LI TG Intro

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Link It! Quick Guide
Student Book & Workbook (printed)
• SB audio Student Book & Workbook (digital)
Classroom Presentation Tool or
• WB audio ➞ Teacher’s • SB and WB
Resource Center
• SB videos • SB audio ➞ Classroom Presentation Tool
• Grammar link presentations ➞ Teacher’s Resource Center • WB audio
Mid-Year test
Reading 1 Read the text. Then choose the correct answers.
1 a just b never
Don’t look down! c yet d ever
Have you 1________ looked down from a tall cliff 2 a go b have been
or mountain? How did you feel?Review test hate
Some people A: Units 1–2 c went d have gone
it, but for Gabriella Moreno Díaz, a fifteen-year-old
3 a be b being
Tests
from Bogotá, it’s very exciting. She tells us how she
became interested in rock climbing and why she c been d was
loves it.
Vocabulary
My first experience was when I was 13. I
4 a to do 4b Complete
doing the questions with the interrogative of
2________ to the coast1with
c did d bewill do to and the words in the box. Then
going
Complete the and
my parents missing words. complete the short answers.
climbed large rocks on the beach. It was very 1 5 a won’t b will
3A
My best friend is an o __ __ __ __ __ c
exciting, and I loved 3________ high above the Unit have
test d don’t
get eat cook play
ground. After that, I wantedw4________
__ __ __ __it __ —every day she travels
again 6 a repetitive b dangerous
very soon. downtown by train, where she works in one
c ofdifficult
the d 1 satisfying
____________________ (you) your sandwich?
tall buildings.
My opportunity came the following year. But
I wentI find busy trains very
to a Yes, ______________.
• Unit, Review, Mid-Year, End-Year
7 a cliff b valley
birthday party where there 2wass __a __
special wallf __
for __, so I wouldn’t like her job. I
__ s __
climbing. It was more difficult than I imagined. You Vocabulary c waterfall d 2 river
____________________ 4 Complete
(Mom) home the present
late fromperfect questions with the
enjoyed studying Design at school, so past participle of the verbs in the box. Then
have to think about the position of your hands, 8 I prefer
a the
definitely work?
b never
legs, and feet. If you aren’tidea of 3 you
careful, c __5e________
1 Complete the expressions for the experiences.
__ t __ __ __ work. I lovecwatching write affirmative (✓) or negative () short
often No, ______________.
d usually
fall. I was so tired when I arrived 1 ___________ a competition answers.
my 4 hat __the
__top
__ ofs the
wall, but it was really 6________!
__ __ __
But his work seems 5 r __ p2___________
__ __9 in a
__ __ t __c__
the salon.
an __
She
3B
exotic animal
Her
b 3 My
d Mine
____________________
Unit test
Yes, ______________.
(we) dinner tonight?
invite ride buy take meet
A few months later, I joinedbecause
a rock-climbing
he oftenclub. 3 the
cuts hair in _________
same a quad bike
They often took me to a 7________ that is popular 10 way.a Do b 4 Want
____________________ (Ben and William) in
Now, I build bridges and roads. 4 _________
Yes, I became a bungee
an jump
for rock climbing, the Valle Escondido, near my c Have d Why the yard after school? 1 _________ Tom _________ a new soccer
5 _________ a mountain
house. It was beautiful, with6 e __ __ __ n __ __ __.
big hills on both sides. Vocabulary No, ______________.
___ / 5
___ / 10 ball? (✓) 4 Complete the questions with the present perfect
• Dyslexia-friendly tests (“C” tests)
I entered my first competition at the club when I ___ / 6
2 Read the text again ______________ ___ / 8 form of the verbs in the box. Then write
was 15 and won third prize. I’ve never won first 1 Complete
and choose the correct for the experiences.
prize in an international2 Put the words
competition, in the
but I will Grammar
onecorrect categories.
alternatives.
the expressions
5 Check (✓) the correct sentences. 2 _________ you _________
Rewrite the
affirmative
a shower(✓today?
) or negative
() () short answers.
day! 1 _________ in a tent
2 Complete 1 the
Gabriella
dialogue 14 / the
waswith sentences
13 when she went
affirmative orwith
to the ______________
mistakes correctly.
2 _________ in a helicopter begin ride eat fly visit
I’ve only climbed in Colombia,desert
but I wantwoods
to try beach negative
forest coast volcano
form of thewall.
climbing present perfect of the verbs 3 _________ your sister _________ Lauren to her
famous mountains and rocks in other countries. I’m in parentheses. 3 _________1 Jobs who diving
scuba are dangerous are well paid.
2 Gabriella thought the climbing wall was party? () 1 ________ Tom _________ our new house? (✓)
going to go to the U.S. next1 year withby
places mytheclimbing
sea 4 _________ _______________________________________
on a TV show
club. We’ll 8________ go to Yosemite National Brad Finally! I 1______________
difficult / easy. (finish) my ______________ ______________
_________ _________ 5 _________2 There are many
a famous animals that work for humans.
person
Park in California. homework!
3 Gabriella learned to climb near to / far from her 4 _________ Kristen _________ her new
2 ________ bikeand
Carol to Sam _________ their
Linking your
2 places with lots of trees _______________________________________ ___ / 5
Yosemite is famous for its spectacular valleys, Rose Let me see. Oh, wow!
town. school? (✓) breakfast? ()
3 Who is the journalist which you talked with?
_________
lakes, waterfalls, and forests. We’re going_________
for its You Grammar
2______________ (did) it all! Paul ______________ ______________
• Cambridge exam practice
cliffs and mountains, but I’m3 going
places forthat
another
can be very hot 4 Yosemite is famous for its cliffs / waterfalls.
_______________________________________
and I 3______________ 2 Complete
was(not begin) ours./ the 5 _________ or Maria and Rodrigo _________
reason, too. 9________ hero,_________ 5 Ashima Shiraishi born Iinlove
4 the Japan
dialogue
islandswithU.S.the affirmative beaches. 3 ________ you _________ your art project? ()
➞ Teacher’s Resource Center
Ashima Shiraishi,
_________ that have beautiful, white
has just climbed the cliffs in Yosemite, and I want What are you goingnegative to do now? form of the present ___perfect
/5 Selena Gomez? ()
of the verbs ______________
___ / 6 _______________________________________
to climb the same cliffs. Ashima was born in New Brad My friend, Tina 4______________ in parentheses. (make) ______________
5 The town where we visited was in Mexico. 4 ________ Luis _________ a motorcycle? (✓)
York City, but her parents are Japanese. She
a video of her and her Clare Hi, Ben!
brother. Guess what? Laura and I
I’m going ___ / 5
Grammar
started climbing when she was 6. When she was
11, Ashima was the best rock climber in the world. to watch it.
_______________________________________
5 Use the prompts to___write
1______________ (buy) tickets for a
______________
present perfect
/ 5 5 ________ you and Fiona _________ in a
She’s climbed in South 3 Africa,
UseSpain, Japan, to
the prompts and write affirmative
Rose Oh, or negative
cool. I 5______________ Maroon 5 concert in our town! questions and sentences. Then add ever
helicopter? (✓)
the U.S. Now,
Yosemite National Park in sentences she’s
with be going to. (not watch) one of her
6 Complete
Benvlog Iposts
know!for
the sentences with
Laura 2______________
the correct form of
or never.
trying to climb mountains that no women have the verbs in parentheses. ______________
climbed before. 1 I / live / by the coast when I’m older. ages. (not stop) telling people, and1 Jack / read / this magazine? ___ / 5
10________ not try rock climbing? 1 We
you enjoy
_________________
3______________ (play)
blog video games. 5 Use the prompts to write present perfect
(write) a_______________________________________
_______________________________________
Call your local /5
(A2 Key, B1 Preliminary, B2 First)
rock-climbing center for more information. 2 I about
hate ______________ 2(do) youthe/ fly
dishes.
/ in an airplane?questions and sentences. Then add ever or
2 We 3 Complete
/ not visit / our cousins the sentences with the post
this Christmas. present it!
perfect. Use been or gone. 3 Lydia
Clare Sorry! Buthopes
they’re______________
amazing. They (go) to college
_______________________________________
never.
_______________________________________
1 You ______________ to bed?! But oneonlyday.
4______________
it’s (become)3 our we / win / a prize before!1 your parents / take / you to the Smithsonian
3 Dad / look / for a new job.
world together
9 p.m.!
_______________________________________ 4 Is it fun
favorite ______________ (learn)
band. the piano?
_______________________________________
museum?
2 dance
I ______________ Ben 5 Gary
York You’re practices
lucky. ______________
I 5______________ (dance)
4 my brother in the
/ see / Star Wars.
_______________________________________
4 Amy and Elijah / win / the competition. to New City. I came
(notevenings.
back yesterday. PRINTABLE © Oxford
_______________________________________ see) them Press
University in concert _______________________________________
2020 before. 2 you / meet / Charlotte’s sister?
• Tests audio
5 you and___
Noah ___ / 5
5 You / not have / time for3lunch
My today.
friend was at my house this morning, but now / 5 / sing / together?
_______________________________________
he ______________ 3
_______________________________________ home. _______________________________________
Complete the sentences with the present 3 Katie / try / Thai food.
perfect. Use beentoor gone. ___ / 5
_______________________________________
4 We aren’t at home.
___ We
/ 5 ______________ the
coast for the weekend. 1 The children aren’t here. They ______________ 4 Oliver / travel / to the U.S. before.
5 to the
Amy has some new jeans and mall.
a sweater. _______________________________________
2 Bella can tell you about France.
She ______________ shopping. 5 your brother / make / a YouTube video?
She ______________
___ / 5 to Paris
PRINTABLE twice. University Press 2020
© Oxford _______________________________________
3 George and Mia ______________ to the new ___ / 5
movie theater. They’ll be home later.
4 I ______________ to the supermarket, Mom. All
the food is in the kitchen.
5 You ______________ to a soccer game already
this year.
___ / 5
PRINTABLE © Oxford University Press 2020
Extra Skills Practice
• Listening, Speaking, Reading, Writing ➞ Online Skills Practice
Vocabulary: Essential 1 Worksheets • Extra Skills Practice audio
• Speaking pairwork worksheets
Jobs
1 Match the sentences with the words in the box.
engineer web developer builder nurse journalist hair stylist
I create websites. 1 I cut and color
Link It! Teacher’s Guide Introduction

