 The boxes are next to the desk.
5 The children are in the yard.
6 The fish are green and blue.
Challenge
• Students write their sentences
individually.
Finished?
• Tell students to look back at the house
on page 36 and make sentences
about the objects. They compare their
Grammar page 37 Prepositions of place sentences in pairs.
Think! box • Once students have finished this
Aim activity, they can go on to do the puzzle
To present and practice prepositions • Read out the grammar example. on page 119.
of place • Go through the pictures with the class Puzzles page 119 / X8
To present and practice plural nouns and check that students understand all
the prepositions. Model pronunciation Consolidation
Warm-up of the prepositions.
Tell students they could look online
• Hold up a book and elicit the word • Ask students to look at the picture in for more pictures of rooms, e.g., on
book. Put the book on a desk and ask: exercise 1 and complete the sentences. a vacation booking site. They could
Where’s the book? Elicit the answer • Check answers with the class. practice describing them using
(on the desk / table). Hold the book • Refer students to the rules on page W14. language from this unit.
under the desk and ask: Where’s the
Rules page W14
book? Elicit the answer (under the desk / Workbook page W16
table). Exercise 1 Practice Kit Extra Practice
• Write the two sentences on the board • Read out the example answer and elicit Grammar link presentation
and underline the prepositions. another example from the class.
• Teach the word preposition and explain • Students complete the remaining
that the prepositions say where sentences with the correct prepositions.
things are.
37
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Let’s talk
Communication
competences
Quantity
Aim
To present and practice talking about
quantity
Warm-up
• Play a game to revise counting.
• Put students into teams and ask each
team to choose a runner.
• Write a selection of numbers from 1 to
100 on the board in a random order,
e.g., 42, 17, 59, 36.
• Call out numbers in turn. Teams decide
which number on the board it refers
to, and their runner runs to the board
to point to the number. The first
runner to point to the correct number
gets a point for their team.
• Ask teams to change their runner
after every two or three numbers, and
continue until all the numbers have
been practiced.
Exercise 1 e 042
pairs to complete the numbers.
• Students could work in pairs and
practice saying the numbers.
Exercise 2 e 043
• Play the first number and point out the
example answer.
• Play the rest of the audio, pausing to
give students time to choose their
answers. • Read the Speaking strategy with the
class. Model pronunciation of the
• Play the audio again for students to numbers and drill them with the class.
listen and check their answers. Write the
correct numbers on the board. Audioscript Teacher’s Guide page 122
• Play the audio again, pausing for Extra activity
students to repeat.
• Ask students in pairs to write four
Audioscript Teacher’s Guide page 122 numbers over 100 and make sure
they can say them. Monitor and help
as necessary.
or read e 044
• Play the video or audio once for • Put pairs together into groups of four.
They take turns to write one of their
students to watch or listen to the
numbers for the other pair. The other
dialogue. Check they understand
pair says the number. If they say it
everything.
correctly, they get a point.
• Students choose the correct answers to
the quiz questions.
• See which pairs managed to say
all the numbers they were given
• They can compare their answers in correctly.
pairs.
and check.
38

Extra activity
• Put students into teams.
• Ask them questions using How
many …?, e.g., How many books are
there in your bags? How many pens
are there in your pencil cases? How
many colors are there in your clothes?
How many phones are there in your
bags? How many people are there in
your families?
• Teams race to count up the numbers
and say the total. Tell them you will
deduct points if you hear them
counting in their own language.
Link it!
• Focus on the pictures and elicit where
they are.
• Students research a famous building in
their country (or choose one from the
list) and write questions and answers
for a quiz. Tell them they can refer back
to the quiz dialogue on page 38 to help
them with ideas for questions.
• In the next lesson, put students into
groups. They take turns to read out their
questions, and the other students try to
guess the answers.
Consolidation
choose one of the famous buildings in
this unit. They could download a picture
of it and make a poster, with questions
and answers about the number of
rooms, furniture, etc.
Workbook page W18

Exercise 4 Real English e 045 Exercise 5 Pairwork

• Play the audio once for students to • Read through the task with the class
listen. and make sure students understand
• Play it again, pausing after each what they have to do.
question and answer for students to • Read out the example question and
repeat. Encourage them to copy the answer, then elicit one or two more
intonation in the questions. questions from the class. Make sure
Audioscript Student Book page 39 students understand all the prompts in
the box.
Beat the clock • Students work in pairs to ask and
• Explain the task, then time two minutes. answer questions.
Students create their word maps. • Check answers by inviting individual
• Put students into pairs to compare their students to ask a question to the class.
word maps. Invite another student to answer.
• Draw a word map on the board and
invite students to come and add words
to it. Check they understand all the
vocabulary.
39

Grammar page 40
Aim
• To present and practice there is / isn’t,
there are / aren’t; Is there …? / Are
there …?; some / any; they’re / their / there

Grammar chart
go through the grammar chart.
• Reinforce the point that in English the
form of there is / are changes according
to whether the noun is singular or
plural, e.g., There are three chairs. NOT
There is three chairs.
Rules page W14
Exercise 1
• Students correct the sentences. Check
answers with the class.
ANSWERS
1 There isn’t one bed in the room. There
are two beds in the room.
2 There aren’t three posters on the wall.
There’s one poster on the wall.
3 There isn’t one lamp on the desk.
There are two lamps on the desk.

Grammar chart
the grammar chart with the class.
Rules page W15
Exercise 2
• Students decide if the sentences are
true or false for them. Monitor and help
while students are working.
Exercise 3
• Read out the example question and • When finished, students can go on to do
answer. they’re / their / there
• Remind students the three words are all the puzzle on page 119.
• Students then write the questions and
Puzzles page 119 / X8
answers. Check the answers with the class. pronounced in the same way, but have
different meanings.
Consolidation
some / any • Refer students to the rules on page W15.
Tell students they should keep a note
Rules page W15
of any grammar rules they find difficult,
Grammar chart and Look! box
Exercise 5 and write rules in a way that they find
• Read out the grammar examples. Go easy to understand.
through the grammar chart with the class. • Students choose the correct alternative.
• Check answers with the class. Point • Check answers with the class. Workbook page W17
out that we use some in affirmative Practice Kit Extra Practice
sentences and any in negative Challenge Pairwork Grammar link presentations
sentences and questions. • Students write the questions individually.
• Refer students to the rules on page W15. • Put students into pairs to ask and answer
Rules page W15 their questions.
Exercise 4 Finished?
• Students complete the sentences. • Tell students to write sentences using
Check answers with the class. there is / there are about the things in
the classroom / school.
40
04_LinkIt_TG1_U3.indd 40 18/06/2019 18:38

• Play the audio, pausing after each
question to allow students to write.
• Check answers by inviting students to
come and write the questions on the
board. Correct any spelling or other
mistakes.
• Focus on each question on the board
and elicit which words are stressed and
which are not stressed.
Extra activity
• Before students move on to
exercise 3, put them into pairs.
Tell them to use the questions
in exercise 2 and their answers
from exercise 1 to role-play the
conversation with Chloe.
• Demonstrate by asking a confident
student the first question from
exercise 2. Ask them to refer to the
answers in exercise 1 and try to
remember what Chloe said.
• You could play the audio again when
students have finished for them to
compare their conversation with the
audio.
Step 3
Exercise 3 Pairwork
• Allow students time to prepare answers
to the questions in exercise 2, to talk
about their ideal house.
• Put students into pairs to ask and
answer questions about their ideal
house, using the questions in exercise 2.
They complete the questionnaire with
information about their partner’s ideal
house.
to do.
• Play the audio. Students listen and • Invite a confident student to
Listening and choose the correct answers. demonstrate the task by telling the
speaking page 41 • Allow students to compare their
class about their partner’s ideal house.
answers in pairs, then play the audio • Allow students time to prepare what
Aim again for them to check and complete they are going to say, then ask them
To listen to a conversation about a home their answers. in turn to tell the class about their
To talk about your own home partner’s ideal house.
the audio again and pausing for • Ask whose house sounds the best
Warm-up students to hear the answers. and why.
• Tell students they are going to listen Audioscript Teacher’s Guide page 123
to a teenager talking about her home. Consolidation
Ask individual students: Where’s your Suggest to students that they could find
home? What rooms are there? How many Step 2 information about a celebrity house on
bedrooms are there? What is there in the the Internet and practice describing it,
Exercise 2 e 046
living room / kitchen, etc.? using the questionnaire in exercise 3 to
• Read the Listening strategy with the help them.
class.
Step 1
• Play the first part of the conversation Workbook page W18
Exercise 1 e 046 and point out the first question. Point Practice Kit Extra Practice
out that the word your is not stressed.
41

Reading and writing

competences
Welcome to my bedroom
Aim
To read two descriptions of teenagers’
bedrooms
To write a description of your own
bedroom or your ideal bedroom
Warm-up
• Focus on the pictures and read out the
title: Welcome to My Bedroom. Ask: Is
your bedroom big or small? What’s in it?
Elicit a few ideas and make notes on the
board. Take the opportunity to revise
some of the vocabulary for furniture.
Ask more questions if necessary to
prompt students, e.g., Is there a desk? Is
there a chair?
• Ask: Is your bedroom messy or clean? Elicit
a few answers or a show of hands.
• Focus on the description of Liam’s room
and use the picture to teach the word
boomerang.
Reading
• Read the Reading strategy with the class.
• Ask students to read through
the sentence stems and possible
answers, then ask them to look at the
descriptions quickly and see if they can
spot the sentences that give them the
answers.
answers in pairs, and ask them to look
at the descriptions together to check
their answers. ANSWERS
• Check answers with the class. 1 The bed is across from the window. Extra activity
• Go through the Check it out! box 2 Her best friends, Emi and Leah. • Tell students that they will write a
and ask students to find the words 3 Books, CDs, DVDs, and other things. description of their own bedroom or
in the text. Make sure that students 4 They’re on the floor, under the bed, or their ideal bedroom.
understand the meaning of the on the chairs. • Ask them to read the two
words. If necessary, teach the meaning 5 They’re under the bed, in two big descriptions again and note down
of other words that students don’t plastic boxes. three words, phrases, or sentences
understand. 6 His boomerang. that they could use in their own
Audioscript Student Book page 42 descriptions, e.g., My bedroom is small,
Culture focus but it’s bright.
Exercise 2 • Read through the information with the • Ask some students to tell the class
• Students read the text again and class. the words, phrases, or sentences they
answer the questions. • Ask: What about in your country? How chose.
• Allow students to compare their many bedrooms are there in a typical • Tell students they can use vocabulary
answers in pairs. house or apartment? How many people and phrases from reading texts to
have a swimming pool? help them improve their own writing.
the part of the text which confirms
each answer.
42

Challenge
• Students write their paragraphs
individually.
paragraphs to the class, without saying
the name of the famous person. Ask
other students to guess the famous
person.
Extra activity
• Put students into pairs, and tell them
they have five points each.
• Ask them to take turns to read their
descriptions to each other. Tell them
they must listen very carefully to
their partner’s description and try to
remember as many details as they
can. When their partner has finished
reading out their description, they try
to repeat it back to them, including
as many details as they can. They lose
a point for each detail they leave out
or get wrong.
• See who can keep all their five points.
Consolidation
Suggest to students that they keep a
note of any mistakes that they made in
this writing task, and check their next
piece of writing to make sure they don’t
make the same mistakes again.

Workbook page W19
Unit tests
Resource worksheets
Video
Writing information about their own bedroom

or their ideal bedroom.
Aim • Point out that notes should not be full
To write a description of your own sentences, but just words or phrases
bedroom or an ideal bedroom with basic information.
Step 1 working.
Exercise 3 Step 5
• Ask students to read Owen’s answers
to the questionnaire and complete the Exercise 5
description. • Read out the task and refer students
• Check answers with the class. back to Owen’s description in exercise 3
to help them. Remind them that
Step 2 they can also use the descriptions on
page 42 to help them.
Exercise 4 • Ask some students to read their
• Read the Writing strategy with the class. descriptions to the class.
• Ask students to use the questions in
the questionnaire and make notes with
43

4 Do you
have my
sunglasses?
Grammar
have: Simple present: Affirmative and
negative
have: Simple present: Interrogative and
short answers
The possessive ’s
Vocabulary
My things
Communication
Asking about price, paying for things
Skills
Listening: Short conversations about
family, pets, and possessions
Speaking: Talking about a partner’s
family, pets, and possessions
Reading: Personal profiles
Writing: An application form

topics
Friends and family
Individuality: personal possessions

Aim
context
Story
Rubi, Lola, and Jacob are at a homework
club. Jacob wants to show Simon Jackson’s Exercise 1 Read and listen e 048 reading out the part of the dialogue
new video to Rubi, but she says they • Read the question to the class and which confirms each answer.
have homework to do. They discuss what make sure they understand it. • Ask students to look at the dialogue
homework they have for tomorrow. Mason • Play the audio. Students listen and read, again and find the missing words
comes in and accuses Jacob of having his and answer the question. Check the (for, at, in). Explain these words are
sunglasses, but Jacob says that he doesn’t answer with the class. also prepositions, but with different
have them. Mason is angry because he is meanings.
jealous of Jacob, as Jacob is in the dance
ask students to find the phrases in the Link to life
finals and he isn’t.
dialogue.
• Read out the question and discuss as a
Warm-up Audioscript Student Book page 44 class. If students are reluctant to speak,
• Ask students to look at the picture. Ask Exercise 2 Comprehension ask questions to the whole class, e.g.,
one or two questions, e.g., Who can Who argues with people in their family?
you see? (Rubi, Lola, Jacob, and Mason) • Teach the word possessions. Read
Where are they? (in a classroom / at out the possessions and check that Consolidation
a homework club) students understand them all.
Tell students it is helpful to learn
• Use the picture to teach the words • Students read the dialogue again and vocabulary in sets. For example, they
homework and calculator. Also teach match the people with the possessions. could have a set for school subjects. Tell
the words sunglasses and jealous. • They can compare answers in pairs. them they can add to their sets as they
Check the answers with the class, learn new vocabulary.
44
05_LinkIt_TG1_U4.indd 44 19/06/2019 17:13

Exercise 6 Pairwork
• Students practice their dialogues in pairs.
Consolidation
Tell students that to revise vocabulary,
they could look back through the
pictures in earlier units of their book and
see how many objects they can identify
in English. They could use a dictionary
to look up some words they don’t know.
Workbook page W22

Key language page 45 • Students can work in pairs to correct

the mistakes.
Aim • Tell students they can refer back to the
To practice the target language in dialogue in exercise 1 if necessary.
a personalized context • Play the audio. Students listen and
Step 1 • Play the audio again, pausing after each
Exercise 3 • Students could then practice the
• Ask students to find and underline the dialogues in pairs.
phrases in the dialogue. Audioscript Teacher’s Guide page 123
phrases. Step 3
Step 2 Exercise 5
• Read out each instruction in turn and
Exercise 4 e 049 elicit what students can say for each one.
• Ask students to read the dialogues and • Students work in pairs to write their
find and underline the incorrect parts. dialogues.
45

Vocabulary page 46
My things
Aim
personal possessions
Warm-up
• Ask individual students: What’s in your
bedroom at home? Ask students to
write down five things that are in their
bedroom. Ask students in turn to read
their lists to the class. As they say their
words, write words for furniture (bed,
chair, etc.) on one side of the board, and
words for possessions (book, computer,
etc.) on the other.
• Point to the furniture words and
write the word Furniture as a heading.
Point to the words for possessions
and write Possessions. Check that
students understand it. Ask: What other
possessions are there in your room? Elicit
a range of answers and tell students
they are going to learn more words for
the things they have.
Exercise 1 e 050
match the words with the numbers in
the pictures.
check.
and individually.
Vocabulary strategy
• Read through the Vocabulary strategy
with the class.
• Put students into pairs. Tell one student
in each pair to write words 1–5 from
exercise 1 without vowels, and then tell
the other to write words 6–10 without
vowels. Exercise 3 Pairwork
Extra activity
• Students close their books and swap • Allow students time to choose their
words, then try to complete them. They • Write these questions on the board:
favorite things.
can look in their books again to check. 1 How old is Tasha?
• They then work in pairs to ask and
• Ask who wrote all the words correctly. 2 What’s she crazy about? answer questions.
3 Where is Chay from? • Ask some students to tell the class
Exercise 2 e 051 4 What color is his skateboard? about their partner’s favorite things.
• Play the first part of the audio and elicit 5 How old is Grace?
what Tasha’s favorite things are. Consolidation
6 What is a BMX?
• Play the rest of the audio. Students Tell students they could make a poster
listen and complete the lists.
• Put students into pairs to try to
answer the questions from memory. with information about their things.
• Check answers with the class, playing Suggest they add pictures to help them
• Play the audio again for them to
remember the words, and leave spaces
listen and check.
students to hear the answers. for extra information they can add as
• Check answers with the class. they learn more vocabulary.
ANSWERS
1 13 2 music 3 New York City Workbook page W22
4 black and orange 5 13 6 a bike Practice Kit Extra Practice
46

• Ask students to say a sentence about
themselves or their friends, using have
or has, e.g., I have a brother.
have: Simple present

Negative
Grammar chart
the class.
• Point out the different form doesn’t for
he / she / it.
Rules page W20
Exercise 2
• Read out the example sentence, then
elicit the next negative sentence as
another example. Point out that in the
negative sentence, has changes to have:
Cesar doesn’t have a brother. NOT Cesar
doesn’t has a brother.
• Students write the sentences.
ANSWERS
1 Cesar doesn’t have a brother.
2 I don’t have a Chilean friend.
3 Our apartment doesn’t have two
bathrooms.
4 They don’t have a new Art teacher.
5 Tina doesn’t have my calculator.
6 You don’t have Music at school today.
Exercise 3
Students look at the picture and write
the sentences.
Challenge
• Students write the sentences
individually.
Finished?
• Tell students to rewrite the sentences in
exercise 1 in the negative.
• In pairs, have students make sentences
Grammar page 47 have: Simple present comparing what they have in their
Affirmative backpacks.
Aim • Put students into pairs to compare their
To present and practice the affirmative Grammar chart and Think! box sentences. When finished, students can
and negative simple present forms of have • Read out the grammar examples. go on to do the puzzle on page 119.
• Go through the grammar chart with Puzzles page 119 / X8
Warm-up the class.
• Tell the class one or two things that you • Students read the rules and choose the Consolidation
have, e.g., I have a tablet. I have a phone. correct alternatives to complete them. Tell students that writing personal
Write the sentences on the board. • Check answers with the class. example sentences is a very good way
• Write some sentences with have on the • Refer students to the rules on page W20. to remember grammar rules. Suggest
board, with names missing, e.g., ___ has that they write sentences about what
Rules page W20
they have and don’t have, and what
a skateboard. ___ has a phone.
• Ask students to put up their hands if other people in their family have and
Exercise 1
they have one of the things, and add don’t have, to practice using all the
• Students write the sentences. forms of have.
the names to the board, e.g., Cesar has
a skateboard.
• Read through the Look! box with Workbook page W22
• Underline the verbs in the sentences Practice Kit Extra Practice
the class.
and elicit how to translate the sentences Grammr link presentation
into the students’ own language.
47
05_LinkIt_TG1_U4.indd 47 18/06/2019 18:14

Let’s talk
Communication
competences
Prices and paying for things

Aim
To present and practice asking about
prices and paying for things
Warm-up
• Play a game to revise numbers.
• Tell students they are going to count
around the room, but for every number
that divides by three they should say
fizz, and every number that divides by
five they should say buzz. If a number
divides by both, they say fizzbuzz.
• Ask students to stand up and start
playing. If students make a mistake or
are too slow, they sit down.
• Continue until only a few students are
still standing. They are the winners.
Culture focus
Culture focus with the class. Model how
to say the different coins and quantities.
Ask: How many cents are there in a dollar?
(100)
Exercise 1
pairs to match the prices with the
pictures.
Exercise 2 e 052
students to repeat.
Exercise 3 Watch, listen, Extra activity

or read e 053 • Ask students in pairs to write four
• Read through the Speaking strategy prices and make sure they can say
with the class about saying prices. Point them. Monitor and help as necessary.
out that when we say prices, we don’t • Put pairs together into groups of
usually say the word cents. four. They take turns to read out one
• Play the video or audio once for of their prices for the other pair to
students to watch or listen to the write. If they write it correctly, they
dialogues. Check they understand get a point.
everything. • See which pairs managed to write all
• Students choose the correct prices, the prices they were given correctly.
then compare their answers in pairs.
and check. Check answers with the
class, then play the audio again,
pausing for students to repeat the
prices.
48

Extra activity
• Ask pairs to choose one of their
dialogues from exercise 5 to practice
again, then ask them to close their
books.
• Write prompts for the phrases in
exercise 4 on the board, e.g., How
much …? Nice / take change / receipt.
• Challenge students to practice
their dialogue again, using just the
prompts on the board to help them.
• Ask a confident pair to perform their
Link it!
• Read out the task, then give an example
of something you really want to buy.
Describe it, answering the questions in
the box.
individually.
paragraph to the class. Ask: Who else
wants to buy this?
Consolidation
record the assistant’s phrases on their
phone, then use them to practice asking
about prices and paying for things.
Suggest that they could look at an
English-language website to find words
for other things they want to buy.
Workbook page W24

Exercise 4 Real English e 054 Exercise 5 Pairwork

• Play the audio once for students to • Read through the task with the class
listen. Check they understand all the and make sure students understand
questions and sentences. what they have to do.
• Play it again, pausing after each • Demonstrate the task with a confident
question and sentence for students to student. Ask about the price of the first
repeat. Encourage them to copy the thing and elicit their response. Continue
intonation and pronunciation in the the dialogue, using phrases from
audio. exercise 4.
Audioscript Student Book page 49 • Students work in pairs to write short
dialogues. Monitor and help while they
Beat the clock are working.
• Explain the task, then time two minutes.
Students count in pairs. Exercise 6 Pairwork
• Stop them after two minutes and • Students practice their dialogues in
see which pair reached the highest pairs. Remind them to change their
number, or finished without making roles for each dialogue.
any mistakes. • Ask some pairs to perform one of their
49

Grammar page 50
Aim
To present and practice the interrogative
simple present form of have and short
answers
To present and practice the possessive ’s
Warm-up
• Ask one or two students questions
about things that they have, e.g., Do
you have a phone? Write an example
question on the board.
• When students answer, ask other
students questions in the third person,
e.g., Does (Cesar) have a phone? Write an
example question on the board.
• Ask the questions on the board again
and teach the short answers: Yes, I do. /
No, I don’t. Yes, (he) does. / No, (he) doesn’t.

answers
the class.
• Students read the rule in the Think! box
and choose the correct answer.
• Point out that in the he / she form, we
use have, not has, in the interrogative
form, e.g., Does she have a camera?
NOT Does she has a camera?
Rules page W21
Exercise 1
• Students complete the questions, and
then write short answers.
• Check answers with the class, referring
back to the rules to explain the answers.
Challenge Exercise 2 • Tell students to look at exercise 3 on

• Students write the questions individually. • Students complete the sentences. page 47 again and make possessive
• Put students into pairs to ask and • Check answers with the class, referring sentences about Sophie.
answer their questions. back to the rules to explain the answers. • Once students have finished this
• Once students have finished this activity, they can go on to do the puzzle
activity, they can go on to do the puzzle Exercise 3 on page 119.
on page 119. • Read out the example answer and elicit Puzzles page119 / X8
Puzzles page 119 / X8 another example from the class.
• Students then rewrite the sentences. Consolidation
The possessive ’s • Check the answers with the class. Tell students that they can review
grammar they have studied by redoing
Grammar chart and Think! box Challenge some of the exercises. For example, they
• Read out the grammar examples. • Students write the descriptions could look at the prompts in exercise 1
• Go through the grammar chart with individually. on this page again in a few days’ time
and try to remember the questions and
the class. • Ask some students to read their short answers to check that they have
• Students read the Think! box and choose descriptions to the class.
remembered the grammar point.
the correct word to complete the rule.
• Check the answer with the class. Finished? Workbook page W23
• Refer students to the rules on page W21. • In pairs, have students ask and answer Practice Kit Extra Practice
the questions in exercise 1, changing Grammar link presentations
Rules page W21
the names for you.
50
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Step 2
Exercise 2 e 056
the chart.
complete the chart.
the audio again and pausing it for
Extra activity
• Write on the board: Tiger, Banjo, music,
Splatoon, black and blue.
• Tell students that Christopher talks
about all these things. Elicit what
students remember about each word.
• Play the audio for students to note
down what he says about them.
• Elicit the answers.
ANSWERS
The cat’s name is Tiger. The dog’s name
is Banjo. Christopher has music on his
phone. His favorite game is Splatoon.
His bike is black and blue.
Step 3
Exercise 3 Pairwork
• Read out the task, then allow students
time to read through the chart. Check
they understand everything.
• Put students into pairs and ask them
to complete the chart about their
partner. Tell them they should guess the
answers if they don’t know for sure.
working.
• Students then ask and answer
questions to check their answers and
correct any wrong information.
• Ask who guessed all the information
correctly.
Listening and Step 1 Exercise 4 Presentation
speaking page 51 Exercise 1 e 055 • Read out the task and the example
• Allow students time to read through answer.
Aim the questions and possible answers. • Invite a confident student to
To listen to short conversations about demonstrate the task by telling the
• Read the Listening strategy with the
family, pets, and possessions class about their partner.
class and explain the word accent if
To talk about a partner’s family, pets, and necessary. • Allow students time to prepare what
possessions they are going to say, then ask them in
• Ask students to look at the questions
again. Ask: How many people are there? turn to tell the class about their partner.
Warm-up
Are they boys or girls?
• Tell students they are going to listen Consolidation
to some conversations about people’s • Play the audio. Students listen and
family, pets, and possessions. Ask choose the correct answers.
find information about a celebrity
individual students: How many brothers • Allow students to compare answers in they like on the Internet and practice
and sisters do you have? Do you have pairs. Play the audio again for them to talking about them, using the chart in
any pets? What’s your favorite game? check and complete their answers. exercise 3 to help them.
Encourage them to use full sentences • Check answers with the class, playing
when they answer. the audio again and pausing for Workbook page W24
students to hear the answers. Practice Kit Extra Practice
51
05_LinkIt_TG1_U4.indd 51 18/06/2019 18:17