people’s hair.
web developer
Pairwork 1
• Grammar: Extension
Student
2 I write for a A 3 I design roads and
newspaper.
Ask Student B questions and completebridges.
the chart. Then answer Student B’s questions.
Student A What’s the best thing about a factory worker’s job?
Student B It’s …
Job Factory worker Police officer Nurse
4 I look after people
thingin 5 I build and repair
• Grammar: Essential
Best exciting satisfying
the hospital. houses.
Worst thing repetitive
1
Job Accountant Web developer Journalist
Best thing Listening creative
2 Choose the correct answers.
Worst thing boring dangerous
1 Talk about weekend activities with a
“I work in an office. I send emails and make phone calls.”
partner. Brainstorm using the infinitive or
A office worker theB-ing form. worker
factory
• Vocabulary: Extension
I want to go to the movies.
1 “I repair cars, motorcycles, andI other vehicles.”
love getting up late.
A lawyer 2 B Listen
01 mechanic
to Briana and Jack discussing
the weekend. Check (✓) the things that they
2 “I keep and check the financialboth
records in a business.”
enjoy.
A accountant B police officer
1 babysitting
3 “I cook food in a restaurant.” 2 doing sports
3 staying home
A engineer
Student B
B chef
4 listening to music Games (Units 1–2)
• Vocabulary: Essential
4 “I stopAnswer
fires and rescue people 5and animals
repairing from fires.”
vehicles
Student A’s questions. Then ask Student A questions and complete the chart.
A journalist 6 eating Chinese food
B about
firefighter
Student B What’s the worst thing a factory worker’s job?
5 “I growStudent
vegetables … keep 3
A It’sand 01
cows and sheep.” Question time
Exam Listen again. What activity is
each person going to do? Match the people
A builder Job withB the
Factoryfarmer Rules
activities. There
worker areof
Police the
two game
extra
officer Nurse
activities. Players play in pairs or groups of four. Each group has a coin to flip and each player has a game piece.
Best thing well paid
People Activities
Players place their game pieces on the Start square. They take it in turns to flip the coin. If the coin
➞ Teacher’s Resource Center
Worst thing Stephen b a cook
lands dangerous
food they move forward
on heads, stressful
one square. If it lands on tails, they move forward two squares.
Job 1 Accountant
Sissy bWeb
do volunteer
Players answer
developer work
the question onJournalist
the square where they land. If they can’t answer the question, they
• Reading and writing
2 Caleb move back
c listen toone
musicsquare. Players follow the instructions on the shaded squares.
Best thing well paid interesting
3 Mo The first player
d travel to reach the Finish square is the winner.
to Boston
Worst thing 4 Trish e send difficult
text messages
Printable © Oxford University 1 Press 2020 2 3 4 5
5 Megan f babysit
START ➔
g play soccer What are you
Think of three things
Go forward What’s the weather
What will you
that people usually
one square. probably do tonight
h repair a motorcycle going to do have when they get
going to be like
if you don’t get
this weekend?
on a flight. ➔
later today?
any homework?
FINISH
19 6
• Listening
Think of three
What things do
coins in
you recycle?
U.S. currency.
18 7
Describe three
important life
Printable © Oxford University Press 2020
events you think
Miss a turn.
your friend will
experience in
• Active citizenship presentations
the future.
17 8
Describe
Go back three important
one square. life events you
think you will
➔
experience in
the future.
16 9
Complete the
sentences with
What jobs do
• Games
your own ideas.
people in your
“I am going to …”
family do?
“I won’t …” Printable © Oxford University Press 2020
“I have a friend who …”
15 14 13 12 11 10
Think of some
What do you think of Think of Go forward
geographical Describe the job
the following places? three things one square.
features. Which are Miss a turn. you want in
The beach, the ocean, that will happen
your favorite and least
favorite features?
a forest, a waterfall.
the future.
if we don’t recycle. ➔
Printable © Oxford University Press 2020
• Worksheets audio
2
The Link It! approach
Link It! is a six-level American English course written specifically for Linguistic competences
secondary school students, with particular emphasis on meaningful In every unit, students apply and extend what they have learned
communication and skills development. It covers levels A1 through through targeted skills lessons designed to build their competence
B2 in the Common European Framework of Reference (CEFR). in each individual skill.
Key features of the Link It! approach are:
Self-assessment
Hands-on language presentation Students regularly review and measure their progress using the
Students immediately interact with the dialogue or text that opens My progress pages in each level.
each unit, check their understanding of meaning and context, and
are given the chance to try out new structures.
Learning across the curriculum
CLIL reading and project pages link the topics and language
Guided discovery content of the main units to other areas of the school curriculum.
Students explore the meaning and usage of new language before
they move on to more formal presentation and practice.
Values
Link It! places a strong emphasis on citizenship and helping
Communicative practice students develop socially responsible values. Each unit has a
There is a strong emphasis on communication throughout: Link to life feature on an ethical topic: the photo stories in Levels 1
pairwork, groupwork, presentation, and personalization are and 2 have issues that teenagers can discuss, and the Active
emphasized at all levels. citizenship presentation worksheets get students talking about
issues that matter to them.
Inclusivity
Link It! provides materials for all your students. There is a Cultural awareness
stepped approach to key language, listening, and writing, A focus on the U.S. and other English-speaking countries is placed
and the Let’s talk about … pages offer a guided approach to within the context of the wider world.
speaking. There are also dyslexia-friendly tests and Vocabulary:
Essential and Grammar: Essential worksheets.
Cambridge exam practice

Exam practice is provided in a dedicated section in the Student
Book (Level 3 onwards) as well as in the Student Book and
Workbook revision and exam practice pages, in the Listening
worksheets, and in the printable practice tests on the Teacher’s
Resource Center.
3 Link It! Teacher’s Guide Introduction

For students
Student Book and Workbook Video in every unit
• Each unit focuses on a topic that will appeal to teenagers, so that • Each unit has a voxpop or a vlog which shows students talking
they can identify with it and will be interested to learn more. about topics that matter to them, using the grammar and
• Grammar is presented using the discovery approach. Students vocabulary featured in the unit.
are exposed to the language and encouraged to find links before • There are also communication videos for every unit, so that
completing the rules. students can see everyday transactional language spoken by
• Vocabulary is presented in meaningful, real-life contexts with teenagers, which is great for modeling language.
extension provided in the Worksheets. • Documentaries on cultural topics throughout the course
• Communication is at the forefront of Link It! with students given provide students with an insight into aspects of the English-
plenty of opportunity for pairwork, groupwork, and presentation speaking world.
practice, as well as learning how to connect language areas • CLIL videos provide a cross-curricular link to subjects that
together. students encounter in their own language.
• To encourage students to take responsibility for their learning,
there are My progress pages every two units, plus effective Online practice
strategies on linguistic competences, studying, and using digital
media to help students improve their performance.
• The Link It! Workbook provides plenty of extra practice of the
unit vocabulary, grammar, and communication, as well as overall
revision and exam practice.
• Students have access to interactive activities practicing

vocabulary, grammar, listening, speaking, reading, and writing, as
well as media-rich content featuring video, audio, and images.
• Students can practice new language from the main units and
get instant feedback, connect with other students and their
teacher, and track their progress.

Editable tests
For teachers • For every level of Link It! there are editable Unit tests, Review
tests, Mid-Year and End-Year tests, as well as dyslexia-friendly
Classroom Presentation Tool versions of all of these. Unit tests are offered in A, B, and C
versions to offer complete flexibility.
• There are also Cambridge exam-style practice tests for each level
(A2 Key for Levels 1–3, B1 Preliminary for Levels 4 and 5, and B2
First for Level 6).
Worksheets
Pairwork 5 Grammar: Extension 1 Games (Units 7–8)
Student A going to (1): Intentions 3 We loved the food in the new restaurant. We
there again.
Make notes about what you were doing last week. Use the words in the box or your own ideas.
Include three things which are not true. Take turns to ask and answer questions. Guess which of
1 Look at the information in the chart. 4 It’s very dark this morning. It .
Follow the arrows
Complete the sentences about Raphael and
Student B’s answers are not true. Complete the chart. 5 It’s early. Stella her flight.
Gina with the correct form of going to. Rules of the game
cut school climb a mountain do a bungee jump do homework cook food download songs Players play in pairs or groups of four. Each group has a coin to flip and each player has a game piece.
upload pictures play soccer read a book ride a quad bike watch a movie
Raphael Gina
Relative pronouns
go to college ✓ ✗ Players place their game pieces on the Start square. They take it in turns to flip the coin. If the coin lands on
Student A What were you doing on Wednesday? get a good job ✓ ✓ who, which, and that heads, they move forward one square. If it lands on tails, they move forward two squares.
Student B I was cooking food. do volunteer work Players answer the question on the square where they land. If they can’t answer the question, they ask the
✗ ✓ 4 Rewrite the sentences. Substitute the words
Student A That isn’t true. / OK, I believe you! travel around the world ✗ ✗ in bold with who or which. question to a member of the other team.
Student B It’s true. I was cooking food! / It’s false. I was watching a movie. This is the book that I’m reading. The first player to reach the Finish square is the winner.
Raphael is going to go to college.
1 Gina college. This is the book which I’m reading.
Me My partner
2 Raphael and Gill job. 1 I’m looking for someone that is an accountant.
Monday
3 Raphael volunteer work. I’m looking for someone is an
accountant. 1 2 3 4
Tuesday
4 “I volunteer work,” says Gina.
Wednesday 2 There’s a college that is next to our house.
5 “We world,” says Raphael.
There’s a college is next to our house.
Thursday 2 Write sentences using the words given and Think of two
3 This is a hospital that has lots of great nurses.
going to, in positive (✓), negative (✗), or people who are What things do
Friday Have you ever Complete this
This is a hospital has lots of great
Saturday
interrogative (?) forms.
I / graduate / from high school next month (✓)
nurses. START asked anyone out?
When? Why?
remembered for
something.
sentence: “I study
hard in order to …”
you think about
when you choose
Ask about them using a gift for someone?
Sunday I’m going to graduate from high school next month. 4 He’s a teacher that teaches at my school. tag questions.
He’s a teacher teaches at my school.
1 they / meet / their friends today (?)
5 I want a job that I can do on Saturdays.
➔ ➔ ➔ ➔
➔
I want a job I can do on Saturdays.
2 we / do / volunteer work next summer (✗)
Student B 11 12 13 5
Make notes about what you were doing last week. Use the words in the box or your own ideas. Verb + infinitive or -ing form
Include three things which are not true. Take turns to ask and answer questions. Guess which of 3 Samuel / help / me / with my project (✓) Answer the following
Student A’s answers are not true. Complete the chart. 5 Complete the sentences with the infinitive or questions. Use the
-ing form of the verbs in the box. There are infinitive of purpose:
cut school climb a mountain do a bungee jump do homework cook food download songs 4 you / leave / school early next Friday (?) two verbs you do not need. Have you ever Compare these
Why are you Talk about two
fallen in love? jobs using the
upload pictures play soccer read a book ride a quad bike watch a movie
Student B What were you doing on Wednesday?

5 Silvia / work / in her dad’s factory (✗)
watch clean be
speak visit play
do finish Were you happy
about it? Were you
studying English?
Why do people go
adverb “hard”:
explorer, politician,
FINISH things that you
have and what you
on vacation? use them for.
worried about it? teacher.
Student A I was cooking food. Why did you last go
Vicky likes playing computer games. to the mall?
Student B That isn’t true. / OK, I believe you!
going to (2): Predictions 1 I hope my cousins next summer.
➔ ➔ ➔
➔
Student A It’s true. I was cooking food! / It’s false. I was watching a movie.
3 Complete the predictions with the correct 2 We enjoy old movies on cold
Me My partner form of going to and the words in the box. winter nights.
10 9 8 7 6
There are two words you do not need. 3 I want an engineer and design
Monday
be not play eat not be bridges when I’m older.
Tuesday Which of the
not miss rain fly work 4 The boys don’t mind their
following three
Wednesday bedroom. Why do you make
Think of three people would you
Mr. Smith’s Math tests are always difficult. His up with someone Describe a person Talk about the last
Thursday 5 Is it important nice things after an argument? that you look up to.
questions with tags like to meet?
gift you received.
next one is going to be terrible. for people? Answer with “so that”
that you’d ask Architect, politician,
What is it used for?
Friday a writer. scientist.
1 The girls didn’t do their homework last night. and “in order to”.
Give reasons why.
Saturday Their teachers happy.
2 Antonio broke his leg last week. He
Sunday
➔ ➔ ➔ ➔
➔
soccer next Sunday.
Printable © Oxford University Press 2020 Printable © Oxford University Press 2020 Printable © Oxford University Press 2020
There is a wealth of extra resources provided for teachers with

these worksheets. For each unit there are the following Worksheets:
• The Classroom Presentation Tool is ideal for whole-class Speaking pairwork; Grammar: Extension; Grammar: Essential;
engagement. Vocabulary: Extension; Vocabulary: Essential; Reading and
• Video, audio, interactive activities, and answer keys can be launched writing; Listening; Games (Levels 1–3 only); and Active citizenship
straight from the page. presentations.
• Answers can be revealed instantly for the exercises in the Student
Book and Workbook. Audio and video
• Simple navigation is provided by clickable links to Workbook pages.
• The Classroom Presentation Tool can be used on a tablet or
computer, or connected to an IWB or projector.
Teacher’s Guide
• All the class audio and video is provided.