Reading and writing

competences
Aim
To read three personal profiles
To complete an application form with
personal information
Warm-up
• Focus on the pictures and read out the
title Personal profiles and My passions.
If necessary, explain the meaning of
passions (= things you like a lot).
• Ask: What are your passions? Elicit a few
ideas and prompt students with ideas
if necessary, e.g., Is your passion music?
Sports? Computer games?
Background notes
• The Scouting Movement is a worldwide
organization for young people
that aims to help their personal
development by allowing them to learn
a range of useful skills. There are scout
troops in many towns and cities, and
they organize a range of activities for
young people, such as sports, hiking,
and survival skills. There are about 2.4
million scouts in the U.S. Every four
years, there is an International Scout
Jamboree, where scouts from all over
the world come together for a period of
time to do fun activities.
Reading
answers in pairs, and ask them to look
at the profiles together to check their Exercise 3
Extra activity
answers. • Students answer the questions. • In pairs, ask students to look at the
• Check answers with the class. • Check answers with the class, eliciting profiles again and find words and
• Go through the Check it out! box and the part of the profiles which confirms phrases the people use to talk about
ask students to find the words and each answer. their passions.
phrases in the text. Make sure that
ANSWERS • Bring the words and phrases
1 She has hundreds of songs. together on the board: I’m really
2 No Tears Left to Cry. into …, I’m a big fan of …, My favorite
• If necessary, teach the meaning of other 3 Her penfriend is from Chile. thing is … .
words that students don’t understand. 4 Her uncle is their soccer coach. • Ask students to write sentences
Audioscript Student Book page 52 5 He has hundreds of trophies. about their own passions, using the
6 He has a guitar and a piano. phrases.
Exercise 2 7 His bike is his favorite thing. • Allow students to compare their
• Students read the profiles again and sentences in pairs, then ask some
match each person with the best
students to read their sentences to
activities for them.
the class.
the information in each profile which
confirms each answer.
52

Step 3
Exercise 6
• Read out the task. Ask students to
complete the application form, using
the information in their own fact file.
Refer them back to Connor’s application
form in exercise 4 to help them, too.
• Point out that the first three parts of
the application form ask for information
about the course, then the rest asks for
personal information.
• Students then complete the
application form.
working.
• Ask some students to read the About
you part of their application form to the
class.
Challenge
individually.
Extra activity
• Ask students to imagine they are on
the course. Ask them to write a text
message to a friend saying where
they are and what it’s like. Ask a few
questions to give them ideas, e.g.,
Are there lots of people? Are there fun
activities? Do you have a nice room?
What’s in it?
• Students write their messages.
messages to the class.
Consolidation
Suggest to students that when they
finish a unit, they go back and read the
early parts of the unit again. Explain that
the language from the unit is all in the
presentation on the first page of the
Writing in the application form. They could unit, so they should now find it easier to
work in pairs for this. understand. Tell them that looking back
Aim • Check answers with the class. in this way will help them to feel more
To write an application form confident about their English, as they
Step 2 will see how they are improving.
Step 1 Culture page 109 / X4
Exercise 5
Exercise 4 Workbook page W17
• Read out the task. Practice Kit Extra Practice
• Read out the task. Focus on the • Ask students to look at the courses on Unit tests
application form. Teach the words page 52 again, and decide which one Resource worksheets
application form and elicit that you they want to apply to. Video
often complete a form like this if you • Then ask students to copy the fact file
want to apply for a course or an activity. and complete it with information about
• Focus on the fact file and elicit that it themselves.
has information about Connor. • Monitor and help while they are working.
• Read out the first part of the application
form and point out the example answer
(Brazil).
• Ask students to read the fact file about
Connor, then complete the information
53

Review B
B Extra practice page 54
Vocabulary
House and furniture
My things
Grammar
Prepositions of place
Plural nouns
some / any
they’re / their / there
The possessive ‘s
Vocabulary
Exercise 1
• Write on the board: pen, classroom,
chair.
• Elicit from students which one is a room
(classroom), which is a possession (pen)
and which is an item of furniture (chair).
Write R beside classroom, P beside pen
and F beside chair.
• Students complete the exercise
individually, then check answers in
pairs.
• Check answers as a class.
Exercise 2
• Ask students to look at the example
sentence.
• Elicit other things that you might find in
a living room.
pairs.
• Check answers as a class. Grammar 4 There is a games console in my
brother’s bedroom.
Exercise 3 Exercise 4
• Read out the example. Songs
ANSWERS
• Students complete the exercise Since I Don’t Have You, by The Skyliners
1 There are some fish in the ocean.
individually, then check answers in (Simple present of have)
2 There aren’t any children in the
pairs. backyard. Do You Have a Little Time, by Dido (Simple
• Check answers as a class. 3 There are some boxes on the table. present of have)
• Ask students to look at the example 4 There are some shelves in my Our House, by Crosby, Still, Nash & Young
sentence again and remind them that bedroom. (house and furniture)
the u in guitar is silent. 5 There aren’t any families in the park. Practice Kit Extra Practice
• Students practice saying the sentences 6 There aren’t any tomatoes in the Workbook pages W14–W16 and W20–W22
in pairs. fridge.
Exercise 7
ANSWERS
1 Where is their mom?
2 The children’s teacher is in the
hallway.
3 There are the boys’ guitars.
54
06_LinkIt_TG1_Rev_B.indd 54 17/06/19 12:32 PM

• Ask pairs of students to read out the
two completed dialogues.
Pronunciation
Exercise 3 e 060
• Model pronunciation of the /ð/ sound
in isolation, then point out the bold
letters in the sentences.
• Play the audio once for students
to listen and read the sentences.
Encourage them to listen carefully to
the /ð/ sound.
sentence for students to repeat, chorally
and individually.
Extra activity
• Ask pairs to write a sentence, using as
many /ð/ sounds as they can.
• Ask students in turn to read out their
sentences. Correct any mistakes. See
who managed to use the most /ð/
sounds!
Video link
• Give students time to read the question
stems and possible answers.
answers.
students to check and complete their
answers.
Consolidation
Suggest to students that they look back
over this page and check that they
B Extra • After a while, make the game understand all the language. Suggest
competitive, and tell students they are
communication page 55 out of the game if they get a number
that they could rewrite the dialogues
in exercise 2, using different things
wrong or take too long to think of it.
Aim and different prices. They could then
practice reading the dialogues.
To practice talking about quantity, prices, Communication
and paying for things
To practice hearing and pronouncing the Exercise 1 e 058
sound /ð/ • Play the audio. Students listen and
To watch a video in which three people choose the correct numbers.
talk about what’s in their bedroom • Play the audio again for them to listen
and check.
Warm-up • Check the answers with the class.
• Play a game to revise counting. Audioscript Teacher’s Guide page 123
• Go around the class counting, getting
each student to say the next number. Exercise 2 e 059
• After a minute say: Now count in • Students complete the dialogues with
threes. Change again a minute later to the correct words.
counting in fours, sevens, tens, etc. • Play the audio for them to listen and
check.
55

B Global skills page 56
Design your own youth
hostel
Aim
To design your own youth hostel
To discuss different ideas and options in
a group
To think creatively
To make a presentation confidently
Warm-up
• Write the word youth hostel on the
board. Explain the meaning.
• Ask students in their own language who
stays in youth hostels and what they are
like. Elicit or explain that they are cheap
hotels where a lot of young people stay.
What’s up?
Exercise 1
• Students match the words with the
pictures.
Get thinking
Exercise 2
• Read out the question and check that
students understand vacation.
• Ask students to read the poster and
answer the question.
ask students to find the words in
the poster. Make sure that students
understand the meaning of the words.
words that students don’t understand.
Get involved ideas. Demonstrate how the phrases are • Ask other students to listen and give
Exercise 3 used by giving one or two examples of each youth hostel a score from 1 to 10.
• Read out the task, then ask students
mini-dialogues using the phrases, e.g., • See which youth hostel is the favorite.
“Let’s have a pool table.” “That’s a great idea!”
individually to write down five things to
“How about a bookcase here?” “I’m not sure.” How did you do?
have in their youth hostel.
• Students work in their groups to design • Focus on the task and encourage students
• Go around monitoring while students
their youth hostel and make a big
are working. to be honest in their assessment of their
poster with pictures. work. Explain that being able to assess
• Ask some students to read their lists to
the class. how well you are doing is an important
while students are working. skill that you need in order to improve.
• Students then work in their groups to
The project ask and answer the questions. Explain
that they should use the questions to
make sure they can talk about all the
• Put students into groups and tell them details of their hostel.
they must now put all their ideas together
and design their own youth hostel. Exercise 5 Presentation
• Read through the phrases in the Real • Ask groups in turn to present their
English box with the class and check that poster to the class.
students understand them. Explain that
they can use these phrases to suggest
56

put students into pairs to read the text
to each other. If students did not do
well, refer them back to page 41. Play
the audio about a house in exercises 1
and 2.
I can identify possessions. (p.46)

Exercise 4 Pairwork
Students complete the sentences.
• Check answers with the class. Students
ask and answer the questions in pairs.
• If students did not do well, tell them
you will test them on the vocabulary in
the next lesson, and they must learn it.
• In the next lesson, write some jumbled
words for possessions on the board,
and ask students to reorder the letters.
I can ask about prices and pay for

things. (p.48)
Exercise 5 Pairwork
Students complete the dialogue.
• Check answers with the class. They then
practice the dialogue in pairs.
back to page 48. Play the video or audio
in exercise 3 again for students to hear
the phrases in context.
I can talk about family and

possessions. (p.51)
Exercise 6
Students write five more sentences.
• Check answers with the class. If
students did not do well, refer them
exercise 2 again, then elicit sentences
about Christopher.
B My progress page 57 • Repeat exercise 1 on page 57 as a class, • Refer students back to exercise 6 on
eliciting the correct answers. page 57 and elicit sentences about
Aim Jaime from the class.
To review the language and skills learned I can talk about quantity. (p.38)
Exercise 2 SUGGESTED ANSWERS
in Units 3 and 4
He has one brother. His name is Pedro.
He has two sisters. They are called Camila
Speaking competences • Students complete the activity. and Lucila. His favorite thing is his bike.
• Check answers with the class. He has one dog, called Fido, and no cats.
I can identify different rooms and
furniture. (p.36) • If students did not do well, refer them
Exercise 1 Pairwork back to page 38. Read through the Listening, reading, and
dialogue in exercise 3 again and point
• Read out the can-do statement. writing competences
out the use of How many …? and there
• Students complete the sentences. is / there are. • Students look back at the texts and
• Check answers with the class, then put exercises and judge how well they can
do them now. Tell students that if they
students into pairs to say true sentences eliciting the correct answers.
to their partner about the rooms and found any of the activities difficult, they
furniture in their own home. I can talk about houses and should go back and review them, using
a dictionary to help them understand
• If students did not do well, refer them apartments. (p.41)
vocabulary they find difficult.
back to page 36. Give them a few minutes Exercise 3 Pairwork
to study the vocabulary. Ask them to • Read out the can-do statement.
write five sentences saying where some Students complete the activity.
of the things are in their home.
57

5 I get up at
six o’clock
Grammar
Simple present: Affirmative and
spelling variations
Prepositions of time: at, in, on
Adverbs of frequency
Vocabulary
Daily routines
Communication
Asking for and making suggestions
Skills
Listening: Teenagers talking about
after-school activities
Speaking: Talking about what you do
after school
Reading: A web page about a school
Writing: Writing about your school
and your school day

topics
Daily life and routines
Education (school and after-school
activities)

Aim
context
Story
Rubi and Lola are at the park. Lola asks
where the boys are, and Rubi replies that
Jacob is at dance practice and Mason is • Check the answer with the class.
probably in his bedroom. Lola feels sorry Extra activity
for Mason, and Rubi teases her that she
• Say: Jacob gets up at seven o’clock—
likes him. Jacob arrives and explains that true? (no—six o’clock).
phrases in the dialogue. Make sure that
he practices every day, at home before • Write on the board: I get up at ___.
school and at the dance studio after Ask individual students to read out
school. He says he now has a personal the sentence and say the time that
dance teacher. He’s happy, but he feels • If necessary, teach the meaning of other
they get up. Monitor how well they
bad for Mason. words that students don’t understand.
can tell the time, and correct them if
Audioscript Student Book page 58 necessary.
Warm-up
• Ask students to look at the picture. Ask Exercise 2 Comprehension
one or two questions, e.g., Who can you • Read through the sentences with Consolidation
see? (Lola, Rubi, and Jacob) Where are the class and make sure students
Ask: Where is Mason? Elicit the answer
they? Where do you think Mason is? Why? understand them all.
(in his bedroom). Remind students that
• Students read the dialogue again and they learned vocabulary for rooms and
Exercise 1 Read and listen e 062 put the sentences in the correct order. furniture in Unit 3. Remind them that
• Read the question to the class and • They can compare answers in pairs. it is a good idea to go back and revise
make sure they understand it.
• Check the answers with the class, vocabulary from previous units regularly,
• Play the audio. Students listen and read, reading out the part of the dialogue so they don’t forget it.
and answer the question. which confirms each answer.
58

Aim
Step 1
Exercise 3
phrases.
Step 2
Exercise 4 e 063
• Ask students to read the dialogues and
choose the correct alternatives.
dialogues in pairs.
Step 3
Exercise 5
• Briefly revise how to tell the time if
necessary.
• Students work individually to complete
the sentences about their own daily
routine.
ANSWERS
Exercise 6 Pairwork
• Students work in pairs to tell each other
about their daily routine.
Consolidation
Tell students that to practice, they could
cover the dialogues on page 59, then
look at the pictures and try to remember
what the people say. They can look at
the dialogues again to check.
Workbook page W28

59

Vocabulary page 60
Daily routines
Aim
daily routines
Warm-up
• Draw some clocks on the board with
different times.
• Point to each clock in turn and ask:
What time is it? Elicit the answers, and
review telling the time.
• Ask students to draw three clocks with
different times. Put them into pairs to
ask and answer questions about the
time. Ask some students to show the
class their clocks and say the times.
Exercise 1 e 064
match the sentences with the pictures.
• Play the audio. Students listen and check.
and individually.
Vocabulary strategy
• Read through the Vocabulary strategy with
the class. Explain to students that a page
of new vocabulary is easier to remember
if the words are all different colors, rather
than being all the same color.
• Suggest that students try this next
time they want to learn some new
vocabulary to see if it works for them.
Extra activity
• Ask: What other things do you do
every day?
• Elicit a few ideas, in the students’ own
language if necessary. Then translate
them and write the translations on the
board, e.g., I have soccer practice. I have
music practice. I play computer games. Consolidation
• Tell students they can also use these Advise students to use the pictures on
activities in the next exercise. page 60 to revise the vocabulary for
daily routines. Tell them they can cover
Exercise 2 Pairwork the words and use the pictures to try to
remember the vocabulary.
• Read out the example answer. Point out
the time expressions (during the week, Workbook page W28
on weekends). Write these on the board Practice Kit Extra Practice
and elicit or teach a few more, e.g., on
Saturdays, on Sundays, on Tuesdays and
Thursdays. Add these to the board.
• Allow students time to think about their
daily routines and make notes.
• They then work in pairs to talk about
their daily routines.
• Ask some students to tell the class what
things are the same in their routines
and their partner’s using we, e.g., We get
up at six o’clock.
60

Exercise 1
• Students read the sentences and add -s
where necessary, then check answers.
Exercise 2
• Read through the verbs in the box and
explain their meanings if necessary.
the correct form of the verbs.
Spelling variations
Grammar chart
• Point out that -y only changes to -ies
when it follows a consonant. Refer
students to the rules on page W26.
Rules page W26
Exercise 3
• Students write the sentences and
compare answers in pairs, then check
answers with the class.
ANSWERS
1 She studies Spanish.
2 He finishes school at 3:30 p.m.
3 They have breakfast in the backyard.
4 Mom and I watch TV after dinner.
5 My sister and I clean the kitchen.
Exercise 4
• Read out the example. Students write
the sentences. Check answers with the
class.
ANSWERS
He plays soccer. He reads comics. He eats
pizza. He studies German.
Exercise 5 Pronunciation e 065

• Model pronunciation of the three
sounds. Play the audio for students to
listen and check the correct column.
• Play the audio again, pausing to check
the answers.
Challenge
Grammar page 61 • Put students into pairs. Ask them to • Students write the sentences
match the words to make daily routines, individually, and then compare in pairs.
Aim then check answers.
To present and practice the affirmative ANSWERS Finished?
form of the simple present get up, start school, finish school, have • Tell students to write true or false
To present and practice spelling variations dinner, watch TV, have breakfast, get sentences about their family members.
of the simple present home, do my homework, go to bed Tell them to read them to their classmate
and guess which ones are false.
Warm-up Simple present: Affirmative • When finished, students can go on to
• With books closed, write two columns do the puzzle on page 120.
of words on the board: Grammar chart and Think! box Puzzles page 120 / X15
get school • Read out the grammar examples. Go
start dinner through the chart with the class. Consolidation
finish up • Students read the Think! box and Tell students that to help them learn
complete the rule. Check the answer the verbs on this page, they could
have TV
with the class. write some example sentences about
watch school
• Reinforce that, in English, we add -s to the themselves, e.g., I study English on
have home third person singular form: He practices Mondays.
get breakfast every day. NOT He practice every day.
Workbook page W28
do to bed • Refer students to the rules on page W26. Practice Kit Extra Practice
go my homework Rules page W26 Grammar link presentation
61
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Let’s talk
Communication
competences
Asking for and making

suggestions
Aim
To present and practice asking for and
making suggestions
Warm-up
• With books closed, write a selection of
verbs on the board, e.g., play, watch,
finish, study, listen, practice, visit.
• Put students into pairs and give
them two minutes to write as many
sentences as they can using the verbs.
• Tell them that some sentences should
start with I, and some should start with
he / she.
• Ask pairs in turn to read out their
sentences. Correct any mistakes
as a class, and check that students
understand all the verbs.
• See which pair wrote the most correct
sentences.

or read e 066
• Focus on each of the three pictures in
turn and elicit what it shows.
• Tell students they will watch or listen to
three conversations, and must match
each one with one of the pictures.
• Play the video or audio for students to
watch or listen and match the pictures
with the conversations.
Exercise 2 e 066
• Play the audio once for students to
• Allow students time to read through listen. Check they understand all the
Extra activity
the dialogues, and the expressions
questions and sentences. • Play a miming game. Tell students
in the box. Explain any words or you are going to mime an activity
expressions that they don’t understand. • Play the audio again, pausing after each
and they must make a suggestion
question and sentence for students to
• Play the video or audio again. Students repeat. Encourage them to copy the
about it. Mime swimming, and elicit
watch or listen, then complete the the phrase Let’s go swimming or Do
intonation and pronunciation in the
dialogues with the correct expressions. you want to go swimming?
audio.
• Check answers, playing the video or Audioscript Student Book page 62
• Invite students to mime more
audio again and pausing to confirm the actions. Other students race to make
answers. the suggestions. Each time, elicit the
Audioscript Teacher’s Guide page 124 two different phrases for making
suggestions.
• Read through the Speaking strategy with
the class about saying no politely. Point
out to students that it is easy to upset
someone if you say no in a way that isn’t
polite.
62
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Exercise 6 Pairwork
pairs. Remind them to swap roles for
each dialogue.
• Ask some pairs to perform one of their
Link it! Pairwork

• Demonstrate the task with a confident
student. Take the role of Student A
and model a dialogue. Encourage
other students to join in and make
suggestions on what you could say.
• Students then work in pairs. You could
allow weaker students to prepare
their ideas before they practice, but
encourage stronger students to go
straight into the practice.
• Challenge students to keep repeating
the instructions and see how long they
can continue the conversation.
working, and correct any errors in a
feedback session at the end.
• See whose conversation is still going
when you stop the activity.
Extra activity
• Ask a student at the front of the
class to make a suggestion. Ask the
student next to them to say no and
explain why. This student then makes
another suggestion to the student
next to them.
• Continue around the class, with each
student giving a reason for saying no
and then making another suggestion.
Other students can help out with
ideas if necessary. See if you can get
right round the class!
Link to life
• Read out the questions and discuss
them as a class. Ask more questions
if necessary to prompt students e.g.,
What might happen if you are honest?
Exercise 4 e 068 • Elicit ideas from the class and write
Might the person be upset? Why? Do you
• Allow students time to read through them on the board.
sometimes agree to do things you don’t
the gapped sentences, and the phrases • See which pair wrote the most ideas want to do? Why?
in the box. correctly.
• Play the audio once for students to Consolidation
listen and complete the sentences.
Exercise 5 Pairwork
• Check answers with the class. • Read through the task with the class record some of the phrases from this
and make sure students understand
• Read out the question, then play the what they have to do.
lesson on their phone, e.g., I’m bored.
audio again. Students listen again and What do you want to do? / Let’s go to
decide if the people say yes or no to
• Demonstrate the task with a confident the movies. They could then practice
student. Ask: What do you want to do? listening and responding with their own
each idea.
Elicit their suggestion and respond, ideas.
• Check answers with the class. using a phrase to say yes or no.
Audioscript Teacher’s Guide page 124 • Students work in pairs to write short Workbook page W30
dialogues. Monitor and help while they Extra Communication page 79
Beat the clock Practice Kit Extra Practice
are working.
• Explain the task and elicit a few ideas
of things to do, e.g., go shopping, watch
a movie.
• Time two minutes. Students work in
pairs to think of ideas of things to do.
63

Grammar page 64
Aim
To present and practice prepositions of
time: at, in, on
To present and practice adverbs of
frequency
Warm-up
• Ask students questions to elicit different
time expressions, e.g., What time do you
get up? When do you go shopping? Write
some of the time expressions used on the
board, e.g., at seven o’clock, on the weekend.
• Underline the prepositions. Elicit or
explain that they are prepositions, and
tell students they are going to practice
using them.

go through the grammar chart with the
class. Check that students understand
all the phrases.
• Ask students to read the rule and
complete it with the correct prepositions.
Check answers with the class. Refer
students to the rules on page W27.
Rules page W27
Exercise 1
• Students complete the expressions.
Check the answers with the class.
Exercise 2
information about themselves.
sentences to the class. Correct any
errors, referring back to the rule and
grammar examples to explain them.
Grammar chart and Think! box Exercise 4 Finished?
• Read out the grammar examples. Go • Read out the example answer. Point out • Tell students to draw a timeline with
through the adverbs of frequency chart it relates to item 1 in the questionnaire. the adverbs of frequency in the right
with the class. • Students write the sentences. order and write an activity that they
• Students read the Think! box and never, always, etc. do. Tell them to swap
ANSWERS
complete the rule. Check answers. Refer timelines with a classmate and use the
students to the rules on page W27. 2 Riley always takes the school bus information to write sentences.
to school.
Rules page W27
3 Riley is never late for school.
• When finished, students can go on to
Exercise 3 4 Riley often does her homework in the
afternoon. Puzzles page 120 / X15
• Students rewrite the sentences. Check 5 Riley rarely plays video games in
answers with the class, referring back to
the evening. Consolidation
the rule to explain the answers. Students ask family members about
ANSWERS Challenge their daily routines, writing sentences
1 We usually go to the movies on the • Students do the questionnaire and about them, using adverbs of frequency
weekend. write their own answers individually. and prepositions of time.
2 Marcelo sometimes listens to the radio. • Ask some students to read their Workbook page W29
3 Aubrey is never happy. sentences to the class, saying some that Practice Kit Extra Practice
4 I rarely go to bed before 10 p.m. are true and some that are false. Grammar link presentations
5 Grandpa is always in the backyard.
64
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Exercise 2 e 069
• Read through the Listening strategy with
the class.
the gapped sentences, and underline
the key words. Check they understand
everything.
complete the sentences.
• Check answers, playing the audio again
and pausing it for students to hear the
answers.
Step 2
Exercise 3 e 070
the chart. Elicit the key words
(grandma’s house, his house, Wednesdays,
Fridays).
• Point out the example answer, and
point out that it uses the third person
form of the verb. Tell students they
should use third person forms in their
answers.
complete the chart.
• Allow students time to compare their
again for them to check and complete
their answers.
the audio again and pausing to
confirm the answers.
Step 3
Exercise 4 Pairwork
ideas, then put them into pairs to tell
each other about their after-school
activities.
• Tell them they must listen carefully and
make notes about their partner so they
Listening and Culture focus
can tell the class.
• Read out the information in the Culture
speaking page 65 focus with the class. Ask: Are there after- • Monitor and help while they are working.
school clubs at your school? Do you think
Aim Exercise 5 Presentation
they are a good idea? What after-school
To listen to people talking about clubs would you like? • Ask students in turn to tell the class
after-school activities about their partner’s afternoon.
To talk about after-school activities Step 1 Consolidation
Warm-up Exercise 1 e 069 Suggest to students that they could
• Tell students they are going to listen • Check that students understand record themselves talking about their
to some people talking about what volleyball and photography. after-school activities, then listen back
they do after school. Ask individual and see if they can improve their
students: What activities do you do after
• Play the audio. Students listen and pronunciation.
match the names with the after-school
school? Elicit answers then, as a class,
clubs. Workbook page W30
brainstorm other possible activities,
e.g., play the piano, read magazines, do • Check answers with the class, playing Practice Kit Extra Practice
dance, chat to friends online. Encourage the audio again if necessary and
students to share their after-school pausing to confirm the answers.
activities with the class, and teach the Audioscript Teacher’s Guide page 124
phrases in English if necessary.
65

Reading and writing

competences
Aim
To read a web page about a school
To write a paragraph about your typical day
Warm-up
• Ask: What age do people start school in
your country? What different schools do
you go to? Elicit the answers.
• Ask: What do you know about schools
in the U.S.? What age do people start
school? What different schools are there?
Elicit a few ideas, then read through
the information in the Culture focus
with the class. Tell students they are
going to read about the school life of
an American student.
Reading
• Focus on the text and elicit or explain
that it is a student’s web page about
their school.
• Read out the task, then play the audio.
Students read and listen, and match the
topics with the paragraphs.
answers in pairs, then check answers
with the class.
phrases in the web page. Make sure
that students understand the meanings
of the words and phrases.
Exercise 2
the class. Ask students to work in pairs Extra activity
to find the numbers in the text and • Ask: What is homeroom? Elicit the
decide what they refer to. Discuss the answer, encouraging students to
answers as a class. explain what it is in their own words.
• Students then read the web page again • Ask: Do you have something like
and decide if the sentences are true or homeroom at your school? What
false. Remind them to correct the false do you do in your homeroom? Elicit
sentences. a range of answers.
the part of the web page which
confirms each answer.
ANSWERS
1 F She goes to school Monday through
Friday.
2 F She finishes at 3 p.m.
3 T
4 F The classes are 45 minutes.
5 T
6 F It opens at 7 a.m.
7 T
66

Step 3
Exercise 6
write about their school and school
day, using the information in their
questionnaire. Refer them back to
Morgan’s text to help them.
• Students write their paragraph.
• Monitor and help while they are working.
paragraph to the class.
ANSWERS
Challenge
individually.
Extra activity
• Ask students to imagine their perfect
school day. Elicit a few ideas first, e.g.,
Do you play outside all day? How many
classes do you have? What activities
do you do? Ask them to write a short
paragraph about their perfect day.
Consolidation
Point out to students that they have
learned a lot of new verbs in this unit.
Suggest that they try to learn three
or four each day, writing them down
and practicing them either by writing
sentences or recording themselves
saying the sentences. Tell them that if
they do this, they will soon build up a
good vocabulary that they can use.