• The Classroom Presentation Tool also contains all the class audio
and video for complete flexibility.
Grammar link presentations

• Answer keys to save you time when teaching and marking.
• Suggestions for consolidation, extension, and extra activities
provide plenty of material for the mixed-ability classroom.
Teacher’s Resource Center

Review test A: Units 1–2 Review test A: Units 1–2
Vocabulary 4 Complete the questions with the interrogative of 7 Use the prompts to write affirmative or negative 9 Complete the sentences with will or be going to
be going to and the words in the box. Then sentences with will or won’t. and the correct form of the verbs in the box.
1 Complete the missing words. complete the short answers.
1 I / definitely / be a movie star.
be like perform need give
My best friend is an 1 o __ __ __ __ __
get eat cook play _______________________________________
w __ __ __ __ __ —every day she travels
2 we / definitely / not need / umbrellas today. 1 The drama club is writing a play. They
downtown by train, where she works in one of the 1 ____________________ (you) your sandwich? _______________________________________ ____________________ it before spring break.
tall buildings. But I find busy trains very Yes, ______________. 3 maybe / the children / want / a snack. 2 The buses are often slow in the morning.
2 s __ __ __ s __ f __ __, so I wouldn’t like her job. I 2 ____________________ (Mom) home late from _______________________________________ I ____________________ a taxi.
enjoyed studying Design at school, so I prefer the work? 4 you / probably / not like / my new boyfriend. 3 Look! It’s 2 a.m.! We ____________________
idea of 3 c __ e __ t __ __ __ work. I love watching No, ______________. _______________________________________ tired tomorrow!
my 4 h __ __ __ s __ __ __ __ __ __ in the salon. 3 ____________________ (we) dinner tonight? 5 Mandy / probably / go / to college when she’s 4 Jenny is a really nice girl. I think my brother
But his work seems 5 r __ p __ __ __ t __ __ __ Yes, ______________. older. ____________________ her.
because he often cuts hair in the same way. 4 ____________________ (Ben and William) in _______________________________________ 5 Gary ____________________ us Christmas
Now, I build bridges and roads. Yes, I became an the yard after school? ___ / 5 gifts. He gave us gifts last year.
6 e __ __ __ n __ __ __. No, ______________.
___ / 6
8 Write questions and short answers with will. ___ / 5
___ / 8
2 1 ____________________ (Maddison / reply) to 10 Choose the correct alternatives.
Put the words in the correct categories. 5 Check (✓) the correct sentences. Rewrite the
sentences with mistakes correctly. my message? (✓) 1 If you give / will give me some money,
desert woods beach forest coast volcano ____________________ I go / ’ll go to the store for you.
1 Jobs who are dangerous are well paid.
2 ____________________ (Mom and Dad / be) 2 If Lauren go / goes out tonight, she is / ’ll be
1 places by the sea _______________________________________
angry with us? () tired tomorrow.
_________ _________ 2 There are many animals that work for humans.
____________________ 3 Jack will get / gets a job if he doesn’t / won’t
2 places with lots of trees _______________________________________
3 ____________________ (we / remove) the go to college.
_________ _________ 3 Who is the journalist which you talked with?
plastic from our oceans? (✓) 4 If we spend / will spend all our money now, we
3 places that can be very hot _______________________________________
____________________ don’t / won’t have anything for tomorrow.
_________ _________ 4 I love islands that have beautiful, white beaches.
4 ____________________ (I / speak) English 5 You won’t are / be late for school if you leave /
___ / 6 _______________________________________
fluently one day? (✓) will leave now.
5 The town where we visited was in Mexico.
____________________ ___ / 5
Grammar _______________________________________
5 ____________________ (Jon / finish) playing
___ / 5
3 Use the prompts to write affirmative or negative video games soon? ()
sentences with be going to. 6 Complete the sentences with the correct form of
____________________
the verbs in parentheses.
1 I / live / by the coast when I’m older. ___ / 5
1 We enjoy ______________ (play) video games.
_______________________________________
2 We / not visit / our cousins this Christmas. 2 I hate ______________ (do) the dishes.
3 Lydia hopes ______________ (go) to college
_______________________________________
one day.
_______________________________________ 4 Is it fun ______________ (learn) the piano?
For every unit there are grammar presentations which present

5 Gary practices ______________ (dance) in the
4 Amy and Elijah / win / the dance competition.
evenings.
_______________________________________
___ / 5
5 You / not have / time for lunch today.
_______________________________________
___ / 5

PRINTABLE © Oxford University Press 2020 and then practice the key grammar to help students learn
more effectively.

Levels 1–3
Presentation
In Levels 1 and 2, the presentation text is a dialogue presented as a photo story. In Level 3, there is a mixture of vlogs and
dialogues by different teenagers to expose students to the theme, grammar, vocabulary, and functional language of the unit.
The language and skills that students acquire in each

unit are listed here at the start of each unit.
Students complete a series The Check it out! feature draws students’ attention The Link to life feature picks
of questions to check basic to useful colloquial expressions in the dialogue. up on ethics and values.
comprehension.
Making the most of Link It!

Use what students already know Relate the content to students’ own lives
Before reading the text or playing the audio, focus students’ To generate interest, establish a link between the pictures, or the
attention on the pictures and encourage them to use already- situation, and students’ own experiences. Ask what things in the
acquired English to describe what they can see. This will give them pictures are similar to their own lives; if they go to similar places;
the confidence to speak, and motivate them towards learning more what things they have tried themselves, or would like to try, etc.
language in the ensuing unit.
Motivate interest
Ask for predictions Vary your approach to the Presentation dialogue, on occasions,
Ask students to predict what the unit will contain: not only the by asking students to keep their books closed and playing an
broad umbrella topic, but also more detailed or perhaps unusual extract of the audio before they look at any visual clues. Challenge
aspects of it. students to identify the speakers, and the situation or topic, and
then play the rest of the audio so that they can check their ideas.

Key language
The exercises in the Key language section familiarize students with the language of the unit without requiring them to
manipulate it. In Levels 1 and 2, students focus on the target language in relation to the photo story. In Level 3, students
find phrases and structures in the presentation text, and use them to complete sentences or captions about the text.
The step-by-step approach is designed to encourage inclusivity. Step 1 is suitable for all students
moving to the final pairwork task, which gives students the chance to communicate with the new
language in a personalized context, following carefully-controlled models.
Step 2 uses examples

from the dialogue on
the preceding page.
Step 3 requires
students to use
the language and
grammar learned in
a personalized task.

Dictate Recycle
Dictate key sentences from the presentation text for students Encourage students to recycle vocabulary they already know. Using
to write down before focusing on the language and doing the familiar vocabulary together with new structures helps students
activities. Alternatively, ask students to do this as a pairwork activity: to take “ownership” of the language and start to use it confidently.
this is an effective way to practice all four language skills, and also You might want to elicit and write a suitable vocabulary set on the
encourages peer correction. board for students to use in their pairwork.
Personalize Monitor
Students will remember new language better after using it in a It is important to monitor students’ work in pairs or groups from the
way that is relevant to their own experience in some way. Where beginning of the course in an unobtrusive way. During controlled
appropriate, use the new language structures to share some practice, interrupt only if students are consistently using the new
personalized examples of your own experiences, before inviting language incorrectly. Otherwise, make a note of any common
students to do the same. problems, as well as any good use of language, or interesting
content, and provide feedback to the class at the end of the activity.

Vocabulary
This page presents and practices a set of vocabulary items associated with the unit topic and previewed in the
presentation text.
The initial exercise is presentation of the new vocabulary,

which is also recorded to aid pronunciation.
The last exercise is a

personalization exercise,
Look! boxes contain which makes language
useful tips, and draw relevant to students, and
attention to potential helps memorization.
problems and errors.
These include spelling
rules, exceptions
or irregular forms,
collocations, and notes
about English usage.
Vocabulary strategy boxes provide students with useful

tips on how to learn and record their vocabulary.

Use what students already know Ask students to keep a record
Draw on students’ own knowledge by giving a topic and asking Encourage students to write down all new vocabulary in a
them what words they know that are associated with that topic or notebook. This will provide them with a valuable record.
vocabulary set, and write them on the board.
Practice pronunciation
Repeat Drilling the pronunciation of any difficult vocabulary items will give
Students need to see a new word many times before they can students confidence to use words that they may otherwise try to
fully understand it and use it correctly. Encourage students to avoid. Focus also on word stress and have them mark the word
write new vocabulary on Post-it notes around their homes in stress when they record new vocabulary. Ask them to think of other
places where they will often see it. This will help them to learn words that are pronounced in a similar way, and point out that
new language faster. some of these may be spelled differently.

Grammar
This is the first of two grammar pages in each unit of Link It! Underlying the methodology of Link It! is the conviction that
students understand and remember rules better if they work them out for themselves. As a result, a guided discovery
approach to teaching grammar is adopted throughout the series.
Think! boxes encourage students to reflect on

correct usage in more detail as they complete
the Think! activity.
A grammar chart
models the form of
the key structures,
using examples Challenge boxes are
taken from the designed to provide
presentation text extension activities
that opens the unit. for fast finishers. Fast
finishers can then move
on to a puzzle at the
back of the book. The
puzzle practices the
language presented in
the unit.

Personalize the grammar charts Encourage students to teach and learn from each other
Where possible, encourage students to rewrite grammar charts Students often learn very well from peers, and stronger students
with their own words. Use the charts as a speaking activity, by can consolidate their own learning by explaining a new language
asking students to work in pairs and form as many sentences with point to others. Pairwork or groupwork activities not only help to
the words in the charts as they can. foster learning, but they also offer less confident students a safer
environment in which to practice new language.
Discourage students from translating word for word
Remind students that the word order in a grammar point doesn’t Vary the order
always match the same point in their own language. Translating To keep students alert when checking answers with the class,
word for word from their own language to English, or vice versa, change the order of the questions; elicit the answer to number 4,
can cause mistakes. then number 1 followed by number 6, etc.

Let’s talk about …
This is the first of two pages that focus on conversational language presented in the form of a dialogue that is available as
video, or audio, and is also printed on the page.
Every conversational dialogue is available as a

video which is motivating for students.
Speaking strategy boxes

provide students with
tips on how to improve
their communication.
Real English features

summarize the target
language in the dialogue.

Don’t focus on every word Provide support for speaking activities
Encourage students to watch a video and / or listen for gist. When Students often need support in speaking activities, especially at
they watch, or listen, for the first time, ask them to focus on the key lower levels. Writing the target language on the board provides
words in the video / audio. Trying to understand every word will a model for students who are less confident. This is known as
prevent them from gaining an overall understanding. “scaffolding” and the Real English dialogues are a good example of
this. As students learn more language and become more confident,
Remind students to watch different signs this support can be reduced, and finally removed.
Explain, or elicit, that we can understand meaning not only
from the spoken language, but from facial expressions and Practice pronunciation
body language, too. In fact, these can sometimes contradict Choral and individual drilling of tricky words and phrases can help
what a person is saying and may be significant. Ask students to students to speak more clearly and give them more confidence.
focus on these points while watching a video. You may choose Emphasize that a perfect English accent is by no means essential.
to play the video without sound first and invite students to
interpret what they see.

This is the second page that focuses on conversational language.
Students write their own dialogues, based

on the original model, and then practice
them in pairs.
Beat the clock is a feature
that provides a timed,
competitive activity
undertaken in pairs
which helps students
to practice language in
a more playful context,
whilst challenging them
to finish the task within a
time element.
The final Link it! exercise

encourages students
to apply the language
they have just learned
to a different, related
situation. This provides
a challenge for students
and helps them to link
different language areas.

Allow students to warm up Give students praise
While some students are confident speakers, others are more reluctant If a student has spoken clearly and communicated something well,
to speak aloud, especially in front of a whole class. If you are expecting give them credit for it. This will boost their confidence.
students to speak in front of the class, plan a warm-up activity
beforehand, e.g., brainstorming, or a word or spelling game such as Allow for mistakes
Hangman. Also give students plenty of opportunities to practice what Interrupting students to correct them can damage their
they are going to say in pairs, or in groups. confidence. Encourage fluency by focusing on students using
language productively and purposefully, rather than saying
Give students regular practice at describing pictures everything correctly. While correction is still important, it can be
In speaking exams, students are often asked to describe a picture. Take done in a feedback session at the end of the lesson.
opportunities to practice this throughout the year so that students
become familiar with the task and improve their skills. Explain that
they should start by giving a general description of the scene (e.g.,
This is a scene in a park on a sunny day.) before moving on to give
details (e.g., There are a number of families enjoying themselves. Some of
them are having a picnic, while others …) You could use a picture from
a past unit to do this as a warm-up from time to time.

Grammar
This is the second of two grammar pages in each unit of Link It!
Look! boxes draw attention

to easily confused language.
The grammar page

always begins with
examples taken
from the dialogue.
A cross-reference to
Rules then directs the
student to a grammar
reference page in the
corresponding Workbook
unit, where detailed
explanations and
examples are given.

Include students’ interests
If students have a particular interest, for example in sports, music,
or celebrities, invite them to come up with example sentences
relevant to their area of interest so that they fully engage with the
grammar practice.
Ask students to check answers in pairs

Encouraging students to check their answers in pairs, before you
feed back to the class, helps to build their confidence. You can
make sure this also provides an extra opportunity to communicate
in English by writing some “task language” on the board to help
them, for example: What do you have for question 1? I think so, too. /
Me, too. / I (don’t) agree. What do you think about …? I think …
This activity can also be useful for fast finishers.

Listening and speaking
Listening activities extend the topic of the text. A variety of activity formats are used to help students develop well-rounded
comprehension skills. The speaking exercises give students the opportunity to respond with their own ideas.
The inclusive step-by-step approach means

that students can gradually build up to the
final personalized tasks.
Pairwork tasks invite

students to practice and
personalize the language
they have just learned.
Presentation tasks at the end of the Listening and

speaking page give students the opportunity to become
confident users of the English language.

Help students prepare Reassure students
Prepare students for a listening activity by asking them to look at Remind students that listening requires as much practice as
the exercise and predict what language, situations, and people reading, writing, and speaking. Students shouldn’t feel discouraged
they might hear in the audio. In a matching activity, for example, if they don’t understand something the first time they hear it.
make sure that students read any names beforehand so that they
know what to listen out for and can relate what they hear with the
written words.
Train students to listen in stages

Remind students that the first time they listen to a text, they should
listen for the gist, or the main ideas and general information—often
in the stressed words of the audio. The second time they listen, they
can focus more on the details.

Trending topics
The Trending topics pages focus upon the competences of reading and writing. The reading topics are chosen to be of
interest to teenagers and will lead to writing tasks that students will be interested to write about.
Check it out! encourages

students to find the meaning
of new vocabulary.
The text is recorded

so that students can
hear pronunciation
of some possibly
unknown vocabulary.
Culture focus boxes point

out any cultural points
that students might not
be aware of.