Workbook page W31
Unit tests
Writing Exercise 4 Resource worksheets
• Read through the Writing strategy Video
Aim with the class. Check that students
To write about your school and your understand all the sequencing words.
school day • Ask students to find the sequencing
words in Morgan’s text.
Step 1 • Check answers with the class.
Exercise 3
Step 2
questionnaire. Check they understand Exercise 5
everything. • Ask students to complete the
• Read out the first part of Morgan’s questionnaire with information about
text and point out how the example their school and their school day. They
answer relates to the information in the could work in pairs for this.
questionnaire. • Monitor and help while they are working.
• Ask students to complete the text with ANSWERS
the correct information. Students’ own answers.
67

6 You don’t
know him
Grammar
Simple present: Negative, interrogative,
and short answers
Question words + Simple present
How often …?
Object pronouns
Vocabulary
Food and drink
Communication
Talking about likes and dislikes
Skills
Listening: Four students talking about
what they have for breakfast, lunch,
and dinner
Speaking: Talking about your meals
Reading: A blog about strange food
Writing: An article about a popular
food in your country

topics
Health and nutrition
Multiculturalism: unusual foods in
different cultures

Aim
context
Story
Lola and Mason are in the school cafeteria.
They talk about the food, and Lola makes • Play the audio. Students listen and read, Link to life
a joke. Lola sees Jacob, then they hear two and answer the question. Check the • Read out the question. Check students
other students talking about Jacob. These answer with the class. understand judge and first impressions.
students say they don’t like Jacob because • Go through the Check it out! box and
he is a show-off. Mason rushes to his • Discuss the question as a class. If
ask students to find the words and students are reluctant to speak, ask
brother’s defense and tells them that Jacob phrases in the dialogue.
is a great guy. Lola agrees with this, and tells questions to the whole class and get
Mason he should tell Jacob this himself.
• If necessary, teach the meaning of other students to answer by putting up their
words that students don’t understand. hands, e.g., Who sometimes finds people
Warm-up Audioscript Student Book page 68 annoying? Do you sometimes judge
• Ask students to look at the picture. Ask people too quickly? Do you sometimes
one or two questions, e.g., Who can
Exercise 2 Comprehension change your mind when you know
you see? (Lola, Mason, Sam, and Brody) • Read through the gapped sentences someone?
Where are they? (the school cafeteria) Do with the class and make sure students
understand them all. Consolidation
you think Mason is happy? (no) Why do
you think he isn’t happy? (Sam and Brody • Students read the dialogue again and Tell students they should start a new
are saying something bad about Jacob) complete the sentences. They can page in their vocabulary notebooks for
compare answers in pairs. food vocabulary. Tell them they can start
Exercise 1 Read and listen e 072 • Check the answers with the class, looking online or in their dictionaries to
• Read the question to the class and reading out the part of the dialogue find food words that they want to learn.
make sure they understand it. which confirms each answer.
68

students understand that they are
about offering food and accepting it or
saying no.
• Students work in pairs to write a
dialogue.
Exercise 6 Pairwork
• Students work in pairs to practice their
dialogue.
Consolidation
record some of the questions from
exercise 5, using different foods. They
could then practice answering from
memory.
Workbook page W34

Key language page 69 • Ask students to put the words in order
to make sentences or questions.
Aim • Tell students they can refer back to the
To practice the target language in dialogue in exercise 1 if necessary.
a personalized context • Play the audio. Students listen and
Step 1 • Play the audio again, pausing after each
Exercise 3 • Students could then practice the
• Ask students to find and underline the dialogues in pairs.
phrases in the dialogue. Audioscript Teacher’s Guide page 124
phrases. Step 3
Step 2 Exercise 5 Pairwork
• Read through the foods in the box
Exercise 4 e 073 with the class and make sure students
• Read through the example answer. understand them all.
Check students’ understanding of the • Read through the questions and
task. answers with the class and make sure
69

Vocabulary page 70
Food and drink
Aim
food and drink
Warm-up
• With books closed, write these gapped
words on the board: c _ ee _ e, s _ l _ d,
c _ _ n, t _ m _ t _ _ s, ch _ ck _ n.
• Say: They are all the same kind of things.
What are they? (kinds of food) Put
students into pairs to complete the
words and say what kind of things they
are.
• Elicit the answers and complete the
words on the board (cheese, salad, corn,
tomatoes, chicken). Elicit that they are all
kinds of food, and check that students
understand them.
• Tell students they are going to learn
more words for food and drink now.
Exercise 1 e 074
match the words with the pictures.
check.
and individually. Make sure students
understand all the words.
Vocabulary strategy
• Read through the Vocabulary strategy
with the class. Remind students
that it is important for them to take
responsibility for their own learning and
find the strategies that work for them to
help them improve.
Exercise 2
• Read through the categories in the
word map with the class and make sure Exercise 3 Pairwork
Extra activity
students understand them all. • Read out the task and check that • Ask students to draw a picture of
• Students work individually or in pairs to students understand it.
their favorite dinner, using at least
complete the word map. • Read through the Look! box with four words from exercise 1. Say their
• Check answers with the class. the class and check that students partner will guess the words, and
ANSWERS
understand everything. they will each get a point for each
Meat and fish: chicken, tuna • Focus on the words in exercise 1 again word they guess correctly.
Drinks: orange juice, water and say: I like … . Elicit some sentences • Put students into pairs to swap
Dairy products: cheese using singular and plural nouns, drawings and guess the foods. Ask:
Fruits and vegetables: potatoes, peas, e.g., I like potatoes, peas, chicken, corn. Who has eight points?
pear, fries, corn, grapes, tomatoes, salad, • Read out the example questions
peach and answers. Check that students
Other: potato chips, eggs, ice cream understand second-favorite and teach Consolidation
third-favorite. Suggest to students that they could
Culture focus • Students put the lunches in order make a poster with their favorite foods,
• Read out the information in the Culture individually. with pictures and the words.
focus. Ask: Where do you usually have • Put students into pairs to compare
lunch? What do you usually eat? Do you their ideas. Workbook page W34
think hot school lunches are a good idea? Practice Kit Extra Practice
Why?
which lunches they both like.
70

Exercise 1
• Students read the sentences and
choose the correct alternative.
Exercise 2
• Read out the example sentence. Do
another example with the whole class.
• Students write the negative sentences.
Check answers with the class.
ANSWERS
1 Katie doesn’t go to bed at ten o’clock.
2 We don’t visit our uncle on Sundays.
3 My dog doesn’t like fish.
4 My mom doesn’t clean my bedroom.
5 The boys don’t play basketball on
Fridays.
6 I don’t get home at four o’clock.
7 Matteo doesn’t have lunch at school.
8 Holly doesn’t eat salad.
Simple present: Interrogative

and short answers
• Students read the Think! box and
choose the correct words to complete
the rules.
• Check answers with the class. Reinforce
the point that in the interrogative form
the main verb doesn’t have an -s in the
third person singular: Does he like fish?
NOT Does he likes fish?
Rules page W32
Exercise 3
• Students complete the questions and
short answers. Check answers with the
class.
Challenge
• Students write the questions
individually.
Finished?
Grammar page 71 • Write on the board: • Tell students to write the sentences in
I _____ chicken. h exercise 2 as questions.
Aim I _____ soda. k • When finished, students can go on to
To present and practice the negative and • Elicit the verb forms like / don’t like and do the puzzle on page 120.
interrogative forms of the simple present, complete the sentences. Invite one or Puzzles page 120 / X15
and short answers two students to say similar sentences
about food they like and don’t like. Consolidation
Warm-up
Suggest to students that to help them
• With books closed, draw the word map Simple present: Negative learn these verb forms, they could
from page 70 on the board, with the write some personalized sentences and
categories, but no words added. Grammar chart and Think! box questions / answers about themselves
• Tell students they learned 24 words • Read out the grammar examples. Go and their friends or family members.
for food and drink in the last lesson. through the grammar chart with the
In pairs, alllow students two minutes to class. Workbook page W34
remember as many as they can. Practice Kit Extra Practice
• Bring their ideas together onto the complete the rules. Grammar link presentation
word map on the board. See which pair • Check answers with the class.
wrote the most words correctly. If there
are some words missing, students can
look back at page 70 to find them. Rules page W32
71
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Let’s talk
Communication
competences
Likes and dislikes

Aim
To present and practice talking about likes
and dislikes
Warm-up
• Ask a few questions about the foods
students like, e.g., Do you like salmon /
corn / fries? Ask students to put up
one hand if they like the food and two
hands if they like it a lot.
• As they answer, write sentences on the
board using like and love, e.g., (Ana)
likes salmon. (Dan) really likes salmon.
(Andrea) loves salmon.
• Add a sentence using doesn’t like,
e.g., (Paul) doesn’t like salmon.
• Elicit the order of the sentences from
not liking to loving (doesn’t like, likes,
really likes, loves).
• Tell students they are going to practice
talking about likes and dislikes.

or read e 075
students to watch or listen.
the correct words.
• Play the video or audio again for
students to check their answers.
Look! box
Look! box with the class. Ask students to
find the phrases in the dialogues. You Extra activity
could play the video or audio again for • With books closed, draw the range of
them to hear the phrases in context. smiley and sad faces from exercise 2
on one side of the board.
• Read through the Speaking strategy • On the other side of the board,
brainstorm some words for food and
with the class about using a variety of
drink and write these.
adjectives and expressions. Point out
that using a variety of adjectives and • Put students into teams.
expressions makes your speaking more • Point to one of the food and drink
interesting and fluent. words, e.g., potatoes and then
• Play the audio once for students to one of the symbols, e.g., three sad
listen. Check they understand all the faces. Teams race to say the correct
expressions. sentence: I can’t stand potatoes.
• Play it again, pausing after each • Continue until all the food and drink
expression for students to repeat. words and expressions have been
practiced several times.
72

Link it! Pairwork
• Refer students back to the dialogues in
exercise 1 to use as models. Ask them
to write a dialogue in which they talk
about three or four different kinds of
food, using their ideas from the Beat the
clock.
their dialogues. Monitor and help while
they are working.
Extra activity
• With books closed, ask students to
find a new partner.
• Ask them to have a conversation
about foods they like and dislike,
this time without writing it down
first. Encourage them to use as
many adjectives and expressions for
likes and dislikes as they can, from
memory.
• Monitor while students are working
and correct any errors in a feedback
session at the end.
Consolidation
write some personal sentences about
different things they like and dislike,
e.g., bands or singers, movies, sports.
Encourage them to use a range of
adjectives and different expressions to
express their likes and dislikes.
Workbook page W36

Exercise 3 e 077 • Monitor and help while they are

• Ask students to match the questions working, and encourage them to use a
and answers. range of adjectives and expressions to
express likes and dislikes.
• Play the audio for them to listen and
check their answers. Beat the clock
• Students could practice asking and • Explain the task and check that
answering the questions in pairs. students understand hate.
Audioscript Teacher’s Guide page 125 • Time two minutes. Students work
individually to write their food words in
Exercise 4 Pairwork
the circles.
• Read through the task with the class
• Put students into pairs to compare their
ideas and see if they love / like / hate
what they have to do.
any of the same things.
• Demonstrate the task with a confident
student. Ask: Do you like ice cream? Elicit
something that is the same as their
their answer and encourage them to
partner, or something that is different,
ask: What about you? Give your reply.
e.g., We both love potato chips. (Dan)
• Students work in pairs to ask and loves salmon, but I hate it.
answer questions.
73

Grammar page 74
Aim
To present and practice question words
with the simple present
To present and practice How often …?
To present and practice object pronouns
Warm-up
• Ask students to write their favorite food,
color, and sport. Say they are going to
guess what their classmates like. Ask
a student: (Maria), do you like blue? The
student answers with: Yes, I do. I love it. /
No, I don’t. I hate it.
• Put students into groups to take turns
asking questions and making guesses.
They get a point for each correct guess.
See who has the most points.
Question words + simple

present
Grammar chart
• Check that students understand
everything. Refer them to the rules on
page W32.
Rules page W32
Exercise 1
• Students complete the questions with
the question words and verb forms.
How often …?
Grammar chart
• Check that students understand
everything. Refer them to the rules on
page W32.
Rules page W33
Exercise 2
• Read out the example question and
answer. Point out that Cole is a boy’s
name. Students write the questions and
answers.
• Check answers with the class. Object pronouns Finished?
ANSWERS Grammar chart and Think! box dialogue on page 72 and underline all
1 How often does Cole eat fish? He eats • Read out the grammar examples and of the object pronouns.
fish every week. the grammar chart with the class.
2 How often do Cole and Amy drink
• In pairs, students make questions for
cola? They drink cola once a week.
• Students read the Think! box and things they would like to ask their
complete the rules. Check answers with president about his / her daily routine.
3 How often does Cole eat fruit
the class. Refer students to the rules on • When finished, students can go on to
and vegetables? He eats fruit and
page W33. do the puzzle on page 120.
vegetables twice a day.
4 How often does Amy eat fruit and Rules page W33 Puzzles page 120 / X15
vegetables? She eats fruit and
Exercise 3 Consolidation
vegetables five times a day.
5 How often do Cole and Amy buy • Students choose the correct pronouns. Tell students that now they have
potato chips? They buy potato chips Check answers with the class. studied all the forms of the simple
three times a week. present, they should check that they
Exercise 4
6 How often do Cole and Amy play know all the rules.
sports? They play sports twice a week. • Students complete sentences with the
correct pronouns. Check answers. Workbook page W35
Challenge Grammar link presentations
• Students write their questions and
74
08_LinkIt_TG1_U6.indd 74 18/06/2019 18:29

Step 2
Exercise 2 e 079
the questions and possible answers.
Make sure they understand all the food
words.
choose the correct answers.
answers.
Step 3
Exercise 3 Pairwork
• Read out the task and the example
questions and answers.
• Read out each prompt and elicit a full
question using each one, e.g., Where do
you usually have breakfast? Who do you
have dinner with?
questions, then put them into pairs to
ask and answer them.
• Tell them they must listen carefully
and make notes about their partner’s
answers so they can tell the class.
working.
• Ask students in turn to tell the class
about their partner’s meals.
Consolidation
take some pictures of their typical
breakfast, lunch, and dinner. They could
then practice talking about each meal,
saying what time they have it, what they
have, and who they have it with.
Workbook page W36

Listening and Step 1
• Read through the Listening strategy with
Aim the class.
To listen to people talking about what
• Focus on the pictures and elicit what
they have for breakfast, lunch, and dinner
they show. Use the pictures to teach
To talk about your meals the words cookies, toast, and butter.
Warm-up • Play the audio. Students listen and
match the pictures with the names.
• Tell students they are going to listen
to some people talking about what • Check answers with the class, playing
they have for breakfast, lunch, and the audio again if necessary and
dinner. Ask individual students: What pausing to confirm the answers.
do you usually have for breakfast / lunch / Audioscript Teacher’s Guide page 125
dinner? Elicit a few answers and teach
the new vocabulary students need if Look! box
necessary. • Read through the information with the
class. Explain the meaning of cereal if
necessary.
75

Reading and writing

competences
Aim
To read a blog about food from the U.S.
To write a paragraph about a popular food
in your country
Warm-up
• Ask: What foods do you know from other
countries? Elicit a few ideas, and ask
more questions if necessary to prompt
students, e.g., What foods come from
Italy? What foods come from the U.S.?
Elicit a range of ideas, e.g., pizza, pasta,
burgers, hotdogs, popcorn.
• Ask: Do you like trying foods from different
countries? Why? / Why not?
Reading
• Explain to students that they are going
to read a blog.
the class.
• Ask students to work in pairs to look at
the blog quickly and see if they can find
any key words. Discuss their ideas with
the class, e.g., sandwich, popular, food,
eat, U.S.
• Ask: What do you think the blog is about?
Elicit that it is about food in the U.S.
the questions, then play the audio.
Students read and listen, and answer
the questions.
with the class.
in the blog. Make sure that students Exercise 2
understand the meanings of the words.
• Students read the blog again and
• If necessary, teach the meaning of other choose the correct answers.
Audioscript Student Book page 76 the part of the blog which confirms
each answer.
Extra activity
• Ask students to look at the text again Exercise 3
and find as many kinds of food as • Students answer the questions.
they can. • Check answers with the class, eliciting
• Discuss the answers and teach the the part of the blog which confirms
meaning of words that students don’t each answer.
know, e.g., peanut butter (= a paste
ANSWERS
made from peanuts), jelly (= a sweet
food made with fruit, that you spread 1 It’s about 100 years old.
on bread), beef, chewing gum, shrimp 2 beef
(= small sea animals), sugar, crackers 3 shrimp, cheese, ham, eggs, meat
(= a kind of dry cookie), marshmallow 4 a marshmallow
(= a kind of soft candy).
76

Extra activity
• Write on the board the words: sweet,
salty, and delicious. Ask students
to find the words in the blog on
page 76 and work out the meanings.
• Discuss the answers with the class and
elicit or teach a few more adjectives to
describe food, e.g., spicy, tasty.
• Tell students they can use their
adjectives in the writing task.
Step 3
Exercise 6
• Read through the Writing strategy
with the class. Check that students
understand the meaning of comma.
• Ask students to find examples of
commas in exercise 4 and discuss
which of the rules they match.
• Read out the task. Ask students to write
about a popular food in their country,
using their answers in exercise 5 and
the text in exercise 4 to help them.
• Students write their article.
working.
• Ask some students to read their article
to the class.
Challenge
individually.
Consolidation
• Point out to students that they have
learned a lot of vocabulary for food in
this unit, e.g., different kinds of food,
verbs and phrases like eat food, have a
meal, and adjectives to describe food.
• Encourage them to look back
through the unit and bring all the
vocabulary together in a way that
Writing Step 2 will help them to remember it, using
Aim Exercise 5 pictures, word maps, etc.
To write an article about a popular food in • Read through the questions with the Culture page 111 / X10
your country class and make sure that students Workbook page W37
understand ingredients. Practice Kit Extra Practice
Culture focus • Ask students to answer the questions. Unit tests
• Read through the information in the They could work in pairs for this. Resource worksheets
Culture focus with the class. Explain the • For feedback, ask individual students Video
meaning of food trucks if necessary the questions and elicit their answers.
(trucks that cook and sell street food).
ANSWERS
Step 1
Exercise 4
• Ask students to read the text and
complete it with the correct words.
77

Review C
C Extra practice page 78
Vocabulary
Daily routines
Food and drink
Grammar
Simple present (affirmative) and
spelling variations
Simple present (negative, interrogative,
and short answers)
Question words + Simple present
How often …?
Object pronouns
Vocabulary
Exercise 1
• Ask students: What is the first thing you
do in the morning after you wake up?
pairs. Check answers as a class.
Grammar
Exercise 2
• Students complete the exercise in pairs.
• Check answers as a class. Note students’
use of the third person singular but
don’t comment on it at this stage.
Exercise 3
• Students read the verbs in the box.
Check understanding of carry and hurry.
pairs. Check answers as a class. • Ask students to ask and answer the • Students work in pairs to write the
questions with a partner. sentences. Check answers as a class.
Exercise 4
• Students read the example, then work • Notice the students’ use of adverbs of
frequency, but don’t comment on it yet. Exercise 7
in pairs to write the questions. • Ask students to look at the example. Ask
• Remind students that questions should
• Students read the instructions and
complete the first part of the exercise them what the object of the sentence is
be in the simple present tense, and that (the book).
individually. Check answers as a class.
the third person singular is not needed • Students complete the exercise
in question form. Check answers as a • Students work in pairs to put the
adverbs of frequency in order. individually, and check answers in pairs.
class.
• Check answers as a class. • Check answers as a class.
ANSWER KEY
2 How often does she play sports? Exercise 6 Songs
3 What do they have for lunch? I Say a Little Prayer, by Aretha Franklin
4 Does he like salmon?
• Ask students to cover up the bottom
half of the exercise and look at the (Simple present and daily routines)
5 What time does your school start? How Do You Like Your Eggs in the Morning,
example. Write Carla … on the board.
6 How do you go to school? by Dean Martin (food and daily routines)
• Elicit the sentence from the students
Exercise 5 and write it on the board. If students Here Comes the Sun, by The Beatles, (Simple
forget to use the third person singular, present)
• Write on the board: How often do you go
to the cinema? How often do you phone ask them to check the sentence and Practice Kit Extra Practice
your best friend? correct any mistakes. Workbook pages W26–W28 and W32–W33
78
09_LinkIt_TG1_Rev_C.indd 78 17/06/19 12:33 PM

question for students to repeat, chorally
and individually.
Exercise 3
• Put students into pairs to practice
asking the questions.
• Ask some students to ask the questions
for the class.
• Students could then ask and answer the
questions in pairs.
Extra activity
• Put students into pairs. Ask them
to write a short dialogue with
a celebrity, asking at least three
questions with Do you …? Tell them
their dialogue could be about food,
daily routines, likes and dislikes, etc.
• Students can then practice their
dialogues in their pairs, focusing on
the pronunciation of Do you …?
mini-dialogue for the class.
Video link
answers.
students to complete and check their
answers.
Consolidation
Suggest to students that they look back
over this page and check that they
understand all the language. Suggest
C Extra about likes and dislikes, e.g., I can’t stand
doing homework. I love going to the movies.
that they could rewrite the dialogues in
exercise 1, changing some of the details.
communication page 79 They could then practice reading the
Communication dialogues again, focusing on using the
Aim correct pronunciation of Do you …?
To practice asking for and making Exercise 1 e 081
suggestions, and talking about likes and • Students choose the correct
dislikes alternatives to complete the dialogues.
To practice hearing and pronouncing • Play the audio. Students listen and check.
Do you …?
To watch a video in which two people talk
• Ask pairs of students to read out the
about their daily routines
two completed dialogues.
Warm-up Audioscript Teacher’s Guide page 125
• Ask: What do you like doing on the
weekend? Elicit a few answers. Pronunciation
• Ask some questions about individual
Exercise 2 e 082
activities, e.g., Do you like doing homework?
Do you like going to the movies? Elicit • Play the audio for students to hear the
answers using different phrases for talking pronunciation of Do you …?
79

C Global skills page 80
Invent a new ice cream
flavor!
Aim
To invent a new ice cream flavor
To work well with others
To listen to other students’ ideas
To speak clearly in class
Warm-up
• Ask: Do you like ice cream? How often do
you eat ice cream? Elicit a few answers,
e.g., I always have ice cream on vacation.
• Ask: What’s your favorite ice cream flavor?
Teach a few words for flavors, e.g.,
vanilla, chocolate, strawberry, lemon. Ask
individual students to tell the class their
favorite.
What’s up?
Exercise 1
• Read out the title of the lesson and ask:
What ice cream flavors do you like? Elicit
a few answers.
• Students match the words with the
correct pictures.
Get thinking
Exercise 2
• Read out the question.
• Ask students to read the poster and
ask students to find the words in
the poster. Make sure that students
understand the meaning of the words.
that students understand them. Explain Exercise 5 Presentation
that they can use these phrases to • Ask groups in turn to present their new
suggest and discuss all their ideas. ice cream flavor to the class.
Get involved Demonstrate how the phrases are
• The class could vote for their favorite.
used by giving one or two examples
Exercise 3 Groupwork of mini-dialogues using the phrases,
• Ask students individually to think of e.g., “Let’s try mint ice cream.” “That How did you do?
five flavors and write them in their sounds amazing!” “What about orange • Focus on the task and encourage
notebooks. ice cream?” “I’m not sure about that.” students to be honest in their
• Go around monitoring and helping • Students work in groups to decide on assessment of their work. Explain that
while they are working. their new flavor. being able to assess how well you are
doing is an important skill that you
• When they have decided on their flavor,
need in order to improve.
The project they make a big poster of their ice
cream.
• Read out the questions, and check that
• Put students into groups. students understand ingredients.
• Explain that they must now invent • Monitor and help while students are
a new flavor of ice cream. working.
• Read through the phrases in the Real
English box with the class and check
80

exercise 3 again for them to listen. Ask
questions about Logan, e.g., What does
he do at grandma’s house? What does he
do on Wednesdays? and elicit answers.
• Repeat exercise 3 on page 81 as a class.
Explain and discuss the correct answers.
ANSWERS
1 You play video games.
2 He goes to basketball practice.
3 She listens to music.
4 We do homework.
5 They have a snack.
I can identify food and drink. (p.70)

Exercise 4
Students complete each word group.
back to page 70. Use the pictures to
check that students understand all the
words. Ask some questions, e.g., What
are your favorite foods? What foods do
you eat every day?
I can talk about likes and dislikes.