Use visuals as well as words read the questions. Then they read the text more thoroughly
By looking at photos illustrating the text, as well as the format focusing on answering the questions.
of the text itself, students can begin to work out what it is about
before they start reading it. Ask students to read aloud
Students often enjoy reading aloud in class, so invite them to do
Encourage students to work out meanings through so from time to time. Depending on the task, you may choose to
context do this the first time they read the text or after they have finished
Often, students can work out the meaning of an unknown word by the related activities. Either way, reading aloud is useful as it allows
studying the words before and after it. By practicing this, you will students to focus on pronunciation. A good idea to maintain
encourage students to become confident readers. attention is to randomly choose a different student to read the next
sentence / section.
Stress the importance of reading the task
Remind students that they don’t need to understand every word
in a reading text; they just need to be able to focus on the relevant
information to be able to do the task, particularly in an exam.
Encourage them to read the text once through quickly and then

Trending topics
This is the second of the two Trending topics pages.
The step-by-step approach breaks up the

writing process into a staged process.
Study strategy boxes

encourage students
to take responsibility
for their own learning.
Challenge boxes provide

further extension for fast
finishers.

Set time limits Encourage students to self-check their writing
Effective time management in the classroom is important not Work with students to develop a checklist for them to use
only to keep you on schedule, but also to make sure that students whenever they finish a writing activity. Encourage them to self-
remain interested and focused. Realistic time limits challenge and check their work and / or check a partner’s work before handing it
motivate students so even those who may have a tendency to in to you. Things to check could include:
become distracted, or distract others, will be engaged in the task. • Accuracy (spelling including capital letters, punctuation)
First, give instructions and check that students have understood
the instructions. Then, set a clear time limit for the task. Finally, give
• Language (tenses, word order, pronouns, etc.)
one or two warnings, for example: “You’re halfway through the • Style (formal / informal, variety of language, use of adjectives,
(five minutes).” and “You have (one minute) left.” etc.)
• Task (Does it answer the task?)
Display students’ work
Encourage your students to take pride in their work by making it as
visually attractive as possible. Display it on the walls for the rest of
the class to see.

Levels 4–6
Presentation and vocabulary
In Levels 4–6, the unit starts with vocabulary presentation. A set of vocabulary
items associated with the unit topic is presented and practiced.
Often there is a Think

back task to begin
with, which requires
students to activate
prior learning.
The Look! box highlights

potential language
pitfalls or exceptions that
students need to look
out for.
Students engage
with an initial task
of matching the
new vocabulary
and pictures.
The Fun facts provide students with useful

cultural tips and other information.

Encourage students to find the best way for them Encourage students to use a dictionary
There are many ways to record new vocabulary, and different Point out to students that a good online dictionary, such as the Oxford
ways will suit different types of learners. Encourage students to Advanced Learner’s Dictionary (www.oxfordlearnersdictionaries.com),
discover what works best for them. For example, when learning is a valuable source of information when learning new vocabulary.
vocabulary related to a particular topic, mind maps work well Not only can they hear the pronunciation of the word, but they can
for many students, and they can add more new words to their also find example sentences, collocations, related words, and more.
maps as they come across them. Encourage visual learners to use
different colored pens and / or to illustrate the words.
Support students with spelling

Give students regular practice in class with their spelling, as this
can be particularly tricky for many students. Also encourage
them to test themselves on the spelling of new vocabulary,
and to learn spelling rules where possible. Remind students
that reading regularly in English is very helpful as they become
accustomed to seeing words spelled correctly.

Key language and Vlog
The exercises in the Key language section familiarize students with the language of the unit, and the vlog gives students
exposure to teenagers using this language in real contexts.
In the vlogs, the step-by-

step approach is designed
to encourage inclusivity.
Step 1 is suitable for all
students moving to the
final pairwork task, which
gives students the chance
to communicate with
the new language in a
personalized context.
Step 3 requires
After a pairwork students to use
activity, the final the language and
activity is always grammar learned in a
a Challenge one, personalized task.
for more able
students or fast
finishers.
Check it out!
encourages
students to find
the meaning of
new vocabulary.

Review past classes Encourage repetition
If you are continuing with, or building on, a particular language When you ask students to use newly acquired language, this
point, start by eliciting from students what happened in the is often in the form of short exchanges in pairs. To give them
previous class and asking them to explain any relevant grammar additional practice and increase their fluency and confidence,
rules. This helps students to refocus, and gives you an insight into organize an activity where students move from partner to partner
what you may need to practice further, or teach again. repeating similar exchanges. Monitor carefully at the beginning
to eliminate any incorrect usage so that this does not become
Activate prior knowledge embedded through the repetition.
Before starting work in the Student’s Book, ask students to think
about the topic they are going to study. Asking themselves what
they know about a topic, will motivate students and help them to
focus. Elicit any words or phrases they already know about the topic
and write them on the board.

Reading and grammar
This is the first of two grammar pages in each unit of Link It! Underlying the methodology of Link It! is the conviction that
students understand and remember rules better if they work them out for themselves. As a result, a guided discovery
approach to teaching grammar is adopted throughout the series.
The unit grammar

is presented
via a relevant
reading text.
Students engage
with the text
via a series of
comprehension
questions.

Practice with authentic texts Ask students to write their own comprehension tasks for a
Keep an eye out for authentic texts that you can bring into the partner or group
classroom to practice different activities, for example, putting Asking students to write their own comprehension tasks is
paragraphs from an article in the correct order, or matching another form of peer teaching and learning. Writing the questions
headings to paragraphs. Explain to students that it isn’t necessary themselves will check their own understanding of a text, as well as
to understand every word. that of their partner.
Challenge students to scan for information

Students enjoy competitive challenges and these can provide a
welcome change of pace in the classroom. Using any text with
facts and figures, give students a list of information for them to
find. Students can work individually, or in pairs, to see who is
the quickest to find the correct answers. You could also ask fast
finishers or more advanced students to prepare this type of activity
for the class.

Grammar and Real English
This page concentrates on grammar initially and then useful vocabulary which students will need in real life.
The Real English

section presents very
useful language that
students will need in real
The grammar page situations, with plenty of
always begins with pairwork practice.
examples relevant
to the text.
Think! boxes draw

attention to easily
confused language.
reference page in
the corresponding
Workbook unit, where
detailed explanations
and examples are given.

Ask students to write their own sentences Practice common functions
Personalize the new grammar points by encouraging students to Many students have plans or ambitions to travel to English-
write their own sentences using the grammar. speaking countries and, when they do so, they will inevitably
find themselves in everyday situations where they will have to
Have fun perform common functions, like expressing an opinion, asking
Turn grammar into games and activities, by asking students to write for permission, making suggestions, etc. Be sure to include the
their own sentences, and then dictate them in pairs. Alternatively, useful phrases from the Real English dialogues in the classroom
they can jumble their sentences for their partner to reorder. at every opportunity.
Explain the benefit of doing structured dialogues
Structured dialogues allow students the opportunity to focus
on details such as intonation and pronunciation, which they
might otherwise pay less attention to while they focus instead on
accuracy. As students work on a structured dialogue, point out that
focusing on these details will improve their fluency. This will, of
course, also make them feel more confident about participating in
freer speaking activities.

This is the first of two pages that focus on conversational language presented in the form of a dialogue that is available as
video, or audio, and also printed on the page.
Every conversational
dialogue is available
as a video which is
motivating for students.
Speaking strategy
boxes provide
students with
tips on how to
improve their
communication.
Real English features

summarize the target
language in the
dialogue.

Invite students to summarize Vary students’ partners
After watching a video, invite students to summarize what they saw A speaking activity, especially an information gap one, can be more
and heard. Doing this not only shows that they have understood meaningful if you partner a student with a classmate they don’t
the content of the video, but also helps students develop both know very well. This will also encourage better concentration and
their receptive and productive skills. Invite different students to add aid classroom control.
further details until they have produced an adequate summary.
Challenge students to “dub” a video

After watching the video several times and carrying out
accompanying tasks, students may enjoy reading the video script
aloud trying to synchronize their words with the characters on
screen. This activity will force students to focus on the rhythm,
pace, and stress of English. Ask students to do this in pairs or
groups at first, until they become confident enough to share this
with the rest of the class. Praise all students who attempt this
challenging activity.