(p.72)
Exercise 5 Pairwork
Students complete the dialogue.
• Students practice the dialogue in pairs.
exercise 1 again for students to hear
the phrases in context. Check they
understand the dialogues.
I can talk about meals. (p.75)

Exercise 6
• Students complete the activity.
back to page 75. Play the audios for
C My progress page 81 I can ask for and make suggestions. exercises 1 and 2 again for students to
(p.62) hear the people talking about what
Aim Exercise 2 Pairwork they have for different meals. Ask
To review the language and skills learned • Read out the can-do statement. questions about the people, e.g., What
in Units 5 and 6 Students complete the activity. time does Stella have lunch? Who does
• If students did not do well, refer them Kyle have dinner with?
Speaking competences back to page 62. Play the audio for • Repeat exercise 6 on page 81 as a class,
exercise 2 again for students to hear the eliciting the correct answers.
I can talk about daily routines. phrases in context.
(p.60) • Repeat exercise 2 on page 81 as a class, Listening, reading, and
Exercise 1 eliciting the correct answers. writing competences
• Read out the can-do statement. • Students look back at the texts and
Students complete the sentences. I can talk about after-school
exercises on the pages, and judge how
• If students did not do well, refer them activities. (p.65)
well they can do them now.
back to page 60. Give them a few Exercise 3
• Read out the can-do statement. • Tell students that if they found any
minutes to study the vocabulary. Ask:
of the activities difficult, they should
What time do you get up? What time do • Students complete the activity. Check go back and review them, using a
you start school? answers with the class. dictionary to help them understand
• Repeat exercise 1 on page 81 as a class, • If students did not do well, refer them vocabulary they find difficult.
eliciting the correct answers. back to page 65. Play the audio for
81

7 You can
talk to girls!
Grammar
can (ability): Affirmative and negative,
Interrogative and short answers
Imperatives
Adverbs of manner
Why? / Because …
Vocabulary
Sports
Communication
Talking about ability
Skills
Listening: Two students answering
questions about sports
Speaking: Talking about sports that
you play and watch
Reading: Information about a street fair
Writing: Personal information about
yourself and your abilities

topics
Health and nutrition (exercise)

Aim
context
Story
Jacob and Mason are at the dance studio.
Jacob thinks that Mason has come to
make fun of him because he hates him.
Mason says he doesn’t hate Jacob, but he meaning of the phrases. If necessary, Link to life
is angry because Jacob can dance well teach the meaning of other words that
and he can’t. Jacob points out that Mason • Read out the question and discuss it
students don’t understand. as a class. If students are reluctant to
can do lots of things that he can’t do, like
Audioscript Student Book page 82 speak, ask more questions about Jacob
do karate, play soccer, and talk to girls.
and Mason, e.g., How does Jacob help
Warm-up Exercise 2 Comprehension Mason feel better? (he tells him he is
• Ask students to look at the picture. Ask • Read out what Mason says about dancing: good at other things) Do you think this is
You can dance really well, and I can’t. Check a good idea? Why?
one or two questions, e.g., Who can you
that students understand can and can’t.
see? (Jacob and Mason) Where are they?
• Focus on the chart and check that Consolidation
(at the dance studio)
students understand talk to girls, play Encourage students to note any
Exercise 1 Read and listen e 084 soccer, and do karate. new vocabulary and phrases in their
• Read the question to the class and • Students read the dialogue again and vocabulary notebooks. Tell them that
make sure they understand it. check (f) or put an (g) next to the this unit is all about things you can /
things the boys can and can’t do. can’t do, so they could note down
• Students compare answers in pairs, phrases to do with things you can /
and answer the question. Check the
then check the answers with the class, can’t do, e.g., You can dance really well.
answer with the class. Go through the
Check it out! box and ask students to reading out the part of the dialogue
find the phrases in the dialogue. Make which confirms each answer.
sure that students understand the
82

• Students then write sentences about
themselves.
working.
ANSWERS
Exercise 6 Pairwork
• Students work in pairs and take turns
to tell each other what they can and
can’t do.
their partner can and can’t do.
Consolidation
look back through earlier units of the
book to find ideas for other things they
can / can’t do, e.g., I can play basketball,
but I can’t do karate. Suggest that they
note these down and practice saying
them.
Workbook page W40

To practice the target language in a check their answers.
personalized context • Play the audio again, pausing after each
dialogues in pairs.
phrases. Exercise 5
• Read through the phrases in the box
Step 2 with the class and check that students
Exercise 4 e 085 • Read out the example sentences, then
• Ask students to read the dialogues and give one or two more examples about
find and underline the incorrect parts, yourself.
then correct them.
83

Vocabulary page 84
Sports
Aim
sports
Warm-up
• Ask: What sports do you like? What sports
can you do? What sports do you watch
on TV?
• Elicit words for sports that students
already know, and write them on the
board. Ask: When do you do sports? After
school? On the weekend?
• Encourage students to talk about their
own experiences.
Exercise 1 e 086
look at the pictures and complete the
sports phrases.
Exercise 2
• Go through the Look! box with the class,
pointing out the use of the different
verbs.
• Students could work individually or in
pairs to complete the mind map with
the sports.
• Check answers with the class, then elicit
other sports that you can add, e.g., play
soccer / field hockey, go swimming, do
track and field.
Exercise 3 Pairwork
students understand it.
• Ask two confident students to read out
the example questions and answers. Extra activity Consolidation
• Students work in pairs to ask and • Mime swimming and ask: What’s Remind students to record the sports
answer questions. Ask them to note the sport? Elicit the full phrase go vocabulary from this unit in their
down which sports their partner does. swimming. vocabulary notebooks, adding the verb
• Ask some students to tell the class • Ask students to close their books and that is used with each sport. Suggest
which sports they and their partner divide the class into two teams. that they also add an example sentence
both do. • Invite a student from each team to about themselves, e.g., I play basketball
come to the front of the class and on Tuesday. Explain that making the
Vocabulary strategy vocabulary personal in this way will also
show them one of the sports in
• Read through the Vocabulary strategy exercise 1. When you say ‘Go,’ they help them to remember it.
with the class. Encourage students to each mime the sport to their team.
write the new sports vocabulary they Workbook page W40
The first team to say the full phrase Practice Kit Extra Practice
have learned on this page in their correctly gets a point.
vocabulary notebooks, including the
• Continue the game, inviting two new
verb that is used with each noun.
students to come and mime each
time, until all the phrases have been
practiced. See which team has the
most points.
84

Exercise 1
• Students use the prompts to write the
sentences.

answers
Grammar chart
the class.
• Point out that in questions we put can
before the pronoun, e.g., Can you swim?
NOT You can swim?
Rules page W38
Exercise 2
• Students write the questions and short
answers.
Extra activity
• Refer students back to the dialogue
on page 82 and elicit what Mason
can do. Write a sentence on the
board: Mason can play soccer really
well. Underline really well and elicit
the meaning. Teach that we can also
use well on its own, e.g., I can play
tennis well.
• Ask students to write two or three
sentences about things they can do
well or really well.
Challenge
Finished?
dialogues on pages 82 and 83 and
underline all the examples or can / can’t.
Have them write a summary of the
Grammar page 85 can (ability): Affirmative and characters’ abilities.
negative • When finished, students can go on to
Aim do the puzzle on page 121.
To present and practice can for ability Grammar chart and Think! box Puzzles page 121 / X16
Warm-up • Go through the grammar chart with the Consolidation
• Ask: What can Jacob do? (He can dance.) class, then read through the Look! box Suggest to students that they could
What can Mason do? (He can play soccer and explain that we normally use can’t record some questions using Can
and do karate.) in conversations, but it is important to you …? They could then practice
• Ask: What can you do? Elicit a few recognize cannot as the full form, in case answering, and could add more
answers from individual students and they come across it in formal contexts. information to their answer if possible,
write one or two sentences on the • Point out that we don’t add -s in the e.g. “Can you play soccer?” “Yes, I can. I can
board. Underline can on the board and third person singular with can, e.g., He play soccer well. I play on the weekend.”
explain that we use can to talk about can swim. NOT He cans swim.
our abilities. Workbook page W40
• Students read the Think! box and choose Practice Kit Extra Practice
the correct words to complete the rules. Grammar link presentation
Rules page W38
85
10_LinkIt_TG1_U7.indd 85 18/06/2019 18:31

Let’s talk
Communication
competences
Ability
Aim
ability
Warm-up
• Mime swimming and ask: What can I
do? Elicit the answer: You can swim.
• Invite a student to mime doing
something, and ask: What can (Ana)
do? Continue with the miming game,
giving a point to the first student who
gives the correct answer.
• At the end of the activity, see who has
the most points.

or read e 087
• Focus on the picture and elicit what it
shows.
the missing questions.
Look! box
Look! box with the class.
• Ask students to find the phrases in the
dialogues.
• You could play the video or audio again
for them to hear the phrases in context.
Exercise 2 Real English e 088 • Point to one of the abilities, e.g.,

• Play the audio once for students to sing and then one of the symbols,
listen. Check they understand all the e.g.,one thumbs up and one thumbs
expressions. down. Teams race to say the correct
• Play it again, pausing after each sentence: I can’t sing very well.
expression for students to repeat. • Continue until all the abilities and
Audioscript Student Book page 86 expressions have been practiced
several times.
Extra activity
• With books closed, draw the range of
thumbs up and thumbs down signs
from the Look! box on one side of the
board.
• On the other side of the board, write
some words for abilities, e.g., sing,
dance, play the guitar, play soccer, play
tennis, do karate.
• Put students into teams.
86

Beat the clock
• Explain the task and check that
students understand ball.
• Time two minutes. Students work
individually to write their lists.
ideas and see if they have any of the
same things.
• Bring all the sports together on the
board. See who managed to write the
most sports.
Link it! Pairwork

• Refer students back to the dialogues on
page 86 to use as models. Ask them to
write a dialogue in which they ask and
answer questions about three or four
different sports and abilities, using their
ideas from Beat the clock.
they are working.
Extra activity
• With books closed, ask students to
find a new partner.
• Ask them to have a conversation
about sports and abilities they can
and can’t do, this time without
writing it down first. Encourage them
to use as many expressions for saying
how well they can do something as
they can, from memory.
session at the end.
Consolidation
Remind students that in the last unit,
they practiced talking about likes and
dislikes. Suggest that they could look
back at Unit 6, then record themselves
talking about their likes and dislikes and
Exercise 3 e 089 • Go around the class, asking individual things they can do well, e.g., I really like
• Explain to students that they will students to repeat the questions in the soccer and I can play pretty well.
hear three people talking about their Speaking strategy, adding emphasis to
abilities. the bold words. Workbook page W42
• Invite two confident students to read Extra Communication page 103
• Play the first speaker, Matteo. Point Practice Kit Extra Practice
out the example answer (play volleyball), out the example question and answers.
and elicit the correct answer (really well). • Elicit a few more examples of the
• Play the audio for students to listen and questions students can ask, using the
complete the chart. ideas in the box.
• Check answers with the class. • Students then ask and answer
questions in pairs. Ask them to listen
carefully to their partner’s answers, so
Exercise 4 Pairwork they can tell the class.
• Read through the Speaking strategy • Ask some students to tell the class what
with the class about using emphasis in their partner can and can’t do, and how
questions. well they can do things.
• Read out the example questions in the
Speaking strategy, adding emphasis to
the bold words to demonstrate.
87

Grammar page 88
Aim
To present and practice imperatives
To present and practice adverbs of manner
To present and practice Why? / Because …
Warm-up
• Play Simon Says. Tell students you are
going to give them some instructions,
but they should only follow the
instructions if you say, “Simon says.” Give
a demonstration first, e.g., Simon says
stand up. Simon says close your books. Sit
down. Students who sit down are out
of the game because you did not say,
“Simon says.”
• Play the game for a few minutes, using
a mixture of affirmative and negative
imperatives.
• See who is left still in the game at
the end.
Imperatives
• Read out the grammar examples, and
read through the grammar chart with
the class.
complete the rule.
• Check the answer as a class.
Rules page W39
Exercise 1
• Read through the verbs in the box
with the class and make sure students
• Read out the example sentence and
point out how it relates to the sign.
• Make sure students understand that
they should use an affirmative or
negative imperative, depending on
what each picture indicates.
• Students complete the sentences with Why? / Because … Challenge
the correct imperative forms. • Students write their sentences
• Check answers with the class. Exercise 2 individually. Ask some students to read
• Read out the grammar examples and their sentences to the class.
Adverbs of manner check that students understand them. • When finished, students can go on to
• Read through the questions and do the puzzle on page 121.
Think! box answers in the box and check that Puzzles page 121 / X16
• Read out the grammar example. students understand them. Briefly
• Students read the Think! box and review the word order in questions if Consolidation
complete the rules. necessary. Tell students that they have learned a lot
• Check answers with the class. • Students complete the mini-dialogues. of different grammar points in this unit,
• Point out that the adverbs in the Think! Students compare their answers in and they should go back and review
box are all regular adverbs, so they pairs, then check answers with the class. all the grammar to make sure they
follow the same rules. understand all the rules.
Exercise 3
• Focus on the Irregular adverbs chart, • Read through the adjectives in the box Workbook page W41
and read through it with the class. Practice Kit Extra Practice
Explain to students that they need to Grammar link presentations
them all. Students complete the
learn these irregular forms.
sentences with the correct adverbs.
• Refer students to the rules on page W39. Check answers with the class.
Rules page W39
88

Extra activity
• Write on the board: Who …
1 plays games on Saturdays?
2 watches tennis on TV?
3 does sports in the park?
4 watches the World Cup on TV?
• Put students into pairs to see how
many answers they can remember.
• Play the audio for students to check
and complete their answers.
ANSWERS
1 Paige 2 Paige 3 Bryson
4 Bryson
Step 2
Exercise 2 e 091
the gapped questions.
complete the questions.
answers.
• Check that they understand all the
questions.
Step 3
Exercise 3 Pairwork
answers to the questions in exercise 2,
then put them into pairs to ask and
answer them.
• Tell them they must listen carefully
and make notes about their partner’s
answers so they can tell the class.
working.
Listening and Step 1 • Ask students in turn to tell the class
about their partner.
• Read through the Listening strategy with Consolidation
Aim the class. Suggest to students that they could
To listen to people answering questions record the questions from exercise 2,
about sports then practice answering them again
choose the correct alternatives.
To talk about sports from memory. This time, suggest that
they add some extra information, to
Warm-up the audio again if necessary and
practice using other language they have
pausing to confirm the answers.
• Write some of the sports from page 84 learned, e.g., I can play soccer quite well.
on the board, with the letters in a Audioscript Teacher’s Guide page 126 I’m on the school team, and I really like it.
jumbled order, e.g., csocer (soccer).
Workbook page W42
• Put students into pairs and give them
two minutes to write as many of the
sports as they can.
• Write the sports words on the board,
then elicit which we use with play, go,
and do.
89

Reading and writing

competences
Aim
To read information about a street fair
To write personal information about
yourself and your abilities
Warm-up
• Ask: What events are there in your town
or city? Elicit a few answers, then ask:
Are there sometimes events on the street?
What are they? Elicit a few answers.
• Read out the title of the text and
ask: What do you think a street fair is?
Elicit a few ideas, then read out the
information in the Culture focus. Check
that students understand charity.
• Ask: Are there sometimes street fairs in
your town or city?
Reading
to read about a street fair in the U.S.
• Read out the task, then read through
the categories with the class and make
sure students understand them.
and note down one event for each
category.
with the class.
phrases in the text. Make sure that
students understand the meanings of
ANSWERS ANSWERS
1 It starts at one o’clock and finishes at Extra activity
Sports: 5-kilometer Superhero Fun Run /
Family Olympic Games six o’clock. • Ask students to read about the street
2 There are three judges. fair again and think about what they
Arts and crafts: Art exhibition Show and
3 The theme is Superhero Fun Run. can do at the fair. Give one or two
Share / Fashionista Workshop
4 You can show your paintings at the examples about yourself, e.g., I can
Food and cooking: Greenvale Bake-Off
Art exhibition, Show and Share. bake a cake, and I can do the Fun Run.
Audioscript Student Book page 90 I can’t paint, so I can’t do a painting for
5 They sell the cakes for charity.
the Arts and crafts.
Exercise 2
• Remind students that they should use • Ask students to write three sentences
about themselves, saying what they
full sentences to answer the questions
can and can’t do at the street fair.
if possible.
• Students read the text again and
sentences to the class.
answer the questions.
each answer.
90

• Read out the first two sentences and
elicit how they can be connected.
• Students then connect the sentences.
with the class.
ANSWERS
1 My family likes watching cooking
shows on TV, and we always learn lots
of new recipes.
2 I love baking, and my favorite thing to
make is cookies.
3 I want to go to the karaoke contest,
but I’m awful at singing.
4 I’m very good at basketball, but I’m
not on the school team.
5 My sister wants to do the five
kilometer run, and she can run
very fast.
6 My friends and I are into music, but
we can’t play any musical instruments.
Step 3
Exercise 5
• Read out the task. Ask students to read
the questions and answer them.
• Read out the questions in turn and elicit
a few answers to each one. Encourage
students to add more information and
use and and but.
• Students then use their answers to
write a text about their abilities.
working.
• Ask some students to read their text to
the class.
Challenge
individually.
Consolidation
Remind students that it is important
Writing ANSWERS
to go back and review vocabulary and
Ivan can cook very well. He knows over grammar regularly. Suggest that they
Aim 50 recipes, and his specialty is chocolate look back through this unit, to check
To write personal information about cake! His dad is a chef in a hotel near they have understood everything, and
yourself and your abilities the town. Ivan wants to take part in the also choose an earlier unit to look at
Greenvale Bake-Off. too, to make sure they can remember
Step 1 everything they learned in that unit.
Step 2
Exercise 3 Culture page 112 / X11
Exercise 4 Workbook page W43
• Ask students to read the fact file. Check
they understand everything. • Read through the Writing strategy with Practice Kit Extra Practice
the class and make sure that students Unit tests
• Explain that the text also has
Resource worksheets
information about Ivan, but some of it is
• Point out that we use and when the Video
not correct.
two ideas are similar, e.g., I can sing, and
I can dance. We use but when the two
mistakes, then write the text again with
ideas are different, e.g., I like sports, but I
the correct information.
can’t play soccer.
• Point out that we use a comma before
and and but.
91

8 The
music’s
starting!
Grammar
Present progressive: Affirmative,
Spelling variations
Negative, Interrogative, and short
answers
Question words + present progressive
Vocabulary
Clothes
Communication
Talking about shopping for clothes
Skills
Listening: Six people talking about
what they are doing
Speaking: Play a Guess Who? game
Reading: An article about school
uniforms
Writing: A description of a picture

topics
Individual expression (clothes and
fashion)
Multiculturalism (schools in other
countries)

Aim
context
Story Exercise 1 Read and listen e 093 ANSWERS

• Jacob is ready to perform in the finals • Read the question to the class and 1 Jacob has new sneakers. 2 It’s for
of the dance competition. Rubi, Lola, make sure they understand it. good luck. 3 Jacob is nervous.
and Mason are in the audience. They 4 Jacob wins the competition.
comment on what he is wearing, and
and answer the question. Check the Link to life
Mason confirms he is wearing Mason’s
answer with the class.
favorite T-shirt for good luck. The • Read out the questions and discuss
music starts, Jacob dances. The judge • Go through the Check it out! box and them as a class. Ask more questions
announces Jacob as the winner. The ask students to find the phrases in the about how important clothes are,
friends express their happiness, and dialogue. e.g., How do you feel when you wear new
Mason shows that all the bad feeling is Audioscript Student Book page 92 clothes? Do you feel different?
gone, saying he is happy for his brother.
Exercise 2 Comprehension Consolidation
Warm-up • Read through the questions with As this is the final Presentation page,
• Ask students to look at the picture. the class and check that students encourage students to review all the
Ask one or two questions, e.g., What understand sneakers and nervous. Check it out! boxes to find useful spoken
has Jacob got? (a trophy) Do you think • Students read the dialogue again and phrases. Say they could add all the
he’s happy? (yes) Why? (He’s won the answer the questions. Encourage them phrases to their vocabulary notebooks
competition.) to write full sentences. together under the heading, “Spoken
• Students compare answers in pairs, and phrases.”
check answers with the class.
92

Aim
Step 1
Exercise 3
phrases.
Step 2
Exercise 4 e 094
• Ask students to read the dialogues and
complete them with the correct words.
dialogues in pairs.
Step 3
Exercise 5 Pairwork
• Read through the activities in the box
with the class and check that students
• Demonstrate the task by miming one
of the activities yourself and getting
students to guess.
• Students then work in pairs and take
turns to mime and guess the activities.
working.
Consolidation
Suggest to students they could cover
the dialogues on this page and use the
pictures to try to remember what the
people are saying. They could then
uncover the dialogues and compare.
Workbook page W46

93

Vocabulary page 94
Clothes
Aim
clothes
Warm-up
• Write these gapped words on the board.
Tell students the words belong to a set.
y _ _ _ _ w b__e
g _ _ _ n b___k
• Put students into pairs and give them
two minutes to complete the words
and identify the set. If students are
struggling, you can add a few more
letters (the words are yellow, green, blue,
black, the set is colors).
• After two minutes elicit the words and
the set. Check that students understand
the words and elicit other colors,
e.g., pink, brown, purple, orange.
• Ask: What color are your clothes today?
What’s your favorite color?
Exercise 1 e 095
match the clothes in the picture with
the words.
Exercise 2 e 096
• Read out the task and briefly revise the
four seasons.
• Focus on the fact files and make sure
students understand they need to listen
for the clothes each person wears.
• Play the audio. Students listen and write
the clothes each person wears.
• Allow students to compare their • Allow students time to prepare their
answers in pairs, then play the audio ideas individually. Encourage them to
again for them to check and complete use some of the colors they revised in
their answers. the warm-up.
• Check answers with the class. • Students work in pairs to tell their
Audioscript Teacher’s Guide page 126 partner what they are wearing.
Exercise 3 Pairwork they are wearing.
• Go through the Look! box with the class,
pointing out the use of the different Consolidation
verb forms. • Encourage students to write the new
• Read out the task and check that vocabulary on the ‘clothes’ page of
students understand it. Tell students their vocabulary notebooks.
that they will study the present • Tell them that they could put labels
progressive later in the unit, but for the with the clothes words on some of
moment they just need to focus on the the clothes in their closet for a week
difference between I wear (= usually) to help them learn the vocabulary.
and I’m wearing (= now).
• Demonstrate the task by telling the Workbook page W46
class what you are wearing today. Practice Kit Extra Practice
94

Exercise 1
• Read out the example answer, and
point out the spelling of making.
• Students complete sentences with the
present progressive form of the verbs.
Present progressive:
Negative
Grammar chart
go through the grammar chart with the
class.
choose the correct word to complete
the rule. Refer students to the rules on
page W44.
Rules page W44
Exercise 2
the negative verbs.
Exercise 3
• Read out the example answer and point
out that it uses the negative form and
then the affirmative form of the present
progressive.
• Students write the sentences. Allow
them to compare answers in pairs, then
check answers with the class.
ANSWERS
1 The girls aren’t watching a movie.
They are listening to music.
2 Henry isn’t getting dressed.
He’s taking a shower.
3 You aren’t studying. You’re playing
games on your phone.
4 Dad isn’t working in the backyard.
He’s chatting to Mom.
5 We aren’t running in the park.
We’re playing soccer.
Challenge
• Students write the sentences
Grammar page 95 be and adding -ing to the verb e.g., They
are talking. NOT They are talk.
their sentences to the class.
Aim • Students read the Think! box and
To present and practice the present complete the rule. Check the answer Finished?
progressive affirmative, with spelling with the class. • In pairs, have students look at the
variations, and negative • Refer students to the rules on page W44. pictures on page 93 and write
Rules page W44 sentences about what the characters
Warm-up are doing / wearing, etc.
• Ask individual students: What are you Spelling variations • When finished, students can go on to
wearing today? Elicit a range of answers. do the puzzle on page 121.
Grammar chart Puzzles page 121 / X16
Present progressive: • Read through the Look! box with the
Affirmative class and explain that in informal Consolidation
conversations, the short form is much Suggest to students they could use
Grammar chart and Think! box more common than the full form. the pictures on page 93 to review the
• Read out the grammar examples. and • Refer students to the rules on page W44. present progressive. They could cover
go through the grammar chart. Rules page W44 the sentences and practice saying what
• Point out that there are two things the people are doing.
to think about with the present
Workbook page W46
progressive—using the correct form of
Grammar link presentation
95
11_LinkIt_TG1_U8.indd 95 18/06/2019 18:32

Let’s talk
Communication
competences
Shopping for clothes

Aim
shopping for clothes
Warm-up
• Ask: Do you like shopping for clothes?
How often do you go? What clothes do
you like buying? How much money do you
spend each month on clothes?
• Encourage as many students as
possible to join in and talk about
themselves.

or read e 097
the correct words.
• Check that students understand the
dialogues.
Look! box
Look! box with the class. Ask students
to find two prices in the dialogues. Elicit
how to say them.
Extra activity
• To practice prices, divide the class
into teams. Ask each team to choose
a “runner.”
• Ask teams to have a pile of small Exercise 2 Real English e 098
pieces of paper ready. • Play the audio once for students to
• Tell students you are going to call out listen. Check they understand all the
some prices. As you say each price, expressions.
teams race to write it down correctly • Play it again, pausing after each
and get their runner to bring it to expression for students to repeat.
you. Audioscript Student Book page 96
• The first team to bring the correct
price to you gets a point.
• Ask the winning runner to write
the correct price on the board, and
repeat it.
• Continue until you have practiced
eight or ten prices. See which team
has the most points.
96

Beat the clock
• Explain the task and check that students
understand parties. Explain that some
words might go in more than one part
of the word map.
• Time two minutes. Students work
individually to complete the word map.
ideas and see if they have any of the
same things.
• Elicit some examples of clothes for
summer, winter, and parties.
Link it!
formal.
• Focus on the pictures and captions,
and elicit what the people are wearing
in each picture. Explain any new
vocabulary as necessary. Tell students
they can use the ideas in the pictures or
their own ideas in their dialogue.
• Demonstrate the task by inviting a
confident student to ask their partner:
What do you want to wear to the party?
Encourage their partner to respond,
then encourage them to ask: What
about you? Encourage the first student
to respond.
they are working.
Consolidation
• Encourage students to look back
through this lesson and add useful
words and expressions for shopping
for clothes to the “clothes” page of
their vocabulary notebook.
• Encourage them to write one or two
mini-dialogues using the expressions,
so they remember them in context.
Exercise 3 Pairwork • Ask some pairs to perform one of their Workbook page W48
• Read through the Speaking strategy dialogues for the class. Extra Communication page 103
about using polite language with the Practice Kit Extra Practice
class. Point out that not using these Extra activity
expressions can make you sound rude, • In their pairs, students can think of
even if you do not intend to be rude. two more items of clothing to buy,
• Elicit how to continue the dialogue, the prices and the size / fit.
using the information in the chart. • They can then practice new
• With weaker classes, you could elicit all dialogues, taking turns to be the
four of the dialogues with the whole store clerk. Encourage them this
class before students work in pairs. time to practice without writing their
dialogue down first.
• Students then write two dialogues.
• Go around the class monitoring and
helping while they work.
session at the end.
Exercise 4
pairs, taking turns to be the store clerk.
while they are working.
97

Grammar page 98
Aim
To present and practice the interrogative
form of the present progressive and short
answers
To present and practice question words
with the present progressive
Warm-up
• Ask five confident students to stand up.
Tell them that when you say Go!, they
are each going to mime an action.
• Put the rest of the class into pairs. Tell
them that they have one minute to
write sentences saying what each of
their classmates is doing.
• Say: Go! Students race to write the
sentences.
• Stop the activity after a minute. Elicit
sentences from the class, and check
with the student miming that they are
correct. Write the correct sentences on
the board.
Present progressive:
answers
Grammar chart
• Read out the grammar example.
the class. Point out the word order in
questions: Are you reading? NOT You are
reading?
Rules page W45
Exercise 1
• Students work individually or in pairs.
ANSWERS
1 Are you having lunch? Yes, I am.
2 Is George wearing jeans? No, he isn’t.
3 Are you reading this book?
No, I’m not. Exercise 3 Finished?
4 Is the class starting? Yes, it is. • Students can work individually or • In pairs, have students make questions
5 Are the students taking a test? in pairs to write the questions and asking each other what their friends
Yes, they are. answers. and family are doing right now.
6 Is Megan taking a shower?
• Check answers with the class. • When finished, students can go on to
No, she isn’t.
Exercise 4 Puzzles page 121 / X16
Exercise 2
• Students work individually to write their
• Students complete the mini-dialogues. own answers to the questions. Consolidation
• Ask each question in turn to the class Tell students that they have now learned
and elicit a range of answers. two different verb forms for talking about
Question words + Present the present. Suggest that they should go
progressive ANSWERS
back and revise the simple present, then
write some personalized examples in the
Grammar chart
Challenge simple present and present progressive,
• Read out the grammar examples. to help them remember the difference
• Students write their questions and
• Go through the grammar chart with answers individually. between the two tenses.
the class.
• Refer students to the rules on page W45. Workbook page W47
Rules page W45
Grammar link presentations
98
11_LinkIt_TG1_U8.indd 98 18/06/2019 18:34

the audio again if necessary and
pausing to confirm the answers.
Extra activity
• Put students into pairs. Ask them to
look at their answers in exercise 1
again, then ask them to look at the
correct person in the picture and
try to remember how that person
described what they are doing.
• Elicit a few ideas for each person,
then play the audio again for
students to compare with the
original.
• Ask: Which descriptions were easy to
remember? Which were difficult?
Step 2
Exercise 2 e 100
• Explain that students will hear two
people playing a guessing game about
the picture in exercise 1.
• Play the first part of the audio and point
out the example answer.
• Play the rest of the audio. Students
listen and write the names.
answers.
Step 3
Exercise 3 Pairwork
• Read out the instructions and the
example answers.
• Demonstrate the activity by saying:
I am one of the people from exercise 1.
Guess who I am. Invite students to ask
questions to find out which person
from exercise 1 you are. After five
questions, stop them and tell them the
Listening and • Use the opportunity to observe answer.
how well students use the present • Students then work in pairs to play
speaking page 99 progressive. Revise the forms if the game.
necessary. • Monitor and help while they are
Aim
working.
To listen to people talking about what Step 1 • Ask who managed to guess correctly.
they are doing
To play the Guess Who? game Exercise 1 e 099
Consolidation
• Focus on the picture and teach any Suggest to students that they could
Warm-up words that you think students won’t
look at pictures on their phones and
• Say: It’s Saturday morning, and it’s ten know, e.g., map, ice cream, skateboard,
practice describing them, saying where
o’clock. What am I doing? Invite students beach.
the people are and what they are doing.
to ask you questions to find out what • Point out the names of the people in the
you are doing, e.g., Are you at home? picture. Explain to students that they will Workbook page W48
Are you having breakfast? hear six people speaking, and they must Practice Kit Extra Practice
• If they guess quickly, invite a student decide who each person is.
to imagine it is Saturday morning at • Play the audio. Students listen and
ten o’clock. See if the class can guess choose the correct names.
what they are doing.
answers in pairs.
99

Reading and writing

competences
Aim
To read opinions about school uniforms
To write a description of a picture
Warm-up
• Ask: What do you usually wear to school?
Elicit a few answers.
• Ask students to look at the pictures
and the text. Ask: What are the students
wearing? What do you notice about their
clothes? Elicit that some of the students
are wearing a school uniform.
• Ask: Would you like to wear a school
uniform? Why? / Why not?
Reading
Culture focus
• Read through the Culture focus with
the class.
• Ask: Do you think that a school uniform
can change the way students behave?
Why? / Why not?

to read some students’ opinions of
school uniforms.
• Read out the task, then allow students
time to read through the questions and
possible answers.
with the class.
in the text. Make sure that students
understand the meanings of the words. ANSWERS
• If necessary, teach the meaning of other 1 Yes, they can. Extra activity
words that students don’t understand. 2 It helps them because students from • Ask students to read the opinions
rich and poor families all wear the again and decide who they
same clothes, which makes everyone agree with.
Exercise 2 equal. • Ask them in pairs to think of one
• Read out the example question and 3 They are having lunch. more reason why school uniforms are
answer. Tell students that they should 4 She doesn’t like them because she good, and one more reason why they
use full sentences to answer the thinks our clothes tell people about us are bad.
questions if possible. and our personality. • Elicit ideas from pairs in turn and ask
• Students read the text again and 5 He’s wearing a dark blue jacket, gray other students to respond and say
answer the questions. pants, a white shirt, and a blue-and- whether they agree or disagree.
gray tie. • Have a brief class discussion.
6 He likes it because he can concentrate
better.
each answer.
100

Step 3
Exercise 5
• Read through the Writing strategy with
the class.
• As a class, brainstorm other examples of
adjectives that we can use to describe
people, things, and places.
read the questions and write their
descriptions.
working.
descriptions to the class.
Challenge
• Students write their descriptions
individually.
descriptions to the class. The class could
vote for their favorite school uniform.
Consolidation
print out some pictures of themselves
and their friends, and stick them into
their vocabulary notebooks, then write a
short description of each one.

Workbook page W49
Unit tests
Resource worksheets
Video
Writing Step 2
Aim Exercise 4
To write a description of a picture • Ask students to look at the picture and
answer the questions.
Step 1 • Allow students to compare their
Exercise 3 with the class.
• Ask students to look at the picture, then SUGGESTED ANSWERS
read the description and complete it 1 They are at school.
with the correct words. 2 The girls are wearing gray skirts and
• Check answers with the class. white polo shirts.
3 They are walking and carrying
backpacks, and they are chatting.
4 He’s wearing gray pants and a white
polo shirt.
5 He’s standing next to his bike.
6 Students’ own answers.
101

Review D
D Extra practice page 102
Vocabulary
Sports
Clothes
Grammar
can (ability) affirmative, negative,
interrogative, and short answers
Imperatives
Adverbs of manner
Why? / Because …
Present progressive (affirmative,
negative, interrogative, and short
answers)
Question words + present progressive
Vocabulary
Exercise 1
• Students look at the example and
complete the exercise individually.
Check answers as a class.
Exercise 2
• Have students look at the first photo.
Ask them what clothing people wear
when they play tennis.
• Students look at the first paragraph and
complete the gaps. Students complete
the rest of the exercise in pairs. Check
answers as a class.
Grammar
Exercise 3
• Ask students to look at the chart (top
line) and read the example sentence.
• Students work in pairs to complete the
exercise. Check answers as a class.
• Students practice asking and answering • Students complete the exercise through the exercise individually. Check
individually, and check answers in pairs. answers in pairs, then as a class
the questions with a partner.
Check answers as a class.
ANSWERS Exercise 8
1 Can you ski? No, I can’t. Can you swim? Exercise 5 • Students to look at the example
No, I can’t. • Ask students to read the example sentence.
2 Can he ski? Yes, he can. Can he sing? sentence, then complete the exercise • Ask students the tense of the correct
No, he can’t. individually. Check answers as a class. answer (present progressive). Remind
3 Can she dance? No, she can’t. Can she them of the grammar rules if necessary.
swim? Yes, she can. Exercise 6 Students work through the exercise
4 Can we dance? Yes, we can. Can we • Ask students to look again at their individually, and check answers in pairs.
sing? No, we can’t. answers to exercise 2. Ask: Why do
5 Can they ski? No, they can’t. Can they you wear a T-shirt when you’re riding Songs
swim? Yes, they can. a bike? (Possible answers: Because it’s I’m Walking, by Fats Domino (Present
comfortable.; Because I get hot. etc.) progressive)
Exercise 4
• Students complete exercise 6 with a Sailing, by Rod Stewart (Present
• Read the instructions. Ask students partner. Check answers as a class. progressive)
to look at the example sentence and
corresponding emojis. Jeans On, by David Dundas (clothes)
Exercise 7
• Ask a volunteer to read through the Practice Kit Extra Practice
adjectives in the box. Students work Workbook pages W38–W40 and W44–W46
102
12_LinkIt_TG1_Rev_D.indd 102 17/06/19 12:35 PM

Pronunciation
Exercise 3 e 104
• Play the audio for students to hear the
pronunciation of can and can’t.
and individually.
Exercise 4 e 105
choose the correct words.
the audio again and pausing to confirm
each answer.
• Students can then practice saying the
sentences in pairs.
Extra activity
• Ask students individually to write five
sentences about things they can and
can’t do. Tell them not to show their
partner their sentences.
• Put students into pairs. They take
turns to say their sentences to their
partner and their partner writes the
sentences.
• Students can compare their
sentences in pairs to see if they have
pronounced and heard can and can’t
correctly.
Video link
answers.
students to check and complete their
D Extra Communication answers.
communication page 103 Exercise 1 e 102
• Students complete the dialogue with
Aim the correct words. Consolidation
To practice talking about ability, and
• Play the audio. Students listen and check. Suggest to students that they look back
shopping for clothes
• Check answers with the class. over this page and check that they
To practice hearing and pronouncing can
and can’t • Students can practice the dialogue understand all the language. Suggest
in pairs. that they could think of some clothes
To watch a video in which three people they want to buy and write a dialogue
talk about what they are wearing Audioscript Teacher’s Guide page 127
with a shop assistant. They could then
Warm-up Exercise 2 e 103 record the assistant’s lines on their
• Students complete the dialogue with phone and practice their dialogue.
• Ask: What are you wearing today?
the correct words.
• Elicit answers from individual students,
then ask: Can you remember how to go • Play the audio. Students listen and check.
shopping for clothes in English? What • Check answers with the class.
do you say to the shop assistant? What • Students can practice the dialogue
does the assistant say to you? Elicit what in pairs.
students can remember. Audioscript Teacher’s Guide page 127
103

D Global skills page 104
Design an Olympic uniform
Aim
To design an Olympic uniform
To think creatively
To make suggestions clearly
Warm-up
• Ask: What do people usually wear when
they do sports? Elicit a range of answers
and encourage students to tell the class
what they wear when they do different
sports. Teach vocabulary as necessary
if students need it, e.g., tracksuit, soccer
boots.
What’s up?
Exercise 1
• Students match the pictures with the
words.
Get thinking
Exercise 2
• Read out the question.
• Ask students to read the text and
ANSWER
Uniforms are important because millions
of people are watching the athletes, so
it’s important that they look great.
Get involved
• Put students into groups and explain
the task.
• Read through the phrases in the Real
English box with the class and check
that students understand them. Explain • Tell students they can draw pictures doing is an important skill that you
that they can use these phrases to of the uniform if they want, and they need in order to improve.
discuss what clothes the athletes need. should write answers to the questions.
• Students work in their groups to design Extra activity
• You could brainstorm some ideas with
the class first, to give students ideas. their uniforms. Monitor and help while Ask: Is it fun designing things? Do you
they are working. enjoy being creative? Is it easy or difficult
• Students then work in their groups to
for you? What things can you do well?
discuss what clothes the athletes need. Exercise 5 Presentation What things can your classmates do
• Go around monitoring and helping • Ask groups to use their ideas from well? Is it good to work in a group? Why?
while they are working. exercise 4 to make a poster of their Discuss the questions as a class and
designs. encourage students to think about their
The project • Ask groups in turn to present their own strengths and skills, and those of
Olympic uniforms to the class. their classmates.
• The class could vote for their favorite.
• In their groups, students choose one
athlete and design his or her Olympic
uniform. How did you do?
• Read out the questions and make sure • Focus on the task and encourage
students understand them all. students to be honest in their
assessment of their work. Explain that
being able to assess how well you are
104

exercise 1 again, then ask questions
about Paige and Bryson, e.g., Can Paige
play basketball well?
• If necessary, refer them back to page 86
and read through the phrases in
the Look! box. Repeat exercise 3 on
page 105 as a class.
ANSWERS
1 Maria can’t ride a bike very well.
2 Juan can swim pretty well.
3 Yuki can play basketball very well.
4 Ben can’t do gymnastics very well.
5 Silvia can’t ski at all.
I can identify clothes. (p.94)

Exercise 4
Students complete the diagram.
back to page 94. Use the pictures to
check that students understand all the
words. Repeat exercise 4 on page 105
as a class, eliciting the correct answers.
I can talk about shopping for

clothes. (p.96)
Exercise 5 Pairwork
Students complete the activity.
exercise 1 again for students to hear the
phrases in context. Repeat exercise 5 on
page 105 as a class, eliciting the correct
answers.
I can talk about activities and what

people are wearing. (p.99)
Exercise 6 Pairwork
• Read out the can-do statement. In pairs,
students write five sentences.
• Ask pairs in turn to read their sentences
to the class, without saying the names
of the students. See if other students
• Repeat exercise 1 on page 105 as a can guess who they are describing.
D My progress page 105 class, eliciting the correct answers. • If students did not do well, refer them
Aim back to page 99. Play the audio for
I can talk about ability. (p.86) exercise 1 again for students to hear the
To review the language and skills learned
Exercise 2 Pairwork descriptions.
in Units 7 and 8
• Read out the can-do statement. • Repeat exercise 6 on page 105 as a
Students complete the dialogue. class, eliciting descriptions of what
Speaking competences
• If students did not do well, refer them individual students are wearing.
I can talk about different sports. back to page 86. Play the audio for
(p.84) exercise 1 again for students to hear the Listening, reading, and
Exercise 1 Pairwork phrases in context. writing competences
• Read out the can-do statement. • Repeat exercise 2 on page 105 as a • Students look back at the texts and
Students complete the sports words. class, eliciting the correct answers. exercises on the pages, and judge how
• Check answers with the class. well they can do them now.
I can talk about sports my partner
• If students did not do well, refer them can do. (p.89) • Tell students that if they found any
back to page 84. Give them a few of the activities difficult, they should
Exercise 3 Pairwork
minutes to study the vocabulary. Ask: go back and review them, using a
• Read out the can-do statement. dictionary to help them understand
What’s your favorite sport? What sports
Students write the sentences. vocabulary they find difficult.
do you do?
105

1 Culture page 106/X1
Aim
To learn about some celebrities and their
family backgrounds
To research, prepare and give a
presentation about family
Warm-up
• Focus on the pictures of the celebrities.
Ask: Who are the people? What are their
names? Elicit the names of the celebrities.
• Ask: Which people are singers? Which
people are actors? What are their movies?
Who is in the Royal Family?

• Read out the question, then play the
audio for students to read and listen.
• Focus on the Check it out! box. Ask
students to find the words and check
the meanings. Discuss the meanings
with the class.
• Students read the article again and
match the sentence halves.
each answer.
countries and nationalities.
Exercise 2
the correct countries and nationalities.
each answer.
countries and nationalities.
Exercise 3
• Students find the information in the
text and answer the questions.
• Check answers, eliciting the part of the
help them decide what to include in
text which confirms each answer. Consolidation
their presentation.
Suggest to students that they look at
ANSWERS • You could brainstorm some celebrities
1 Meghan Markle’s childhood home is the article again and make a note of
first, to give students ideas, e.g., Rihanna,
in Los Angeles. any useful vocabulary for countries or
Lionel Messi, Leonardo DiCaprio.
2 Alicia Vikander’s home is in Portugal. nationalities. Suggest they add it to the
• Ask individuals or pairs to give their other countries and nationalities they
3 No. His father is part Portuguese and presentations to the class, answering
part Afro-Caribbean, and his mother have learned in Unit 1.
the questions in the box. Other
is part British, part Chinese, and part students listen, noting down how many
Jamaican. countries and nationalities they hear.
4 Chinese art is important to him.
• When everyone has given their
Exercise 4 Presentation presentations, ask students who has an
interesting family and why.
• Students could work individually to
prepare a presentation about their own
family. Alternatively, they could work
individually or in pairs to do research
and prepare a presentation about the
family of a celebrity. Point out that they
can use the questions in the box to
106
13_LinkIt_TG1_Culture.indd 106 17/06/19 12:36 PM

Exercise 3
article and answer the questions.
the part of the article which confirms
each answer.
ANSWERS
1 Yes, it is.
2 Yes, they are.
3 No, he isn’t.
4 No, it isn’t.
pairs to do the research and prepare
their presentation.
• Read out the questions, then
brainstorm some ideas for famous
families as a class to give students ideas.
• Encourage them to download pictures
of the family they choose for their
presentations.
• Ask individuals or pairs to present their
famous families to the class. Other
students could listen and note down
how many people are in each family.
presentations, discuss as a class which
families are the biggest and smallest.
Extra activity
• As a class, brainstorm some questions
students would like to ask Sue and
Noel, or one of their children, e.g., Is
it always noisy in your house? Are you
happy your family is big? What’s your
favorite thing about your family?
• Write the questions on the board.
• Read out each question in turn and
ask students to think about how the
people might answer.
Consolidation
Suggest to students that they look
2 Culture
at the article again and find some
• Read out the questions, then play the
words to describe families, e.g., big,
page 107/X2
small, busy, noisy. They can add these
• Focus on the Check it out! box. Ask to the vocabulary on families in their
Aim students to find the words and phrases, notebooks, and write some example
To learn about the U.K.’s biggest family and check the meanings. Discuss the sentences to help them remember the
To research, prepare and give a meanings with the class. You could also meanings.
presentation about a famous family teach the meanings of other words that
students don’t know, e.g., strollers, diapers.
Warm-up • Students then answer the questions.
• Ask: How many people are in your family? • Check answers with the class, eliciting
Who are they? Put students into pairs the parts of the article which confirm
to answer the questions. Elicit a few each answer.
answers from the class. Audioscript Student Book page 107
• Focus on the picture. Ask: Is this a big
family? (yes) Is a big family good or bad? Exercise 2
Why? • Students read the article again and
Exercise 1 Read and listen e 108 • Check answers with the class, eliciting
• Read out the title of the article and the part of the article which confirms
teach the meaning of biggest. each answer.
107

Aim
To learn about typical homes in the U.S.
and Japan
To think about reasons why homes in the
U.S. and Japan are different from each
other
presentation on a typical home in another
country
Warm-up
• Focus on the two pictures of homes.
Ask: Which countries do you think they
are from? Elicit a few ideas.
• Ask questions about the homes, e.g.,
What is there in this home? Is there a
couch? Is there a swimming pool?
• Ask: Is your home the same as this one?
Why? / Why not? Elicit a few answers.

with the class.
• Students then answer the question.
• Check the answer with the class,
eliciting the part of the article which
confirms the answer.
Exercise 2
decide if the sentences are true or false.
each answer.
Exercise 3
• Read through the gapped sentences
understand them all. • Ask individuals or pairs to present their
Consolidation
homes to the class, answering the
questions in the box. Other students Suggest to students that they look at
article and complete the sentences. the article again and find some useful
could listen and make a note of which
• Check answers with the class, eliciting homes they like and why. phrases for talking about homes, e.g.,
the part of the article which confirms open plan, sliding door, sink. Suggest they
each answer. add these words to the vocabulary in
presentations, ask students which
their notebooks for house and furniture
Exercise 4 Presentation homes they like and why.
that they have learned in Unit 3.
• Students could work individually or in Extra activity
pairs to do the research and prepare
their presentation. Point out that they
• Students could make a poster
showing their ideal home. Tell
them to make it colorful and give
information about the home.
their presentation.
• You could brainstorm some countries
• You could hang the posters around
the classroom and students could
they might like to choose as a class first
look at them all. Then, you could
to give students ideas.
discuss as a class which homes they
• Encourage students to download some like and why.
pictures of a home from the country
they choose for their presentations.
108

Exercise 2
each answer.
• Read out each completed sentence and
check that students understand it.
Exercise 3
• Read through the questions and check
that students understand them.
• Encourage them to write full sentences
for their answers.
each answer.
ANSWERS
1 It’s from ancient Egypt and Rome.
2 They are from the 17th century.
3 They are for stories, or for education.
4 It’s from the U.S.
5 They are red and white.
• Students could work individually or
in pairs to come up with ideas and
prepare their presentation. Point out
that they can use the questions in
the box to help them decide what to
include in their presentation.
• You could brainstorm a few ideas for
traditional games with the class first, to
give students ideas.
• Encourage students to download
pictures of the game they are thinking
of to show with their presentations.
• Ask individuals or pairs to present
their game to the class, answering the
questions in the box. Other students
could listen and make a note of which
game they would like to play and why.
4 Culture
you only have computer games, or do you presentations, ask students which
have some traditional games? Elicit a few games they would like to play and why.
page 109/X4
answers.
Consolidation
Aim • Ask: Are toys and games like these ones
To read about the Museum of Childhood, fun? Are computer games better? Why? /
the text again and make a note of any
in London Why not? Elicit a range of answers.
useful vocabulary to do with toys and
To learn about some traditional toys and Exercise 1 Read and listen e 110 games, e.g., screen, social media, play a
games game, chess board. Suggest they add
To imagine life without electronic toys and the words to the vocabulary in their
gadgets notebooks for possessions types they
• Focus on the Check it out! box. Ask have learned in Unit 4.
To research, prepare and give a students to find the words and check
presentation on a fun traditional game the meanings. Discuss the meanings
with the class.
Warm-up
• Focus on the pictures of the toys and • Students then answer the question.
games, and use them to teach the • Check the answer with the class,
words toy and game. eliciting the parts of the text which
confirm the number.
• Ask: Do you have these toys and games
at home? What games do you have? Do Audioscript Student Book page 109
109

Aim
To learn about, and compare, typical
school days in the U.S. and China
presentation about a typical school day in
another country
Warm-up
• Focus on the pictures and elicit that
they show two schools. Ask: Where do
you think they are? Elicit a few ideas, but
don’t confirm them.
• Ask: What’s the same about the two
schools? What is different? Which one
is like your school? Elicit a range of
answers.

students to find the words and phrases,
and check the meanings. Discuss the
meanings with the class.
eliciting the part of the text which
Exercise 2
each answer.
• Read through the completed sentences
Exercise 3
• Read through the questions with
understand them. Exercise 4 Presentation
Consolidation
• Students find the information in the • Students could work individually or in Suggest to students that they look at the
text and answer the questions. pairs to do the research and prepare
text again and make a note of any useful
• Encourage them to write full sentences their presentation.
words and phrases to do with schools
for their answers. • Encourage them to download pictures and daily routines, e.g., have classes,
• Check answers with the class, eliciting of students in a school in the country boarding school, a long break. Suggest
the part of the text which confirms they choose. they could add these to the vocabulary
each answer. • Read through the questions with in their notebooks for daily routines that
the class and make sure they they have learned in Unit 5. They could
ANSWERS
understand them. use the words to write some sentences
1 They are 50 minutes long.
2 They finish school at about 3:30 p.m. • Ask individuals or pairs to present their about their own school.
3 They do about an hour of homework. schools to the class. Other students
4 They have five classes before lunch. could listen and make a note of which
5 They have lunch, and they sleep. schools they like and why.
6 They sometimes finish school at • When everyone has given their
11:00 p.m. presentations, ask students which
schools they like and why.
110

each answer.
• Read out the completed sentences and
check that students understand them.
Exercise 3
understand them.
for their answers.
each answer.
ANSWERS
1 They find it in an article in his
magazine, Bon Appétit.
2 She is 10 years old.
3 Yes, she does.
4 They like burgers and fries.
pairs to prepare their presentation.
• You could brainstorm a few ideas with
the class first, to give students ideas.
• Read out the questions and make sure
students understand them.
• Encourage them to download or draw
pictures to show the food they choose.
meals to the class. Other students could
listen and make a note of which meals
they like and why.
presentations, discuss as a class which
meals students like and why.
Consolidation
useful vocabulary to do with food and
restaurants, e.g., chef, pasta, burgers,
6 Culture
• restaurants and writes reviews of them. fries. Suggest they add it to the food
page 111/X10
Ask: Do you think it’s a good job? Why? /
vocabulary in their notebooks they have
Why not?
learned in Unit 6.
Aim
To read about a well-known restaurant
critic and his daughter
To prepare and give a presentation about
a favorite three-course meal
students to find the words in the text
Warm-up and check the meanings. Discuss the
meanings with the class.
• Ask: How often do you go to restaurants?
What do you usually eat? Put students • Students then answer the question.
into pairs to answer the questions. Ask • Check the answer with the class,
some students to tell the class about eliciting the part of the text which
which restaurants they go to, and what confirms the answer.
they eat. Audioscript Student Book page 111
• Read out the title of the text and ask:
What is the job of a restaurant critic? Elicit Exercise 2
that a restaurant critic eats in different • Students read the text again and match
the sentence halves.
111

Aim
To learn about a successful Paralympic
athlete
presentation on a Paralympic athlete
Warm-up
• Ask: Do you like watching the Olympics
on TV? What are your favorite events?
Elicit a few ideas and teach the names
of events that students like if necessary.
• Ask: What are the Paralympics? Elicit that
they are games for athletes who are
disabled. Teach the words disabled and
disability.
• Ask: Do you watch the Paralympics? What
are your favorite events? Elicit a range of
answers.