This is the second page that focuses on conversational language.
Students write their

own dialogues, based
on the original model
Beat the clock is a feature and then practice
that provides a timed, them in pairs.
competitive activity
undertaken in pairs,
which helps students
to practice language in
a more playful context,
whilst challenging them
to finish the task within a
time element.
The final Link it! exercise

encourages students
to apply the language
they have just learned,
to a different, related
situation. This provides a
challenge for students,
and helps them to link
different language areas.

Make correction a competition expressions such as “Oh, really?” and “That’s interesting!” to show that
To keep the energy level high after a good speaking activity, they are listening and to express interest, without interrupting the
turn error correction into a competition by writing the incorrect conversation. This is called active listening, and students will often
sentences on the board. (It’s often a good idea to disguise the be expected to interact in this way during a speaking exam.
sentence by changing some details, e.g., I’ve gone to London
last week. = He’s gone to New York last year.) Divide students into Support less confident students
small groups and give them a few minutes to decide how to Giving students a few minutes to make brief notes before a
change them. To raise the challenge further, include some correct speaking activity can help them organize their thoughts and
sentences and have them decide which ones they need to change. reduce the pressure they may feel when asked to speak aloud.
Elicit and go through the answers with the class. It can also be an opportunity for students of any level to look
up, or ask you, if they don’t know how to say something. It is
Encourage active listening important to point out, however, that they should only write
Explain to students that, when having a conversation, it is words and phrases that are going to act as prompts; they
important to show interest in what their partner says rather than shouldn’t write full sentences.
thinking too much about how they are going to respond. This
helps to motivate the speaker and keep the conversation flowing.
Encourage students to maintain eye contact and to use short

Reading and grammar
This is the second of two grammar pages in each unit of Link It!
Think! boxes provide

an opportunity for
students to check what
they have learned.
Students are required to

complete the grammar
chart in order to find out
the grammar rules.
reference page in the
corresponding Workbook
unit, where detailed
explanations and
examples are given.

Motivate students Challenge fast finishers
Tell students that good grammar is a springboard to fluency. It When students finish a grammar or comprehension task quickly,
is the solid foundation of everything they will read, write, say, or check their work and tell them how many answers are wrong, if
hear in English. By practicing the rules of grammar, they will gain any, without telling them which ones. Not only will this keep them
confidence in all four language skills. busy while they are waiting for others to finish, it also encourages
them to get into the habit of checking through their own answers
Keep a record of mistakes at the end of a task.
Always pay special attention if a lot of students are making the
same mistake, as you may need to explain this point further. Keep
a record of any common mistakes and use this as a guide to what
you need to focus on in future classes.

Listening and speaking
Listening activities extend the topic of the text. A variety of activity formats are used to help students develop well-rounded
comprehension skills. The speaking exercises give students the opportunity to respond with their own ideas.
The inclusive step-by-step approach means that students

can gradually build up to the final personalized tasks.
Presentation tasks at
the end of the Listening
and speaking page
give students the
opportunity to become
confident users of the
English language.

Teach effective listening Encourage students to listen to English outside the
Before students listen to a text for the first time, give them time to study any classroom
visual clues that might help them to guess what the text is about. These In many countries there are plenty of opportunities to listen
may include photos, titles, or things like keywords in the questions, or a form to English, for example in movies or TV shows (where they
they have to complete. Doing this will allow them to listen more effectively can cover the subtitles), podcasts, or even in popular songs.
because they will formulate ideas, which they can confirm, reject, or develop Encourage students to use these opportunities to listen
further, as they listen to the text. As a result, students’ anxiety will be reduced, and familiarize themselves with the spoken language and
and they will perform the listening task better. different accents, etc. If they can replay a recording, challenge
them to do a dictation, pausing and replaying as necessary.
Encourage self-evaluation Remind them that it is easier to understand spoken English
Encourage students to award themselves a score after each listening when they can see the speaker, so listening to the radio is
activity. Ask them to give themselves a grade from 1 to 4, to represent how more challenging than watching a TV show.
much of the listening text they understood a) on listening for the first time,
b) on listening for the second time, and c) on listening and reading along
with the script. Point out that 1 = about a quarter, 2 = about half,
3 = about three-quarters, and 4 = almost everything. Recommend to
students that they keep a record of this so they can see their improvement.

Trending topics
The Trending topics pages focus upon the competences of reading and writing. The reading topics are chosen to be of
interest to teenagers and will lead to writing tasks that students will be interested to write about.
The text is on a full page so that students can

concentrate on the content more easily.
Culture focus boxes point

out any cultural points
that students might not
be aware of.

Use the text layout Encourage students to guess meaning
Give students time to look at the layout and anticipate what the Give students plenty of opportunities to practice working out
text is about. If there are photos, draw their attention to these, too. the meaning of unknown words in a text. This will help to reduce
Ask them what text type it is and where they would find it, e.g., a any tendency to worry and get them into the habit of asking
post on a blog, or an article in a magazine. themselves certain questions. For example, have I seen this word
before? (Where?) Is it a cognate? What type of word is it? Does it
Help students to read between the lines have a prefix or suffix? Can I work out its meaning from the context
Remind students that in some types of texts, like articles or letters, of the sentence?
it is important to recognize a writer’s purpose, and to do this, it
is often necessary to “read between the lines”, or infer, what he /
she is trying to say. Suggest that students ask themselves a series
of questions in order to detect the writer’s purpose, e.g., does the
writer agree or disagree with the topic? Is the writer narrating an
event objectively or trying to persuade me to support his / her
point or view?

Trending topics
This is the second of the two Trending topics pages.
The inclusive step-by-step approach means that students Skills strategy boxes encourage students to
can gradually build up to the final personalized tasks. take responsibility for their own learning.
The step-by-
step approach
breaks up the
writing process
into a staged
process.
Challenge boxes
provide further
extension for
fast finishers.

Encourage students to plan their writing Don’t overcorrect
It is very important that students consider who their target audience As students take on more challenging grammar, there will be
is (who they are writing to) and their purpose (why they are writing). greater scope for mistakes. However, overcorrecting a text can be
The content, the style (choice of words, punctuation, sentence hugely discouraging. Instead, focus on a few errors that will help
construction), and the tone (attitude) of their writing will depend students most.
on these factors. Remind them that this is particularly important
in exams, where points will be awarded or deducted accordingly. Encourage peer correction
Students will usually need more support when writing formal texts. Give students a marking code as follows: G = grammar mistake,
WO = wrong word order, SP = spelling mistake, WW = wrong word,
Focus on the positives MW = missing word, P = punctuation mistake. Then divide the class
You can allow for mistakes here and there. A writing activity provides into pairs and ask students to correct each other’s work using the
the chance to try out new language and to apply students’ creativity. marking code.
Focus on innovation, humour, creativity, and interest. Above all, ask
if the written piece achieves its main purpose, e.g., does it describe
something well? Does it give clear instructions?

Review sections • Levels 1–3
After every two units there is a four-page Review section Global skills
consisting of:
• Review and exam practice
• Extra communication
• Global skills
• My progress
Review and exam practice
Global skills encourages students to engage in pairwork,

groupwork and to work together to create a project, which could
be something creative, and can then be presented to the class.
My progress
The first page of each Review section covers the main grammar
and vocabulary points from the previous two units, as well as
including some Cambridge exam practice activities, identified
by the label “Exam”.
Extra communication
The last page in the section, My progress, allows students to

see how much they know and what they still need to work on.
Exercises cover listening, reading, writing, and speaking skills, with
particular emphasis on speaking competences.
The second page comprises practice from the Communication

sections of the previous two units, some relevant pronunciation
work, and a voxpop featuring teenagers talking about topics that
matter to them.