• Read out the question and check that
students understand it.
• Play the audio for students to read and
listen.
students to find the words and phrases
in the text and check the meanings.
Discuss the meanings with the class.
Exercise 2
• Students read the text again and decide
if the sentences are true or false.
each answer.
Exercise 3
the class and make sure students Exercise 4 Presentation
Consolidation
understand them. • Students could work individually or in Suggest to students that they look at
• Students find the information in the pairs to do the research and prepare
text and answer the questions. their presentation. Point out that they
useful vocabulary to do with sports,
e.g., run fast, winner, sprint, world record.
for their answers. Suggest they add it to the sports
their presentation.
• You could brainstorm some Paralympic
the part of the text which confirms learned in Unit 7.
athletes or events that students could
each answer.
search for, e.g., swimming, basketball.
ANSWERS • Ask individuals or pairs to present their
1 He runs for Brazil. athlete to the class, answering the
2 He runs the 100-meter sprint. questions in the box. Other students
3 Training isn’t easy for him. could listen and make a note of which
4 He wants to become a coach and train athletes they admire and why.
Paralympic athletes.
presentations, ask students which
athletes they admire and why.
112

each answer.
• Read out the complete sentences and
check that students understand them.
Exercise 3
understand them.
for their answers.
each answer.
ANSWERS
1 The clothes are all second-hand.
2 They don’t have much money because
they are teenagers.
3 They buy 80 billion items.
4 It helps the environment / planet and
it helps charities.
• Students could work individually
or in pairs to think of ideas for their
thrift store.
the class and make sure students
understand them.
• Students then prepare their ideas.
thrift stores to the class. Other students
could listen and note down which thrift
stores they like and why.
presentations, elicit which thrift stores
students like and why.
Consolidation
useful vocabulary for talking about
clothes, e.g., mall, thrift store, second-

• Read out the question and point out
that it is also the title of the article.
hand, the latest fashion, items of clothing.
Suggest they add it to the clothes
Aim • Play the audio for students to read and learned in Unit 8.
To learn about ‘thrifting’ and how it listen.
benefits people and the environment • Focus on the Check it out! box. Ask
To prepare and give a presentation about students to find the words and check
a new thrift shop the meanings. Discuss the meanings
with the class.
Warm-up • Students then answer the question.
• Ask: Where do you usually go shopping • Check the answer with the class,
for clothes? Why do you like these places? eliciting the part of the article which
Put students into pairs to discuss the confirms the answer.
questions. Ask some students to tell
the class.
• Teach the word second-hand and ask: Exercise 2
Do you ever buy second-hand clothes? • Students read the article again and
Why? / Why not? Elicit a few ideas. choose the correct answers.
113

A CLIL
Social
science page 114/X5
Aim
To read about a care home in the U.K. and
learn how older people and children can
help each other
To prepare and give a presentation about
an older person
Warm-up
• Focus on the pictures and ask: Who is in
the pictures? Elicit that there are some
old people and some children.
• Read out the title of the text. Teach the
meaning of care home. Ask: Who is in a
care home? Elicit that it is old people.

the meanings. Students then answer
the question.
Exercise 2
complete the sentences with the
correct words.
each answer.
Exercise 3
understand them. 4 Positive things for the children: some
• Consolidation
Students find the information in the children don’t have grandparents,
text and answer the questions. so they can spend time with older • Ask: What do you know about care
homes now? Why is it good to have
• Encourage them to write full sentences people, and learn from them, too.
5 Japan, Australia, the U.S., and other young children in care homes? How is
for their answers.
countries across Europe have homes it good for older people? How is it good
• Check answers with the class, eliciting for children? Discuss the questions as
the part of the text which confirms like Nightingale House.
a class.
each answer.
Exercise 4 Presentation • Suggest to students that they could
ANSWERS • Read out the task and check that find out about a care home in their
1 They are about 90 years old. students understand what they have area and find out what activities there
2 They do painting, drawing, cooking, to do. are for the residents.
music, and other activities. They eat • Ask the questions to a confident
together and listen to stories together. student and elicit information about an
3 Positive things for the older people: older person they know.
it makes them happier, helps them
forget their problems, they eat more
• Students then work individually to
prepare a presentation about an older
food, and their health improves.
person that they know.
• Ask students in turn to tell the class
about the person.
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Exercise 2
• Point out the bold words in the text.
Tell students to read the bold words in
context again and try to work out the
meanings, then label the picture.
the meaning of each of the bold words.
Exercise 3
understand them.
for their answers.
each answer.
ANSWERS
1 Magma is inside a volcano, and lava is
outside.
2 You call it a dormant volcano.
3 It is good for the soil.
4 The most active volcanoes are in the
Ring of Fire in the Pacific Ocean.
5 Earth, Venus, and Mars.
Exercise 4 Link it!

pairs to research a volcano and make a
fact file about it.
• You could brainstorm some volcanoes
with the class first, to give students
ideas.
• Encourage students to draw or
download pictures to include in their
fact file.
• When students have finished their fact
files, hang them on the walls of the
classroom and allow students to walk
around and read them.
•
B CLIL
Discuss which fact files they like
Warm-up
and why.
• Focus on the pictures and ask: What is
Geography
in the pictures? Elicit or teach the word Consolidation
volcano.
Ask: What do you know about volcanoes
• Ask: Are there any volcanoes in your now? Write some key words on the
page 115/X6
country? Where are there volcanoes? Elicit board to help students, e.g., erupt,
a range of answers.
Aim magma, lava, dormant, extinct. Elicit
To learn about volcanoes what students have learned from the
lesson.
To learn about the different parts of • Read out the question, then play the
a volcano and where the most active audio for students to read and listen.
volcanoes are located
To research a volcano and make a fact file students to find the words and check
about it the meanings. Discuss the meanings
with the class.
115

C CLIL
Computer
science page 116/X13
Aim
To learn about an organisation that helps
children who were born without hands
or arms
To learn how 3D printers can enable
children without hands or arms to play
sports
To research and make a poster about a
3D-printed object
Warm-up
• Focus on the pictures and elicit the
words hand and arm. Elicit or explain
that the other picture shows a special
kind of printer.
• Ask: What do you think the text is
about? Elicit a few ideas, but don’t
confirm them.

• Read out the question stem and the
three possible answers. Make sure
students understand everything.
• Play the audio for students to read and
listen.
with the class.
• Students then choose the correct
answer. Check the answer with the
class, eliciting the part of the text which
Exercise 2
• Check answers with the class, eliciting Exercise 4 Link it!
Consolidation
the part of the text which confirms • Students could work individually or in Ask: What do you know about 3-D printers
each answer. pairs to research something else that
from this lesson? What can they do?
• Read out each completed sentence and 3-D printers can make, and make a
Why are they useful? Who can they help?
check that students understand it. poster.
Write some key words on the board to
• You could brainstorm a few ideas with help students, e.g., artificial, arm, hand,
Exercise 3 the class first. expensive. Elicit what students have
• Students find the information in the • Read through the questions with learned from the lesson.
text and complete the sentences. the class and make sure students
• Check answers with the class, eliciting understand them all.
the part of the text which confirms • Encourage students to make their
each answer. posters look attractive and colorful with
• Read out each completed sentence and pictures.
check that students understand it. • When students have finished their
posters, hang them on the walls of the
classroom and allow students to walk
around and read them.
• Discuss which posters they like
and why.
116

each answer.
Exercise 3
understand them.
for their answers.
each answer.
ANSWERS
1 He is a painter.
2 It’s every two years.
3 It is special because it has a unique
style influenced by the different
cultures.
Exercise 4 Link it!

to do.
pairs to research the Biennial and make
an advert.
• Encourage students to make their
advert exciting, so it persuades people
to come to the event.
• When students have finished and
recorded their adverts, they could
present them to each other in groups,
or you could show them to the class if
you have the equipment to do this.
• Discuss which adverts they like
and why.
Consolidation
Ask: What do you know about modern art
in Brazil now? What do you know about
D CLIL Art
Elicit what students know about the the São Paulo Biennial? What kinds of art
event and about modern art. can you find there? Elicit what students
have learned from the lesson, then ask:
page 117/X14 Exercise 1 Read and listen e 118
Do you think people are still frightened and
Aim
• Read out the question, then play the angry when they see modern art? Why?
To learn about the history of modern art
in Brazil
To learn how people felt about a modern the meanings. Discuss the meanings
art exhibition in Brazil in the 20th century with the class.
To research the São Paulo Biennial and • Students then answer the question.
write an advert for the next exhibition
Warm-up eliciting the part of the text which
• Focus on the pictures and elicit that
they show stamps promoting the São Audioscript Student Book page 117
Paulo Biennial.
Exercise 2
• Ask: What do you know about the
Biennial? What do you know about art in
• Students read the text again and decide
if the sentences are true or false.
Brazil? What modern artists do you know?
117

Puzzles Puzzles
1–2 page 118/X7 3–4 page 119/X8
Grammar Grammar
Subject pronouns Prepositions of place
be: Simple present Plural nouns
Vocabulary The possessive ’s
Family Vocabulary
House and furniture
Aim My things
To practice vocabulary for countries,
nationalities, and family; subject pronouns; Aim
and the simple present of be To practice vocabulary for house and
furniture, and possessions; prepositions of
Puzzle 1A
place, plural nouns, the present simple of
• Students find the countries and have, and the possessive ’s
nationalities in the wordsearch and
write them in the correct columns. Puzzle 3A
ANSWERS • Students look at the picture and
Nationalities: American, Turkish, complete the sentences with the
Australian, Chinese, Russian missing words in the wordsnake.
Countries: the U.K., Brazil, the U.S., ANSWERS
Mexico, Chile, Japan, Spain 1 lamp 2 behind 3 desk 4 across
from 5 wardrobe
Puzzle 1B
• Students use the words in the boxes to Puzzle 3B
make similar sentences. • Students find ten plural nouns in the
ANSWERS wordsearch.
1 We’re Spanish. ANSWERS
2 He’s British. Across: people, mice, families, boxes
3 I’m Portuguese. Down: men, shelves, women, children,
4 She’s Chilean. dresses, feet
5 You’re Chinese.
Puzzle 4A
Puzzle 2A
• Students reorder the words of the same
• Students copy the letters in black to color to write affirmative and negative
make sentences. sentences with have.
ANSWERS ANSWERS
1 I’m not a student. 1 You have a new bike.
2 He isn’t in school. 2 He doesn’t have a soccer ball.
3 We aren’t Russian. 3 We have red skateboards
4 They aren’t old. 4 They don’t have a guitar.
5 You aren’t Lola.
Puzzle 4B
Puzzle 2B
• Students follow the lines from the
• Students draw lines to make questions. people to find their possessions. Then
ANSWERS they complete the sentences.
1 Is she his sister? ANSWERS
2 Is he her dad? 1 It’s the children’s pet.
3 Are you their aunt? 2 They’re the boys’ computers.
4 Is he frightened? 3 It’s the teacher’s laptop.
5 Are they their grandparents? 4 It’s Eva and Sofia’s bedroom.
6 Is she your mom? 5 They’re the women’s bags.
7 Is he your uncle?
8 Is she your grandma?
9 Are you his brother?
10 Are we your cousins?
118
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Puzzles Puzzles
5–6 page 120/X15 7–8 page 121/X16
Grammar Grammar
Simple present can (ability)
Prepositions of time Present progressive
Vocabulary
Vocabulary Sports
Daily routines Clothes
Food and drink
Aim
Aim To practice vocabulary for sports, and
To practice vocabulary for daily routines, clothes; can for ability, and the affirmative,
and food and drink; the simple present, negative, and interrogative forms of the
prepositions of time, and adverbs of present progressive
frequency
Puzzle 7A
Puzzle 5A • Students look at the pictures and
• Students write the missing words in the find the matching sentences in the
crossword. wordsnake. Then they write the
sentences below the pictures.
ANSWERS
1 finish 2 start 3 watch 4 home ANSWERS
5 shower 6 lunch 7 bed 8 do 1 He can play field hockey.
2 She can’t play tennis.
Puzzle 5B 3 They can play soccer.
• Students break the code and answer 4 We can do gymnastics.
the question. 5 You can’t do karate.
ANSWERS Puzzle 7B
I usually get up at seven thirty, • Students complete the sports words in
Silvia gets up at seven thirty. the crossword.
Puzzle 6A ANSWERS
• Students draw lines to make sentences 2 swimming 3 baseball
in the simple present. 4 skiing 5 karate 6 soccer
ANSWERS Puzzle 8A
(clockwise from top left) • Students add the missing vowels to
Jack doesn’t like cheese. complete the present progressive
They don’t want any soda. sentences.
You don’t like tuna.
She doesn’t have any eggs. ANSWERS
I don’t want carrots. 1 I’m not wearing a jacket.
Kenji doesn’t eat peas. 2 He isn’t wearing a sweater.
3 She’s wearing a skirt.
Puzzle 6B 4 You’re wearing new sneakers.
• Students look at the pictures and write 5 They aren’t wearing hoodies.
the words in the puzzle. Then they
answer the question. Puzzle 8B
• Students match the words to make
ANSWERS
questions, then match the questions to
2 carrots 3 water 4 salad 5 tuna the answers.
6 soda 7 cheese 8 eggs
Mystery vegetable: potatoes ANSWERS
1 Where is she going? To the movies.
2 Why is he wearing a scarf? It’s cold.
3 Who are they talking to? Their friends.
4 What is he reading? A magazine.
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Remember Question words • Students complete the sentences with
one word in each gap.
Exercise 5 •
Link It! 1
• Say: … is your name? Elicit the missing ANSWERS
word What. Elicit that it is a question 1 any; aren’t 2 some 3 There, any
word, then elicit other question words
Aim 4 isn’t 5 is
that students know.
To practice vocabulary and grammar from
the course
• Students complete the questions with
the correct question words, and the
correct form of be. Exercise 10
Vocabulary • Check answers with the class, and • Say: I … one brother. Ana … two
check that students understand all the brothers. Elicit the missing words have
Exercise 1 question words. and has.
• Students complete the chart with the
words, and add five more words to each ANSWERS • Students complete the sentences with
group. They could work in pairs for this, 1 Where are 2 Who is 3 How old the correct form of have.
or you could do it as a race. are 4 Which is • Check answers with the class.
• Check answers, and check that students ANSWERS
understand all the words. Demonstratives 1 has 2 have 3 don’t have
4 have 5 doesn’t have
ANSWERS Exercise 6
Nationalities: Australian, British, • Point to a student close to you and say:
Japanese, Turkish This is (Eva). Point to a student further Possessive ’s
Family: brother, cousin, grandpa, uncle away and elicit That is (Sam).
House and furniture: bathtub, shelf, Exercise 11
• Say: Ana has a book. It’s … book. Elicit
stairs, yard
• Check answers, and check they the missing answer Ana’s and write it on
Exercise 2 understand all the demonstratives. the board.
• Focus on the example answer. Point out ANSWERS • Students choose the correct options to
that the consonants and the vowels are 1 These 2 That 3 Those 4 This complete the sentences.
in the correct order, and just need to be • Check answers with the class.
combined. Prepositions of place ANSWERS
• Students write the words.
1 twins’ 2 Ben’s 3 grandparents’
• Check answers, and check that students Exercise 7
4 James’s 5 children’s
understand all the words. • Students look at the picture and
complete the sentences with the
ANSWERS
correct prepositions. Round-up
1 bike 2 phone 3 sunglasses
4 soccer ball • Check answers, and check students Exercise 12
understand all the prepositions.
• Students choose the correct words in
Grammar ANSWERS the text.
1 under 2 next to 3 near • Check answers with the class.
4 behind 5 in front of
Subject pronouns and ANSWERS
possessive adjectives Plural nouns
1 when 2 This 3 ‘re 4 ‘s 5 is
6 brothers’ 7 Our 8 It’s 9 there
Exercise 3 10 between 11 Opposite 12 there
Exercise 8
• Say: I have a cat. It’s my cat. Write I and 13 some 14 Next to 15 aren’t any
my on the board and elicit which one
• Say: One book, two … . Elicit the missing 16 shelves 17 have 18 some 19 Is
word books and elicit that it is the there 20 Are there
refers to possession (my).
plural form.
• Students complete the sentences with Exercise 13
• Check answers with the class. the correct plural forms. • Students write the questions and
ANSWERS • Check answers with the class. answers.
1 It’s 2 Our 3 her 4 He is 5 Their • Check answers with the class.
ANSWERS
1 books, shelves 2 sandwiches
be: Simple present 3 people 4 children, classrooms
ANSWERS
1 Where is she from? She’s from
Exercise 4 5 mice Melbourne.
• Say: I am the teacher. You … the students. 2 What’s her mom’s job? She’s an Art
Elicit the missing word are. Elicit that am there is / isn’t, there are / teacher.
and are are forms of the verb be. aren’t, Is there …? / 3 How many brothers does Amelia
Are there …?, some / any have? She has two brothers.
4 What’s her favorite room? Her favorite
the correct verb forms.
Exercise 9 room is her bedroom.
• Check answers with the class. 5 Where’s the chair? The chair is next to
• Say: There are some books on my desk.
ANSWERS There aren’t … books on your desk. Elicit the desk.
1 ‘m 2 Is; is 3 isn’t 4 Are; aren’t the missing word any.
120
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Student Book e 011 page 8, exercise 26
Adult Hello, everyone.
Later …
Dominic Bye then. See you later!
audioscripts Students Hi! / Hello!

Adult Welcome to pet club. What are your
Arianna Bye. See you!
2 Mrs. Bauer Good morning, Arianna.
names? Tell us about your pets. Arianna Hello, Mrs. Bauer.
e 002 page 4, exercise 4 Inma Hi, I’m Inma. I’m 14 and I have a dog. Mrs. Bauer How are you?
1 Student Can I write in the book? His name is Rocky. Oh, and I have a cat. Arianna I’m fine, thanks. And you?
Teacher No, I’m sorry. You can’t. Her name is Midnight. Mrs. Bauer I’m very well, thank you.
2 Student Can I go to the restroom, John Hello! My name is John. I have two Later …
please? pets: I have a rabbit and a hamster. Mrs. Bauer Goodbye, Arianna. Have a
Teacher Yes, of course. Emilio Hi there! I’m Emilio. I have two dogs. good day.
3 Student Can I use the dictionary, please? I love dogs – they are my favorite animal. Arianna Thanks. Goodbye. See you on
Teacher Yes, of course. Jazmin Hey, I’m Jazmin. I don’t have a dog Monday.
4 Student Can I go to the board, please? and I don’t have cats. I’m allergic. I have a
Teacher No, I’m sorry. You can’t. small mouse. His name is Squeak. e 019 page 15, exercise 3
Kevin Hi, my name is Kevin. My family 1 Girl 1 See you later, Gemma.
e 004 page 5, exercise 7 Girl 2 Have a good day!
loves animals. I have three fish. The yellow
ALPHABET SONG Girl 1 Thanks. Bye!
fish is Pedro, the green fish is Pi, and the
A, B, C, D, E, F, G, 2 Girl Hi, Luke!
red fish is Pop. I also have a guinea pig. He
H, I J, K, L, M, N, O, P, Boy Hey! How are you?
is old.
Q, R, S, T, U and V, Girl Not bad, thanks. And you?
W, X, Y and Z. 3 Girl Good morning, Mr. Blackwell.
e 014 page 11, exercise 4
Now you know your ABCs, come along Man Oh, hello, Sarah. How are you?
1 Jacob You’re late!
and sing with me. Girl I’m fine, thank you.
Mason Chill out, Jacob. I’m here now.
Jacob I’m nervous. 4 Boy Goodnight, Mom.
Mason Don’t worry, we’re a great team. Mom Goodnight, Josh.
Example W
2 Mason Look, it’s Simon Jackson. Boy See you in the morning.
1 A
Jacob He’s a great dancer. His dance 5 Girl 1 Bye. See you on Monday.
2 E
schools are in Australia, the U.K., Japan, Girl 2 Yes, have a good weekend.
3 Y
and Turkey. They’re very famous!
4 H e 020 page 17, exercise 1
3 Lola Hello, I’m Lola.
5 G Hi! My name’s Flor. I’m 14 years old, and
Mason Hi, I’m Mason. And he’s Jacob.
6 I I’m from Lima. Lima is a famous city and
Rubi It’s your big day!
7 C it’s the capital of Peru. I like lots of different
Mason We’re ready, bring it on!
8 O types of music. Adele is good, but my
e 015 page 12, exercise 1 favorite singer is Rihanna. Her songs are
1 Canada awesome! I’m a fan of the Deadpool
Example V-A-N-E-S-S-A
2 the U.S. movies, and my favorite actor is Ryan
1 J-A-Y-D-O-N
3 Mexico Reynolds.
2 G-U-I-L-L-E-R-M-O
4 Brazil
3 S-T-E-P-H-A-N-I-E e 021 page 17, exercise 2
5 Chile
4 R-A-F-A-E-L He’s Noah. He’s 13 years old, and he’s
6 Portugal
5 M-O-R-G-A-N from Australia. He’s a student at Bundoora
7 Spain
8 the U.K. School in Melbourne. His favorite school
9 Turkey subjects are Math and Art. His favorite
Example thirteen
10 China color is green, and his favorite day of
1 forty
11 Japan the week is Saturday! He’s a big fan of
2 fifteen
12 Australia Japanese food.
3 sixty
She’s Zehra. She’s 12 years old, and she’s
4 seventeen
e 016 page 12, exercise 2 Turkish. She’s from Istanbul, in Turkey, and
5 eighty
1 Canada Canadian she’s a student at Istanbul International
e 009 page 5, exercise 13 2 the U.S. American School. Her favorite subjects are English
1 Interviewer Hi, Lisa! How old are you? 3 Mexico Mexican and Music. Zehra is a fan of the singer
Lisa I’m 12. 4 Brazil Brazilian Shawn Mendes, and her favorite song is
2 Interviewer Hello, Mr. Davis. How old 5 Chile Chilean Stitches.
are you? 6 Portugal Portuguese
7 Spain Spanish e 024 page 21, exercise 4
Mr. Davis I’m 27.
8 the U.K. British 1 Judge Hello, what are your names?
3 Interviewer Hi, Sam! How old are you?
9 Turkey Turkish Mason I’m Mason, and this is Jacob.
Sam I’m 19.
10 China Chinese Judge Is he your friend?
4 Interviewer Mom… how old are you?
11 Japan Japanese Mason No, he isn’t. He’s my little brother.
Mom I’m 37.
12 Australia Australian 2 Judge And how old are you?
e 010 page 7, exercise 19 Mason I’m 14, and he’s 12.
Example It’s six o’clock. e 017 page 14, exercise 1 Jacob I’m not 12! I’m 13.
1 It’s one fifty. 1 Dominic Hey, Arianna! Judge Who’s here with you today?
2 It’s twelve fifteen. Arianna Hi, Dominic. Mason Our friends and our mom
3 It’s three thirty-five. Dominic How are you, Arianna? and dad.
4 It’s three thirty. Arianna I’m good, thanks. And you?
5 It’s eight oh five. Dominic Not bad, thanks.
121
17_LinkIt_TG1_AS.indd 121 17/06/19 12:38 PM

3 Judge You’re a star, but your brother isn’t e 032 page 27, exercise 1 Clara Hey! I’m Clara. I’m 13, too! My
very good. Example What’s your name? birthday is on May 23rd. My mom, Kath, is
Mason No way! Are you serious? 1 Where are you from? from Australia, but my dad is half Canadian
Judge Yes, we are. 2 How old are you? and half Irish. His name’s Alex. I have a
3 When’s your birthday? sister. She’s 5 and her name’s Erin.
e 025 page 22, exercise 1 4 Is your dad Brazilian?
My family 5 What’s your favorite color? e 039 page 35, exercise 4
My grandparents. He’s my grandpa, Jamie. 6 Are you a student? 1 Rubi Are there any movie channels on
She’s my grandma. Her name’s Valerie. 7 What are your favorite animals? your TV?
My parents. Here are my mom, Catrina, Jacob Yes, there are.
and my dad, Martin. e 033 page 27, exercise 2 2 Lola Where’s the remote control?
These are my little brother and sister. Isa is TV host Hello. Welcome to the show. Today Jacob Good question. It isn’t on the
4 and Oliver is 6. we are with a special guest. Tell us… armchair.
This is me. What’s your full name? Lola There are some things on those
They’re my uncle, Luis, and my aunt, Sue. Jamie Hi! My name’s Jamie Fernandez. shelves. Is it there?
He’s my cousin. His name is Luis, like TV host And how old are you, Jamie? Jacob No, it isn’t. Look under the
his dad. Jamie I’m 17. cushions on the couch.
TV host Wow, only 17. OK. When’s your 3 Mom Look, there’s a sandwich on the
e 026 page 22, exercise 2 birthday? bed and there are some clothes on the
grandparents Jamie It’s on December 25th. floor …
grandpa TV host Oh, Christmas Day! Mason Leave me alone, Mom!
grandma Jamie Yes, that’s right …
parents TV host Are your friends here with you e 040 page 36, exercise 1
mom today, Jamie? b bathroom
dad Jamie No, they aren’t, but all my family a bedroom
brother is with me – my dad, my mom, my two h dining room
sister brothers, and my sister. g hallway
uncle TV host That’s really nice! OK, next, some d kitchen
aunt fun facts. Tell us … what’s your favorite e living room
cousin color? f stairs
Jamie My favorite color? Um … it’s green. c backyard
e 027 page 22, exercise 3 I love it!
Example Catrina is my aunt.
TV host Ah, me too! OK, and who’s your
1 Oliver, Lola, and Isa are my cousins. 10 bathtub
favorite singer?
2 My dad’s name is Luis. 8 sink
Jamie That’s easy! It’s Ed Sheeran.
3 Jamie is my grandpa. 21 chair
TV host He is popular! OK … last question.
4 Martin is my uncle. 19 armchair
What’s your favorite sport?
5 Sue is my mom. 15 fridge
Jamie It’s tennis! I’m a big Rafael Nadal fan!
6 Valerie is my grandma. 16 bookcase
TV host Thank you for talking to us today.
17 painting
e 029 page 24, exercise 2 Next, we are …
14 cabinet
1 Dominic Hey, Arianna! 6 bed
Arianna Hey! 2 shelf
1 James Hey, Sophia!
Dominic It’s February 2nd. Happy 12 stove
Sophia Hi, James.
Groundhog Day! 9 toilet
James How are you, Sophia?
Arianna It’s not Groundhog Day today! 18 lamp
Sophia I’m fine. And you?
Dominic What?! 5 dresser
James Not bad, thanks.
Arianna Look! It’s February 1st today! 3 poster
Later …
2 Dominic What’s the date today? 20 couch
James Bye. See you later!
Arianna It’s August 13th. My birthday’s 4 wardrobe
Sophia Bye. See you!
in August. 22 table
2 Mr. Jackson Good morning, Thea.
Dominic Oh! When’s your birthday? 1 mirror
Thea Hello, Mr. Jackson.
Arianna It’s on August 23rd. 11 shower
Mr. Jackson How are you?
Thea I’m fine, thanks. And you? 7 desk
e 031 page 25, exercise 4 13 washing machine
Example Mr. Jackson I’m very well, thank you.
Boy 1 What’s the date today? Later …
Mr. Jackson Goodbye, Thea. Have a
Boy 2 It’s June 10th. Example one hundred eight
1 Girl What’s the date today? good day.
1 two hundred ninety-eight
Boy It’s December 23rd. Thea Thanks. Goodbye. See you on
2 three hundred thirty-three
2 Boy Is today August 6th? Thursday.
3 nine hundred seventy-six
Adult Yes, it is. 4 seven hundred fifteen
3 Girl 1 When’s your birthday? 5 four hundred seventy
Ludmila My name’s Ludmila. I’m 13. My
Girl 2 It’s on November 13th.
birthday is on June 9th. My dad, Sergei, is
4 Boy What’s the date today?
from Russia, and my mom, Anna, is from
Girl It’s March 2nd.. Quizmaster Welcome, Dominic. Your topic
the U.S.
is the Empire State Building, right? Are you
Mario Hi! I’m Mario. I’m 12 and my birthday
ready for your first question?
is on November 16th. My dad’s name is
Dominic Hi, yes, I’m ready!
Giovanni. He’s from Italy. My mom is from
Korea. Her name is Chin-Sun.
122

Quizmaster How many floors are there in e 050 page 46, exercise 1 e 055 page 51, exercise 1
the Empire State Building? skateboard 1 Example
Dominic There are 103 floors. planner 9 Savannah How many brothers and sisters
Quizmaster Correct. How tall is the sunglasses 8 do you have, Jackson?
building? soccer ball 2 Jackson I have two brothers, John and
Dominic It is 443 meters tall. phone 7 Cameron, and a sister, Piper.
Quizmaster How many windows are in the tablet 10 1 Tom Who are those children over
building? camera 6 there, Lily?
Dominic There are 6,514 windows. game console 5 Lily They’re my brothers and my sister.
Quizmaster How many hotels are there? bike 3 Tom Really? What are their names?
Dominic There’s one hotel. guitar 4 Lily Well, my brothers’ names are Daniel
Quizmaster Sorry, that isn’t correct. There and Logan. My sister’s name is Brooklyn.
aren’t any hotels. OK, next question: how e 051 page 46, exercise 2 2 Zilda Do you have any pets, Ryan?
many steps are there? Tasha Hi. My name’s Tasha, and I’m 13 Ryan Yes, I do. I have two.
Dominic There are 1,872 steps. years old. I’m from Lincoln, Nebraska, in Zilda What are they? A dog and a cat?
Quizmaster How many elevators are there? the U.S. What’s my favorite thing? That’s Ryan No, I have a dog and a hamster.
Dominic There are 73 elevators. obvious! My favorite thing is my phone! 3 Tom Do you have a music app on your
Quizmaster Our time is up! Thanks for I’m crazy about music, and my second- phone, Savannah?
joining us Dominic … favorite thing is my guitar. Um … my Savannah Yes, I do. I’m crazy about
third-favorite thing is probably my camera. music!
e 046 page 41, exercise 1 I’m really into photography! Tom What’s your favorite type of music?
Bea You’re new to the school, right? Chay Hello. I’m Chay, and I’m from New Is it rap?
Where do you live? York City. I’m a fan of LA Galaxy. They are Savannah No, it isn’t. It’s hip-hop.
Chloe Yes, our new house is in Westlake. my team, so my favorite thing is a soccer 4 Lily Do you have a bike, Julian?
Bea Really? Me too! What’s your address? ball. It has the names of all the LA Galaxy Julian Yes, I do. I have a great bike.
Chloe My address is 176 Lakeside Avenue. players on it! My second-favorite thing is It’s new.
Bea Wow! My house is very close. Is it an my skateboard – it’s black and orange, and Lily What color is it?
apartment or a house? it’s really cool. Umm … my friends and I Julian It’s yellow and black.
Chloe It’s a house. are into video games, so my third-favorite Lily Ah, my bike is blue and yellow.
Bea Is it big? thing is probably my game console. It’s 5 Jackson Do you have a game console,
Chloe Yes, it is. great! Zilda?
Bea How many rooms are there in your Grace My name’s Grace. I’m 12, and I’m Zilda Yes, I do.
house? from Colorado Springs, in the U.S. My Jackson What’s your favorite game? Is it
Chloe Mmm … one, two, three … There tablet is my favorite thing, and then my Just Dance?
are five – no, six – rooms in my house. Yes, bike. My bike is a BMX. It’s blue and red, Zilda Um, no … Just Dance is a great
there are six rooms in my house. and it’s really good. Right now, my third- game, but it isn’t my favorite. My
Bea How many bedrooms are there? favorite thing is probably my planner. I favorite video game is Super Smash
Chloe There are two bedrooms. always have a lot of homework and other Bros. It’s awesome!
Bea And how many bathrooms are there? activities after school – it’s really useful. I
Chloe One. always keep it with me! e 056 page 51, exercise 2
Bea What’s in the living room? Fleur Do you have any brothers and sisters,
Chloe There’s a big couch … and there’s a e 052 page 48, exercise 2 Christopher?
small table in front of the couch. There are Example 6 cents Christopher Yes, I do. I have a brother, but I
two armchairs near the window … Oh yes, 1 $4.55 don’t have a sister.
and a TV. 2 $1.50 Fleur What’s your brother’s name?
Bea What’s your favorite room? 3 35 cents Christopher It’s Andrew.
Chloe My favorite room is my bedroom. 4 $2.30 Fleur Andrew? That’s a nice name. I have
There’s a big bed and a TV. It’s great. a cousin called Andrew. What about pets?
e 053 page 48, exercise 3 Do you have any pets?
e 049 page 45, exercise 4 1 Arianna Excuse me. How much is this Christopher Yes, I do. I have a cat and a
1 Rubi Not now, Jacob! We have bag, please? dog. My cat’s name is Tiger, and my dog is
homework. Assistant 1 It’s $13.49. Banjo. He’s crazy …
Jacob I don’t have my planner. What Arianna It’s nice. I’ll take it. Fleur Oh, I don’t have any pets …
homework do we have for tomorrow? Assistant 1 OK, that’s $13.49, then.
Rubi I have my planner here. We have Arianna Here you are. Fleur What are your favorite things,
French and Math. Assistant 1 Thank you. Here’s 51 cents Christopher? Do you have an MP3 player?
2 Jacob Oh, I don’t have a calculator. change, and here’s your receipt. Christopher No, I don’t! … But I have music
Rubi Well, Lola’s calculator is on the Arianna Thank you. Goodbye. on my phone.
desk over there. 2 Dominic Excuse me. How much is this Fleur What about a game console? Do you
Jacob Do you have a pen? game, please? have a game console?
Rubi No, I don’t. Jacob, why do you Assistant 2 It’s $30.99. Christopher Ah, yes, I do. I love it!
never have a pen? Dominic Oh, that’s expensive! No, Fleur What’s your favorite game?
3 Rubi Mason, he doesn’t have your thank you. Christopher Um … it’s probably Splatoon.
sunglasses! What’s your problem? Assistant 2 No problem. Goodbye. It’s a great game!
Mason I don’t have a problem! Dominic Goodbye! Fleur Do you have a bike?
Jacob Yes, you do, Mason. You’re jealous! Christopher Yes, I do. It’s my favorite thing!
Fleur What color is it?
Christopher It’s black and yellow. It’s a
great bike!
123

e 058 page 55, exercise 1 Rubi What?! You’re crazy! Kids, and it’s really cool. After Camera Kids,
Érico How many students are there in your 3 Jacob I have a personal dance teacher I go to Sally’s house and we have dinner
school? now. She comes to the studio on there. I always get home late on Fridays,
Daniela There are one thousand two Tuesdays and Thursdays. but there’s no school on Saturday. It’s my
hundred. Lola Wow! That’s exciting. favorite day of the week!
Érico How many floors are there in the Ichiro
school? e 064 page 60, exercise 1 My favorite sport is volleyball, and I’m on
Daniela There are four. 1 I get up at six twenty. the school team. I go to the after-school
Érico How many desks are in each 2 I take a shower at six thirty. volleyball club for practice on Mondays
classroom? 3 I get dressed at six forty-five. and Wednesdays, and we usually have
Daniela There are thirty. 4 I have breakfast at seven o’clock. games on Saturday mornings, too. After
Érico How many teachers are there at the 5 I start school at eight o’clock. the game, we sometimes have lunch with
school? 6 I have lunch at twelve thirty. the other team. Saturday is a great day!
Daniela There are one hundred fifty. 7 I finish school at two forty-five. James
Érico How many girls are there in your 8 I get home at three fifteen. This year, I’m at a new school. It’s very big,
class? 9 I do my homework at four fifteen. but the teachers and students are nice. I
Daniela There are twelve. 10 I have dinner at six o’clock. finish school at four thirty. On Wednesdays,
Érico How many computers are there in 11 I watch TV at seven thirty. I go to the after-school book club. It’s in
your class? 12 I go to bed at nine thirty. the school library. We read new books
Daniela There are five. every week and we sometimes write
e 066 page 62, exercises 1 and 2 stories. It finishes at six fifteen, and then I
e 059 page 55, exercise 2 1 Arianna I’m bored. What do you want go home.
1 Sangwoo Excuse me. How much are to do? Olivia
those sunglasses, please? Dominic Let’s play Super Mario. I finish school at three fifty-five in the
Assistant They’re $39.50. Arianna OK, great. I love that game. afternoon, and I usually get home at about
Sangwoo They’re nice. I’ll take them. 2 Arianna What do you want to do? four twenty. Before I do my homework, I
Assistant OK, that’s thirty-nine fifty, Dominic Let’s do our homework. usually watch TV. My favorite TV shows are
please. Arianna Oh … OK, but do you want to comedies. On Tuesdays, I go to Computer
Sangwoo Here you are. have a snack first? Xplorers. It’s an after-school computer
Assistant Thank you. Here’s fifty cents Dominic OK, that’s a good idea. I’m club. We learn to make video games or
change and here’s your receipt. hungry! how to make websites.
2 Jessica Excuse me. How much is this 3 Arianna I’m bored. What do you want
skateboard, please? to do? e 070 page 65, exercise 3
Assistant It’s one hundred nineteen Dominic Let’s watch TV. After school, I go to my grandma’s house.
dollars ninety-nine cents. Arianna There aren’t any good shows on I am also very hungry, so I have a snack.
Jessica Oh, that’s expensive! No, thanks. TV. Let’s go to the movies instead. I talk to my grandma for a while and I
Assistant No problem. Goodbye. Dominic Cool! I want to see the new Star sometimes watch TV for half an hour
Jessica Bye. Wars movie. or I listen to music. I rarely watch TV for
more than an hour because my grandma
e 061 page 55, exercise 4 e 068 page 63, exercise 4 doesn’t like it if I watch a lot of TV, so at five
Narrator What’s your bedroom like, Example o’clock, I normally start my homework.
Ludmila? Boy 1 It’s Monday tomorrow. Do you want My parents finish work at five thirty. At
Ludmila It’s small, but the bed is big. I have to do some homework? six o’clock, my mom or my dad come to
a wardrobe next to the bed and a mirror Boy 2 No, let’s watch a movie instead! grandma’s house and we go home. We
between the bed and the window. I don’t 1 Girl 1 I’m hungry. Let’s have some ice have dinner at seven o’clock, and then I
have a TV. I have a laptop on the desk cream. finish my homework. After that, I usually
under the window. Girl 2 Yes! That’s a great idea! watch a movie with my family or play
Narrator And what about your bedroom, 2 Adult It’s a mess in here. Do you want to video games in my bedroom.
Mario? help me clean up? On Wednesdays, it is a bit different
Mario It’s big. It’s my brother’s bedroom, Boy OK, cool! because I go to basketball practice. Then, I
too. There are two beds, and two desks. 3 Girl I’m bored. Do you want to go to another club on Fridays - that’s when
Between them is a window. There’s one meet up? I stay at school and go to drama club. I
big wardrobe for our clothes. And there Boy No, I’m sorry, but I have dance class usually go to bed at ten o’clock.
are shelves and a bookcase for our books, tonight.
DVDs, and other things. e 073 page 69, exercise 4
Narrator Clara, is your bedroom big?
e 069 page 65, exercises 1 and 2 1 Lola What do you call cheese that isn’t
Ryan your cheese?
Clara No, it’s small. But it’s great. I have
I finish school every day at two forty‑five. Mason I don’t know. What do you call
a TV on a shelf across from my bed and
I usually go straight home, but on cheese that isn’t your cheese?
there are lots of posters on the walls. My
Wednesdays, I go to an after-school Lola Nacho cheese!
skateboard and my guitar are next to
dance club. Our teacher, Mr. Hanley, is a 2 Cook Do you want any salad?
the bed.
professional dancer, and he’s amazing! We Mason No, I don’t, thanks.
e 063 page 59, exercise 4 usually learn hip-hop, pop, or street dance. Lola Yes, please – carrots and corn for
1 Rubi Jacob is always at dance practice – It’s a great club! me. I love them.
he practices every day … And Mason is Liliana 3 Mason Shut up, you two! You don’t
probably in his bedroom. After school, I usually take the school know him.
2 Jacob Yes, in the morning, I get up at bus home at three o’clock, but on Friday Sam Who are you?
six o’clock, I have breakfast, and then I afternoons, I go to the after-school Mason I’m his brother. And he isn’t a
sometimes practice some dance moves photography club with my friends Jason show-off. He’s a great guy!
at home before I go to school. and Sally. The name of the club is Camera
124

e 074 page 70, exercise 1 Interviewer Do you have coffee or tea? Katy Mmm … there aren’t any good
Lunch A Luis No, I don’t. I don’t like them. movies in the movie theater right now.
1 milk 2 Interviewer Where do you have Do you want to go shopping instead?
2 pear breakfast, Mercedes? Dave Cool. That’s a great idea. I want to
3 peas Mercedes Well, I usually go to the buy some new sunglasses.
4 potatoes breakfast club at school. 2 Sento Do you like Shawn Mendes?
5 salmon Interviewer Really? And what do you Laia No, I can’t stand him! What
Lunch B have for breakfast there? about you?
6 carrots Mercedes Well, my favorite breakfast at Sento I really like him. His music is great!
7 corn school is bread with cheese and ham. I Laia What do you think about
8 soda love ham! I also love to have an egg and Bruno Mars?
9 chicken a glass of orange juice, too! It’s really fun Sento I don’t like him at all.
10 fries having breakfast at school. Laia Really? I like him very much – I
11 grapes 3 Interviewer What time do you have think he’s fantastic!
Lunch C breakfast, Sophie?
12 ham Sophie At about seven forty-five. e 083 page 79, exercise 4
13 tomatoes Interviewer What do you have? Interviewer Tell us about your day, Mario.
14 bread Sophie Well, I’m always late, and I don’t Mario Oh, um. Well, I get up at seven
15 cheese have a big breakfast. On school days, I fifteen and I take a shower. Then I have
16 apple usually have cookies and hot milk. breakfast.
17 potato chips 4 Interviewer Do you have a big breakfast, Interviewer What do you have for
18 orange juice Daniel? breakfast?
Lunch D Daniel Yes, I do. I’m always hungry in the Mario Fruit and a glass of milk - I’m never
19 salad morning. Breakfast is my favorite meal! I hungry in the mornings. I go to school
20 peach love it! at eight fifteen, and school starts at eight
21 water Interviewer What do you have for forty-five.
22 tuna breakfast? Interviewer What do you do after school?
23 eggs Daniel Well, usually I have toast with Mario I play sports, sometimes I see
24 ice cream butter, but sometimes I have toast with friends, and on Thursdays I go to
chocolate spread and banana. Then I drama club.
e 075 page 72, exercise 1 always have a cup of coffee. Interviewer Clara, what about you?
1 Arianna What’s on the menu today? Clara I get up at six o’clock, but I don’t
Dominic It’s chicken with potatoes and e 079 page 75, exercise 2 have breakfast at home - I have it in the
carrots. Do you like chicken? Boy What time do you have lunch on cafeteria at school. I usually have eggs - I
Arianna Yes, I do. I love it. What school days, Stella? love them!
about you? Stella We always stop for lunch at twelve Interviewer What time does school start?
Dominic I like it a lot, but I can’t stand thirty. Clara It starts at eight thirty and finishes at
carrots! Boy Where do you have your lunch? Do two forty-five. Then I usually go to music
Arianna Oh, I really like them! you stay at school? club.
2 Arianna Do you like Katy Perry? Stella Yes, I do. I have lunch with my Interviewer How often do you do that?
Dominic No, I don’t like her very much. friends in the school cafeteria. Clara I go there four times a week!
What about you? Boy Do you have a hot school lunch?
Arianna I really like her! Her new album’s Stella No, I don’t. I don’t like the school e 085 page 83, exercise 4
great! lunch very much. 1 Mason Don’t be stupid. I don’t hate you.
Dominic What do you think about Justin Boy What do you have for lunch, then? You’re my brother.
Bieber? Stella I bring lunch from home. It’s usually Jacob Then why are you angry?
Arianna He’s fantastic! I love him! a sandwich and fruit. Mason Because you can dance really
Dominic Really? I don’t like him at all! well, and I can’t.
Girl What time do you usually have 2 Jacob Can I play soccer?
e 077 page 73, exercise 3 dinner, Kyle? Mason No, you can’t.
1 Boy Do you like apples? Kyle Um … we usually eat at about six Jacob You’re great at sports, Mason! You
Girl No, I don’t like them very much. o’clock. can do karate, and you can play soccer
2 Boy 1 What do you think about Girl Where do you have dinner? Do you really well!
Bruno Mars? eat at home?
Boy 2 I really like him! Kyle Yes, during the week I always have e 086 page 84, exercise 1
3 Girl 1 Do you like Math? dinner at home. 1 play soccer
Girl 2 Yes, I do. I love it! Girl Who do you have dinner with? 2 play volleyball
4 Boy Do you like me? Kyle Well, dad works late during the week, 3 play field hockey
Girl Yes, I do! I think you’re great! so I have dinner with my mom and my 4 play basketball
5 Girl What do you think about Emma sister, Caroline. 5 play baseball
Watson? Girl What do you usually have? 6 play tennis
Boy I like her a lot. Kyle Well, I’m vegetarian, so I don’t eat 7 go skiing
meat. I love pasta, and I often have that 8 go biking
e 078 page 75, exercise 1 with some vegetables. 9 go swimming
1 Interviewer What do you have for 10 do track and field
breakfast, Luis? e 081 page 79, exercise 1 11 do karate
Luis Well, I don’t have a big breakfast on 1 Katy I’m bored. What do you want 12 do gymnastics
school days. I usually have fruit and a to do?
glass of milk. Dave Let’s go to the movies.
125

e 087 page 86, exercise 1 Paige Twice a week. We train on e 094 page 93, exercise 4
1 Arianna How well can you swim, Wednesdays after school, and we play 1 Rubi The judges are talking to him.
Dominic? games on Saturday mornings. Lola What’s Jacob saying?
Dominic I can swim quite well. Interviewer Do you watch sports on TV? Rubi I don’t know. He isn’t talking very
Arianna What other sports can you play? Paige Yes, I do. I love sports. I think loudly.
Dominic I can play basketball and tennis, volleyball and tennis are my favorite ones 2 Mason ome on, Jacob!
too. I’m not very good at it, but I love it. to watch. Lola The music’s starting!
Arianna What about soccer? Interviewer Do you have a favorite sports Mason He’s dancing very well! You can
Dominic I can’t play soccer at all. I’m star? do it, Jacob!
awful at it! Can you? Paige I love Christa Harmotto. She’s great 3 Rubi I’m so happy for you!
Arianna Yes, I can. at volleyball. Mason Well, I’m not!
Dominic Can you play well? Interviewer Hi, Bryson! I have some Lola What? Mason! Are you kidding?
Arianna Yes, I can. I’m on the questions for you. Is that OK? Mason Of course I’m kidding! My
school team. Bryson Yes, of course! What’s the first brother is the American dance
2 Dominic Can you sing? question? champion!
Arianna Yes, I can. I can sing really well. Interviewer OK, first question: what sports
I’m in a band. can you play? e 095 page 94, exercise 1
Dominic Oh, really? Can you play a Bryson Oh, I’m not very good at sports. I 1 hat
musical instrument? can play soccer, but not very well. 2 baseball hat
Arianna Yes, I can play the piano. Interviewer Are you on a soccer team? 3 top
Dominic How well can you play the Bryson No, I’m not. I sometimes play with 4 dress
piano? my friends in the park. 5 scarf
Arianna I’m pretty good at it. Interviewer How often do you play? 6 shorts
Dominic Can you read music? Bryson Mmm … once a week. 7 pants
Arianna Yes, I can, but not very well. It’s Interviewer Do you watch sports on TV? 8 T-shirt
really difficult! Bryson Not very often. I sometimes 9 hoodie
watch track and field. I like watching big 10 coat
e 089 page 87, exercise 3 competitions, like the Olympic Games or 11 sneakers
Example the World Cup, on TV. 12 skirt
Valentina Can you play volleyball well, Interviewer Who are your favorite sports 13 boots
Matteo? stars? 14 leggings
Matteo Yes, I can. I’m the captain of Bryson I don’t have a favorite sports star. 15 shirt
the school team. I can play volleyball Sorry, I’m not very interested in sports. 16 shoes
really well. Interviewer What do you like, Bryson? 17 sweater
Valentina We normally play some games Bryson I’m crazy about music. I love it! 18 jacket
on the beach on weekends. Do you want I play the guitar and sing in a band. On
to come with us? weekends, we always meet up for band e 096 page 94, exercise 2
1 Matteo Can you speak French, practice and … Ellie People usually say that their favorite
Benjamin? season is summer, but I love winter!
Benjamin I can’t speak French at all! But I e 091 page 89, exercise 2 I’m really happy when it’s cold outside
study Spanish at school. Interviewer Hi, Paige! I have some because I can wear all my winter clothes!
Matteo Ah, don’t worry. I have French questions for you. Is that OK? At home, I usually wear jeans or leggings
homework. Ugh, it’s very difficult. Paige Yes, sure! with a big sweater. Then, when I go out, I
2 Benjamin Valentina? Interviewer Great! So, tell me – what sports wear a winter coat, a hat, and a scarf! I’ve
Valentina Yes? can you play, Paige? got a great black coat for winter. I wear
Benjamin Can you draw? Paige I can play volleyball and basketball. it with my black boots, and I always feel
Valentina Yes, I can. I have art classes Interviewer How well can you play them? great!
after school every Tuesday. Paige I can play volleyball very well, and I Oscar I love the summer! No school, no
Benjamin How well can you do it? can play basketball pretty well. rules, and my favorite clothes! What’s not
Valentina I can draw pretty well. Interviewer Are you on a team, or do you to love? My clothes in the summer are
Benjamin Awesome! Can you help me play with friends? very simple: in August, I wear shorts, a
with this? Paige I’m on the school volleyball team. T-shirt, and a baseball hat every day. It’s
Interviewer How often do you play? great! I sometimes wear a hoodie, too,
e 090 page 89, exercise 1 Paige Twice a week. We train on and a jacket in the evening … but that’s it!
Interviewer Hi, Paige! I have some Wednesdays after school, and we play Summer rules!
questions for you. Is that OK? games on Saturday mornings.
Paige Yes, sure! Interviewer Do you watch sports on TV? e 097 page 96, exercise 1
Interviewer Great! So, tell me – what sports Paige Yes, I do. I love sports. I think 1 Assistant Can I help you?
can you play, Paige? volleyball and tennis are my favorite ones Arianna No, thanks. I’m just looking.
Paige I can play volleyball and basketball. to watch. Later …
Interviewer How well can you play them? Interviewer Do you have a favorite Arianna Excuse me. How much is this
Paige I can play volleyball very well, and I sports star? top, please?
can play basketball pretty well. Paige I love Christa Harmotto. She’s great Assistant It’s $19.99.
Interviewer Are you on a team, or do you at volleyball. Arianna Can I try it on?
play with friends? Assistant Yes, of course. What size
Paige I’m on the school volleyball team. are you?
Interviewer How often do you play? Arianna I’m a medium.
Assistant Here you are. The fitting rooms
are over there.
126

Later … 3 A Guess who I am! are good for biking. I never wear pants for
Assistant Is it OK? B OK. Are you skateboarding? biking.
Arianna Yes, it is. I’ll take it. A No, I’m not. Interviewer And, Ludmila, tell us about
Assistant OK, come with me. B Are you looking at a map? your clothes.
2 Assistant Can I help you? A Yes, I am. Ludmila Well, I’m wearing the clothes
Dominic Yes, please. How much are B Are you wearing black pants and a I wear to school every day, and that’s
these jeans? gray jacket? leggings and a top. Jeans are my favorite
Assistant They’re $39.99. A Yes, I am. clothes. I normally wear them on
Dominic Can I try them on? B OK, you’re … weekends though!
Assistant Yes, of course. 4 B Guess who I am!
Dominic Where are the fitting rooms? A Are you buying an ice cream?
Assistant They’re over there. B Yes, I am.
Dominic Thank you. A Are you wearing a pink top?
Later … B No, I’m not.
Assistant Are they OK? A Are you wearing jeans?
Dominic No, they aren’t. They’re too big. B Yes, I am.
Thanks anyway. A OK, you’re …
e 099 page 99, exercise 1 e 102 page 103, exercise 1

1 In the picture, I’m near the pizza stall William Can you swim fast?
and I’m playing my guitar. I’m wearing Amara Yes, I can. I’m on the school team.
jeans, a baggy red T-shirt, and a hat. William Really? Can you play other sports
2 I’m with my husband, Connor. We’re well, too?
looking at a map. I’m wearing my Amara Yes, I can. I can do track and field.
favorite summer dress. William Are you good at it?
3 Can you see me in the picture? I’m Amara Yes, I am.
wearing a yellow baseball hat, and a William Can you play soccer?
baggy T-shirt. I’m near the picnic area Amara No, I’m awful at soccer!
and I’m on my skateboard.
4 I’m with my friend. We’re next to the e 103 page 103, exercise 2
ice cream truck and we’re buying ice Assistant Can I help you?
cream. I’m wearing blue leggings and a Amara Yes, please. How much is this dress?
pink top. Assistant It’s $47.99.
5 I’m wearing black pants, a green Amara Can I try it on, please?
sweater, and a white shirt. I’m not Assistant Yes, of course.
walking down the road. I’m sitting on Amara Where are the fitting rooms?
a chair on the beach and I’m reading a Assistant They’re over there.
book. It’s a very good book! Amara Thank you.
6 I’m with my best friend. We’re sitting Later …
in the picnic area and we’re playing a Assistant Is it OK?
game and chatting. I’m wearing red Amara No, it isn’t. It’s too small. Thanks
shorts and a blue hoodie. anyway.
e 100 page 99, exercise 2 e 105 page 103, exercise 4

Example Example They can’t ski.
A I’m a person in this picture. Can you 1 We can do gymnastics.
guess who I am? 2 Kate can’t dance.
B Are you reading? 3 He can’t do karate.
A No, I’m not. 4 You can swim.
B Are you buying a T-shirt? 5 I can’t speak French.
A Yes, I am. 6 Roy can do track and field.
B OK, you’re …
1 A OK. Can you guess who I am now? e 106 page 103, exercise 5
B Are you buying an ice cream? Interviewer Tell us about what you’re
A No, I’m not. wearing today, Clara. And tell us why
B Are you eating pizza? you’re wearing it.
A Yes, I am. Clara OK, so today, I’m wearing a skirt
B Are you wearing a gray hoodie? and a blue shirt. And I’m wearing black
A Yes, I am. shoes. I’m wearing these clothes because
B OK, you’re … they’re my school uniform. I wear the
2 B Your turn. Guess who I am! same clothes every day – but they aren’t
A Are you playing the guitar? my favorite.
B No, I’m not. Interviewer And what about you, Mario?
A Are you playing a game? What clothes are you wearing? And why
B Yes, I am. are you wearing them?
A Are you wearing a yellow sweater Mario Well, I’m wearing a T-shirt, shorts,
and a blue skirt? a baseball hat, and sneakers. I’m wearing
B Yes, I am. them because it’s Wednesday. I go biking
A OK, you’re … on Wednesdays with my friends. Shorts
127

Workbook 6
7
Bye.
Goodnight.
Down
1 grandma 2 dad 3 sister
answer key 8
9
See you later.
Have a good day!
5 parents 7 aunt 8 mom 9 uncle
4
Unit 1 2 1 are not 2 am not 3 is not
1 I’m good 4 are not 5 are not 6 is not
Page W4 2 Bye
3 See you 5
2 4 Good morning 1 Tom and Nick aren’t brothers.
b 5 How are you 2 I’m not from Turkey.
6 thank you 3 The backpack isn’t cheap.
3 7 Have a good day 4 Elliot and I aren’t in 9th grade.
1 British, the U.K. 8 Goodbye 5 My parents aren’t Russian.
2 Spanish, Spain 6 Mr. Jackson isn’t our teacher.
3 Brazilian, Brazil 3
4 Mexican, Mexico 1 a 2 b 3 b 6
5 Australian, Australia 2 f 3 b 4 a 5 d 6 c
4
4 Students’ own answers 7
1 They 2 He 3 She 1 Is it cold today?
4 I 5 It 6 We Extra listening Yes, it is.
2 Is your little brother 6?
5 1 No, he isn’t.
2 c / f 3 g 4 a 5 h 1 8 / eight 3 Are you and David Chilean?
6 b 7 f / c 8 e 2 8th / eighth Yes, we are.
3 friend 4 Are the girls in Canada?
6 4 American No, they aren’t.
1 her 2 their 3 his 4 her 5 History
5 their 6 his 7 her 8 their 6 Canadian Page W11
7 Thursday
Page W5 8 art 8
1 Who 2 What 3 How old
7 Page W7 4 When 5 Which
1 His 2 our 3 their
4 its 5 your 6 Her 1 9
1 13 1 How old 2 Who 3 Which
8 2 Rochester, New York 4 Where 5 What
1 His 2 Her 3 My 4 Their 5 our 3 Middleton Junior High
4 8th 10
9 5 Holly and Bradley 1 How old are you?
1 is 2 are 3 are 6 Drake 2 When is your birthday?
4 are 5 is 6 are 7 Nice for What 3 Which day of the week is your
8 Michael B. Jordan favorite?
10 4 What are your favorite school
1 ’m 2 ’s 3 ’s 4 ’re 5 ’s 6 ’re 2 subjects?
2 f 3 h 4 g 5 e 6 b 7 c 8 a Students’ own answers
11
1 ’s 2 is 3 is 4 ’s 3 11
5 ’s 6 are 7 ’re Students’ own answers 1 this 2 that 3 these 4 those
12 4 12
Students’ own answers Students’ own answers 1 These 2 That 3 Those
Round-up 5 Round-up
Students’ own answers
1 1
1 am 2 I’m 3 are 4 are 5 my
6 We’re 7 are 8 Our 9 ’s
Unit 2 1 Is 2 is 3 isn’t 4 Who
5 aren’t 6 this 7 This 8 those
10 She’s 11 my 9 these 10 How old 11 Which
Page W10
Page W6 2 2
1 It isn’t her second time in the U.S. It’s
b
Let’s talk about … her first time.
3 2 Her mom and brother aren’t in Brazil.
1 They’re in the U.S.
Across
1 Hey 3 Her sister isn’t 21. She’s 18.
4 grandpa 10 cousin 11 brother
2 Good evening. 4 Naiara isn’t 12. She’s 13.
3 How are you? 5 Her favorite subjects aren’t Math and
4 Hi. History. They’re Art and Music.
5 Good morning.
128
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Page W12 Unit 3 Page W18
Let’s talk about … Let’s talk about …
Page W16
1 1
1 twelfth 2 thirtieth 3 thirteenth 2 1 one hundred thirty-seven
4 second 5 twenty-fifth 6 first He is upstairs in his bedroom. 2 two hundred eighty-three
7 eighth 8 third 3 four hundred forty-six
3
4 eight hundred sixty-seven
2 1 painting 2 armchair 3 lamp
5 one thousand
1 June 18th 4 bookcase 5 bed 6 wardrobe
2 October 13th 7 desk 8 shelf 9 dresser 2
3 September 17th 10 cabinet 11 stove 12 fridge 1 443 2 windows 3 How many
4 May 1st 13 table 14 washing machine 4 There’s 5 any 6 are there 7 73
15 bathtub 16 shower 17 toilet
3 18 sink 19 mirror 3
1 February 1st 1 There’s 2 There are 3 There aren’t
2 August 13th 4
3 August 23rd 1 between 4
2 across from Students’ own answers
4 3 under, on
1 It’s August 28th. 4 in front of, behind Extra listening
2 When's your birthday? 5 next to
3 It’s on September 18th. 1
4 How old are you? 5 1 b 2 c 3 b 4 b 5 c
5 I’m 14. 1 windows 2 stoves 3 stories
4 families 5 nationalities 6 classes Page W19
Extra listening 7 couches 8 heroes 9 shelves
1
1 6 1 Oregon, near Portland
1 18 2 23rd 3 sisters 4 soccer 2 e 3 g 4 d 5 b 6 a 7 f 2 12 / twelve
5 Sam Smith 6 Emma Stone 3 4 or 6 / four or six beds, lockers, sink,
Page W17 mirror
Page W13 4 bathroom, kitchen, dining room, café,
7 TV room, living room, music room
1 1 There’s 5 Free
a, c 2 There aren’t 6 Yes
3 There are 7 No
2 4 There isn’t 8 Yes
1 She’s in Spider-Man, Homecoming, and 5 There are 9 Yes
The Greatest Showman.
2 The name of her album is Zendaya. 8 2
3 Her family is a big family. 1 Are, are 2 Is, isn’t 3 Are, aren’t Students’ own answers
4 Her mom and dad are teachers.
5 Her dad is African-American and her 9 3
mom is Scottish and German. 1 some 2 any 3 any 4 any Students’ own answers
3 10
1 Where is he from? 1 Are there any posters in your
He’s from Littleton, Colorado. bedroom?
2 What is his full name? 2 There are some new songs on my
His full name is Ross Shor Lynch. playlist.
3 What is he famous for? 3 There aren’t any famous people in
He’s famous for his roles in TV shows my town.
and movies, and he’s in two bands. 4 Are there any computers in your
4 Is he from a big family? school?
Yes, he is.
11
5 Who is famous in his family?
2 b 3 a 4 c
Two of his cousins are famous.
6 What are his interests? Round-up
His interests are hockey, airplanes, and
skateboarding. 1
1 living room 2 there 3 people
4 4 an 5 isn’t 6 They’re
Students’ own answers 7 across from 8 shelves 9 Their
10 are 11 on 12 any 13 there are
14 on 15 is 16 some 17 a sink
18 in 19 bookcase 20 any
129
18_LinkIt_TG1_WBAK.indd 129 17/06/19 12:39 PM

Unit 4 11
1 What’s the woman’s last name?
8 There’s an old burrito.
2 Josh’s skateboard’s in the yard. 3

Page W22 3 The children’s homework’s in the Students’ own answers
classroom.
2
his planner f a pen f a calculator f 4 That’s Noah’s camera. Unit 5
Mason’s sunglasses f
Round-up Page W28
3
1 2
S U N G L A S S E S A 1 doesn’t have 2 has 3 has 4 Do Tuesday f
T A B A G A D I A K Q 5 have 6 have 7 don’t have Thursday f
N C A M E R A F X A W 8 have 9 has 10 Do 11 have
P V I E P V D Q A T E 3
H D E S E W B I K E Y 2 1 lunch 2 dinner 3 dressed
O W V C D T A V T B D 1 Belle’s cell phone 4 up 5 home 6 to school
N P J O S M A G L O P 2 Marley’s guitar 7 to bed 8 TV 9 a shower
E E B N A Q E D W A E 3 Belle’s cell phone 10 the bus 11 my homework
W V D S G U I T A R V 4 Belle and Marley’s things
E T A O V D W E Q D T 4
T A B L E T V B D W P 3 1 live 2 listens 3 go
A B W E P L A N N E R 1 What book does Belle have? 4 starts 5 play 6 sings
S O C C E R B A L L Y She has the instruction book.
2 What does Belle’s cell phone have on 5
4 it? 1 reads 2 visit 3 play 4 sleeps
1 have 2 has 3 has It has a great camera.
4 have 5 has 6 have 3 How many music books does Marley 6
have? 1 do 2 have 3 speak 4 finish
5 He has five music books. 5 kiss 6 practice 7 get
1 has a guitar 4 What does one of the books have
2 has a skateboard in it? Page W29
3 have a dog It has his teacher’s writing in it.
4 have a camera 7
5 have a mouse 1 summer 2 Mondays
Page W24
3 the weekend 4 five o’clock
6 5 night
Let’s talk about …
1 do have
2 doesn’t have 1 8
3 do not have 1 I’ll take it. 1 usually 2 often 3 sometimes
2 here’s your receipt. 4 rarely 5 never
7 3 It’s expensive!
1 Sarah doesn’t have a Chilean cousin.
4 No problem. 9
2 We don’t have Science now. 1 We always watch TV after dinner.
3 I don’t have a desk in my bedroom. 2 2 Juliana and Ivete are rarely late for
4 The book doesn’t have pictures. 1 It’s nice 2 here you are 3 change school.
4 receipt 5 Thank you 6 Excuse me 3 We often play baseball on the
Page W23 7 please 8 No 9 Goodbye weekend.
4 My bedroom is never clean.
8 3 5 Nilton usually has lunch at school.
1 don’t have 1 I’ll take 2 Here’s 3 Thank 4 How
2 don’t have much 5 No, 6 Goodbye. 7 How 10
3 doesn’t have much 8 Here 9 receipt 10 change 1 am always
4 have 2 always go
5 has Extra listening 3 never gets up
4 rarely has
9 1 5 usually watches
1 b 2 a 3 a 4 b 1 b 2 c 3 b 6 rarely goes out
7 are always
10 Page W25 8 never cleans
1 Does Ellie have a guitar.
Yes, she does. 2
2 Does Sofia have a skateboard? 1 He has some / five books, his pencil
No, she doesn’t. case, and his planner.
3 Does Jorge have a camera? 2 It has a picture of his dog, Rocky.
No, he doesn’t. 3 He doesn’t have any credit.
4 Do the girls have cameras? 4 Fletcher is Cole’s friend.
Yes, they do. 5 His favorite thing is his MP3 player.
5 Do the boys have guitars? 6 His favorite singers are Tinie Tempah
No, they don’t. and Labrinth.
7 He has $3.26.
130

Round-up 5 carrots 4 I don’t like … very much
6 eggs 5 I don’t like … at all
1 7 milk 6 I can’t stand …
Students’ own answers 9 grapes
2
2 4 1 Yes
cool cat 1 don’t 2 like 3 don’t 2 really
4 come 5 doesn’t 3 What
3 4 about
Students’ own answers 5 5 don’t
1 doesn’t drink 6 stand them
Page W30 2 don’t play 7 think about
3 doesn’t like 8 like
Let’s talk about … 4 doesn’t eat
5 don’t go 3
1 1 you like chicken
1 OK, great 2 a good idea 6 2 I love it
3 cool 4 watch TV instead 2 d 3 e 4 b 5 a 3 I can’t stand carrots
5 have music club 4 I don’t like her very much
2
Page W35 5 What do you think about
6 I don’t like him at all
1 OK, great 7
2 do you want to do 1 Does she live in New York City? 4
3 do you want to have No, she doesn’t. 1 Do you like Monday mornings?
4 that’s a good idea 2 Does she bake cakes? 2 What do you think about the
5 What do you want to do Yes, she does. Deadpool movies?
6 there aren’t 3 Does she make videos for YouTube? 3 What do you think about Drake?
7 Let’s go Yes, she does. 4 Do you like salmon?
8 to see 4 Do the winners of the show get
$50,000? 5
3 Students’ own answers
No, they don’t. They get $25,000.
8 Extra listening
Extra listening
1 What time 2 What 3 Where
4 When 5 How 1
1 1 Jackson
1 six 2 dinner 3 4 4 always 2 Bethany
9
5 after 6 has a snack 7 book 3 Tyler
1 How often do, twice a month
8 8.30 p.m. 9 a book 10 10.30 p.m.
2 How often do, every day
3 How often do, once a week Page W37
Page W31 4 How often does, four times a year
5 How often do, once a year 1
1 1 Ryan’s
1 A 2 F 3 T 4 T 5 A 6 A 10 2 Ava’s
7 F 8 F 9 T 10 A 11 F 1 her 2 him 3 us 4 them 5 you
12 F 13 T 14 F 2
Round-up 1 It takes place in Idaho and California.
2 2 It has music, competitions, and great
1 when 2 after 3 after 1 food.
4 then 5 When 1 How often do you eat meat 3 They go to the festival every year.
2 What snack do you prefer 4 All the people at the festival vote for
3 3 Which sandwich do you like the best barbecue stall.
Students’ own answers 4 Which meat dish do you love 5 He goes with his family.
5 What food do you eat at a barbecue 6 They listen to the music for hours.
Unit 6 7 He thinks it’s incredible.
2
Page W34 1 them 2 it 3 ice cream 3
4 doesn’t 5 ham 6 meat Students’ own answers
2 7 chicken 8 them
nachos f cheese f 4
Across Unit 7
3 ice cream Page W36
8 salmon
Page W40
10 cheese Let’s talk about …
11 soda 2
12 tomatoes 1 1 do karate
Down 1 I really like … 2 play soccer
2 orange 2 I like … a lot / very much 3 talk to girls
4 chicken 3 I like …
131

3
1 basketball
7
8
hard
get up early
Unit 8
2 field hockey 9 hard
3 baseball 10 Don’t Page W46
4 volleyball 11 Watch
2
5 tennis Yes, he is.
6 biking Page W42
7 swimming 3
8 skiing Let’s talk about … 1 scarf
9 track and field 2 pants
10 gymnastics 1 3 shorts
11 karate 1 I can 4 skirt
2 I can’t 5 shoes
4 3 How well 6 sneakers
with 4 really 7 sweater
5 pretty well 8 shirt
5 6 at all 9 hoodie
1 can’t 2 can 3 can 4 can’t
10 dress
2
6 1 quite well
1 Can Nina speak Spanish?
4
2 tennis
1 wearing
Yes, she can. 3 not very good
2 playing
2 Can Nina and Pedro dance? 4 at all
3 doing
No, they can’t. 5 play well
4 eating
3 Can Pedro swim? 6 really well
5 going
No, he can’t. 7 the piano
8 How well 5
7 9 Can you 1 Jamie’s buying some jeans.
1 I can 10 Yes, I can 2 I’m helping Dad in the kitchen.
2 Can he
3 We’re waiting for the bus.
3 can’t 3 4 Gemma’s singing in the shower.
4 play Students’ own answers 5 They’re drinking some soda.
5 Yes, we can
6 can’t Extra listening 6
1 using, SV
Page W41 1
2 saying, R
1 guitar
3 getting, SV
8 2 can’t
4 studying, R
1 Don’t open it! 3 are some
5 starting, R
2 Close it! 4 at all
6 running, SV
3 Don’t sit down! 5 really well
7 walking, R
4 Stand up! 6 afternoons
8 making, SV
7 two
9 opening, R
9 8 319-555-0317
10 stopping, SV
1 Don’t use
2 Say Page W43
3 Close Page W47
4 Don’t be 1
5 Don’t run 1 She can add, subtract, and multiply
7
2 c 3 e 4 b 5 a
very big numbers incredibly fast.
10 2 She’s 13 and they are 18.
2 a 3 c 4 b
8
3 He can play over 20 musical
1 They’re sitting in a park.
instruments.
11 2 They aren’t studying.
4 He can play soccer and swim
1 early 3 The girl isn’t listening to music.
really well.
2 badly 4 She’s eating an ice cream.
5 He wants to study Sports Science in
3 easily 5 The boy isn’t chatting to the girl.
college.
4 slowly 6 He’s looking at his cell phone.
5 hard 2
6 well
9
1 are 1 Is, sitting, she is
2 do
Round-up 2 Am, singing, you are
3 can
4 can
1
5 is
1 Because
6 do
2 Can you
3 can’t 3
4 Can Students’ own answers
5 badly
6 can’t
132

3 Are, having, they aren’t 3
4 Is, starting, it is Hi, Lewis!
5 Are, shopping, we aren’t Greetings from New York City! I’m writing
to you from Central Park. It’s a cool
10 park on Fifth Avenue. I’m sending you a
1 Why picture of it. I hope you can open it.
2 What It’s lunchtime right now, so the park is
3 How full of people. Some people are having
4 Where lunch, and others are riding bikes or
running. A man near us is doing yoga,
Round-up and some people are sunbathing.
1 Mom and I are sitting near the Lake,
1 ’m eating one of the biggest lakes in the park, and
2 are watching we’re eating bagels—a type of sandwich.
3 ’s wearing I’m watching the boats on the lake and
4 isn’t swimming the people in them. Some of the people
5 ’s having aren’t rowing the boats very well and the
6 isn’t doing boats are going in circles!
Dad isn’t here right now. He’s visiting
2 an art museum. It’s near the park. Dad
1 Who are they watching wants to visit every museum in New York
2 What is Danny wearing City, but there are over a hundred …
3 Where is Marco having his surfing Are you having a good vacation? I hope
lesson you aren’t studying!
4 How is he doing See you at school, Tadeu
4
Page W48 Students’ own answers
Let’s talk about …
1
1 Is it OK?
2 What size are you?
3 Can I try it on?
4 How much is this T-shirt?
5 Where are the fitting rooms?
2
1 a 2 b 3 b 4 a 5 b 6 a
3
1 1, 2
2 3, 1, 5, 8, 2, 6, 7, 4, 9
3 6, 2, 3, 10, 4, 9, 1, 5, 8, 7
4
Extra listening
1
2 d 3 f 4 a 5 c 6 e
Page W49
1
bagels f a park f museums f sports f
2
1 The park is full because it’s lunchtime.
2 They’re having lunch, riding bikes,
running, doing yoga, and sunbathing.
3 They’re sitting near the Lake.
4 He’s eating a bagel and watching the
boats and people on the lake.
5 He’s visiting an art museum.
133

Audio track list 050 Unit 4, page 46, exercise 1 103 Review D, page 103, exercise 2
051 Unit 4, page 46, exercise 2 104 Review D, page 103, exercise 3
Student Book 052 Unit 4, page 48, exercise 2 105 Review D, page 103, exercise 4
001 Title 053 Unit 4, page 48, exercise 3 106 Review D, page 103, exercise 5
002 Welcome unit, page 4, exercise 4 054 Unit 4, page 49, exercise 4 107 Culture 1, page 106, exercise 1
006 Welcome unit, page 5, exercise 9 058 Review B, page 55, exercise 1 111 Culture 5, page 110, exercise 1
010 Welcome unit, page 7, exercise 19 062 Unit 5, page 58, exercise 1 115 CLIL A, page 114, exercise 1
011 Welcome unit, page 8, exercise 26 063 Unit 5, page 59, exercise 4 116 CLIL B, page 115, exercise 1
012 Welcome unit, page 9, exercise 33 064 Unit 5, page 60, exercise 1 117 CLIL C, page 116, exercise 1
013 Unit 1, page 10, exercise 1 065 Unit 5, page 61, exercise 5 118 CLIL D, page 117, exercise 1
014 Unit 1, page 11, exercise 4 066 Unit 5, page 62, exercises 1 and 2
015 Unit 1, page 12, exercise 1 067 Unit 5, page 62, exercise 3 Workbook
016 Unit 1, page 12, exercise 2 068 Unit 5, page 63, exercise 4 119 Title
017 Unit 1, page 14, exercise 1 069 Unit 5, page 65, exercises 1 and 2 120 Unit 1, page W4, exercise 1
018 Unit 1, page 14, exercise 2 070 Unit 5, page 65, exercise 3 121 Unit 1, page W6, exercise 2
020 Unit 1, page 17, exercise 1 072 Unit 6, page 68, exercise 1 123 Unit 1, page W6, Extra listening
026 Unit 2, page 22, exercise 2 078 Unit 6, page 75, exercise 1 129 Unit 3, page W16, exercises 1 and 2
029 Unit 2, page 24, exercise 2 081 Review C, page 79, exercise 1 132 Unit 3, page W19, exercise 1
030 Unit 2, page 24, exercise 3 082 Review C, page 79, exercise 2 133 Unit 4, page W22, exercises 1 and 2
031 Unit 2, page 25, exercise 4 083 Review C, page 79, exercise 4 134 Unit 4, page W24, exercise 2
034 Unit 2, page 28, exercise 1 086 Unit 7, page 84, exercise 1 137 Unit 5, page W26, Practice
035 Review A, page 31, exercise 1 087 Unit 7, page 86, exercise 1 138 Unit 5, page W28, exercise 1
036 Review A, page 31, exercise 2 088 Unit 7, page 86, exercise 2 139 Unit 5, page W30, exercise 2
037 Review A, page 31, exercise 3 089 Unit 7, page 87, exercise 3 140 Unit 5, page W30, Extra listening
046 Unit 3, page 41, exercises 1 and 2 098 Unit 8, page 96, exercise 2 149 Unit 7, page W43, exercise 1
102 Review D, page 103, exercise 1 153 Unit 8, page W49, exercise 1
134
19_LinkIt_TG1_Track.indd 134 17/06/19 12:39 PM

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4824514 Link it TB 1 cover.indd All Pages 18/06/2019 05:35

© Copyright Oxford University Press

00a_LinkIt_TG1_Imprint.indd 2 18/06/2019 17:57

Student Book audioscripts......................................................121

Workbook answer key...............................................................128

Audio track list.............................................................................134

00b_LinkIt_TG1_Contents.indd 3 17/06/19 12:27 PM

W Welcome pp.4–9 Vocabulary Grammar Communication

Puzzles pp.118–121 Word list pp.122–126 Workbook pp.W2–W49

Workbook Unit 1 pp.W2–W7 Unit 2 pp.W8–W13 Unit 3 pp.W14–W19 Unit 4 pp.W20–W25

© Copyright Oxford University Press

00c_LinkIt_TG1_SB_Contents.indd 4 17/06/19 12:27 PM

My progress A CLIL A, Social science p.114

My progress B CLIL B, Geography p.115

My progress C CLIL C, Computer science p.116

My progress D CLIL D, Art p.117

Unit 5 pp.W26–W31 Unit 6 pp.W32–W37 Unit 7 pp.W38–W43 Unit 8 pp.W44–W49

© Copyright Oxford University Press

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Classroom language page 4

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Exercise 10 Real English e 007

Numbers (0–100) page 5

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School things page 6

Telling the time pages 6–7

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Exercise 19 e 010 • Monitor and help while students are

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Pets and colors page 8

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Exercise 33 Real English e 012

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Values and cross-curricular

Presentation pages 10–11

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Exercise 1 Watch, listen,

Exercise 2 Real English e 018

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Link it! Pairwork

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Reading and writing

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Culture page 106 / X1

Writing Chloe. As a class, match the examples

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Values and cross-curricular

Presentation pages 20–21

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Workbook page W10

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be: Simple present

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Dates and special days