Review sections • Levels 4–6
After every two units there is a four-page Review section CLIL
consisting of:
• Review and exam practice
• Extra communication
• CLIL
• Global skills
Review and exam practice
Students learn English through the medium of another curriculum

subject, leading to a final pairwork task.
Global skills
The first page of each Review section covers the main grammar
and vocabulary points from the previous two units, as well as
including some Cambridge exam practice activities, identified
by the label “Exam”.
Extra communication
Global skills encourages students to engage in pairwork,

groupwork, and to work together to create a project, which could
be something creative, and can then be presented to the class.
The second page comprises practice from the Communication

sections of the previous two units, some relevant pronunciation
work, and a listening exercise.

End sections • Levels 1–3
A2 Key for Schools Puzzles
In Level 3, there is an A2 Key Practice section, which provides There are four puzzles pages in the Student Book (two in
students with the opportunity to do exercises in the 2020 A2 Key Level 3), which provide puzzles for every main unit. These
for Schools format. puzzles provide the key vocabulary and grammar that is
presented in the unit. Students are directed towards the
puzzles when they have completed all the activities on the
Culture
grammar pages.
Word list
Culture lessons provide an interesting perspective on a topic from

countries all over the world. Texts provide cultural knowledge,
values, and behavior, developing key cultural life skills. All the texts
are recorded to aid comprehension, and the exercises build to the The Student Book includes a Word list clearly organized by unit
final presentation task, where students undertake some related and by part of speech. It contains all sets of new vocabulary
research and then present their findings. items from each of the eight units, in addition to other
incidental vocabulary items that may be new to students.
All words are accompanied by their pronunciation clearly
CLIL
presented in phonetics, and the wordlist is a useful tool for
student self-study.
The CLIL lessons link to the themes of the corresponding Student Book units, as well as subjects
that students typically study in their own language, such as Geography, Science, Math, Art, and
History. Each of the lessons end with a Link it! exercise, where students work in groups or pairs
on a related project, which leads to a presentation or making a poster.

End sections • Levels 4–6
My progress Mid-Year and End-of-Year Projects
My progress pages are a useful tool for student self-assessment. In Levels 4–6 there are End-of-Year Projects, and Levels 5 and 6
There are exercises on speaking competences and “I can” have a Mid-Year Project, too. These lead to collaborative, inclusive
statements for listening, reading, and writing competences. groupwork with Real English phrases. The How did you do? feature
Students can rate their own progress which gives them control provides students with self-evaluation at the end of the project.
of their learning.
Word list
From School to Work
The Student Book includes a word list, clearly organized by unit

In Levels 5 and 6, students are prepared for life beyond the and by part of speech. It contains all sets of new vocabulary items
classroom, with lessons that focus on, for example, teamwork, from each of the units and review and end sections, in addition to
motivation, or self-awareness. The lessons have a discussion section, other incidental vocabulary items that may be new to students. All
reflection boxes, and Real English useful phrases. words are accompanied by their pronunciation clearly presented in
phonetics, and the word list is a useful tool for student self-study.
Preliminary and First
In Levels 4 and 5 there is a B1 Preliminary practice section, which

provides students with the opportunity to do exercises in the 2020
B1 Preliminary for Schools format. In Level 6 there is a B2 First for
Schools practice section.

Workbook
The first two pages of each

Workbook unit summarize the
grammar structures introduced in
the corresponding Student Book
unit, with comprehensive charts and
detailed grammar notes. They also
contain a word list of all the new
vocabulary from that unit.
The following two pages provide

extra vocabulary and grammar
practice, with a Round-up summary
section (Levels 1–3).
The last two pages provide additional

practice to accompany the Student
Book Let’s talk about … and Trending
topics lessons (Levels 1–2) and
review and Cambridge exam practice
(Levels 3–6).

Teacher’s Resource Center Tests and assessment
There is a large amount of extra resource material included Review test A: Units 1–2 Review test A: Units 1–2
online in the Teacher’s resources section of the Online Practice Vocabulary 4 Complete the questions with the interrogative of
be going to and the words in the box. Then
7 Use the prompts to write affirmative or negative
sentences with will or won’t.
9 Complete the sentences with will or be going to
and the correct form of the verbs in the box.
component. This can be accessed via a code supplied on a card in

1 Complete the missing words. complete the short answers.
1 I / definitely / be a movie star.
be like perform need give
My best friend is an 1 o __ __ __ __ __
get eat cook play _______________________________________
w __ __ __ __ __ —every day she travels
2 we / definitely / not need / umbrellas today. 1 The drama club is writing a play. They
the Teacher’s Guide.

downtown by train, where she works in one of the 1 ____________________ (you) your sandwich? _______________________________________ ____________________ it before spring break.
tall buildings. But I find busy trains very Yes, ______________. 3 maybe / the children / want / a snack. 2 The buses are often slow in the morning.
2 s __ __ __ s __ f __ __, so I wouldn’t like her job. I 2 ____________________ (Mom) home late from _______________________________________ I ____________________ a taxi.
enjoyed studying Design at school, so I prefer the work? 4 you / probably / not like / my new boyfriend. 3 Look! It’s 2 a.m.! We ____________________
The Teacher’s resources provide support material for consolidation,

idea of 3 c __ e __ t __ __ __ work. I love watching No, ______________. _______________________________________ tired tomorrow!
my 4 h __ __ __ s __ __ __ __ __ __ in the salon. 3 ____________________ (we) dinner tonight? 5 Mandy / probably / go / to college when she’s 4 Jenny is a really nice girl. I think my brother
But his work seems 5 r __ p __ __ __ t __ __ __ Yes, ______________. older. ____________________ her.
because he often cuts hair in the same way. 4 ____________________ (Ben and William) in
extension, mixed-ability classes, students with special educational

_______________________________________ 5 Gary ____________________ us Christmas
Now, I build bridges and roads. Yes, I became an the yard after school? ___ / 5 gifts. He gave us gifts last year.
6 e __ __ __ n __ __ __. No, ______________. 8 Write questions and short answers with will. ___ / 5
___ / 6 ___ / 8
10 Choose the correct alternatives.
needs, and assessment.

1 ____________________ (Maddison / reply) to
2 Put the words in the correct categories. 5 Check (✓) the correct sentences. Rewrite the
my message? (✓) 1 If you give / will give me some money,
sentences with mistakes correctly.
desert woods beach forest coast volcano ____________________ I go / ’ll go to the store for you.
1 Jobs who are dangerous are well paid. 2 ____________________ (Mom and Dad / be) 2 If Lauren go / goes out tonight, she is / ’ll be
1 places by the sea _______________________________________ angry with us? () tired tomorrow.
_________ _________ 2 There are many animals that work for humans. ____________________ 3 Jack will get / gets a job if he doesn’t / won’t
2 places with lots of trees _______________________________________ 3 ____________________ (we / remove) the go to college.
_________ _________ 3 Who is the journalist which you talked with? plastic from our oceans? (✓) 4 If we spend / will spend all our money now, we
3 places that can be very hot _______________________________________ ____________________ don’t / won’t have anything for tomorrow.
_________ _________ 4 I love islands that have beautiful, white beaches. 4 ____________________ (I / speak) English 5 You won’t are / be late for school if you leave /
___ / 6 _______________________________________ fluently one day? (✓) will leave now.
5 The town where we visited was in Mexico. ____________________ ___ / 5
Grammar _______________________________________ 5 ____________________ (Jon / finish) playing
___ / 5
3 Use the prompts to write affirmative or negative video games soon? ()
sentences with be going to. 6 Complete the sentences with the correct form of ____________________
the verbs in parentheses. ___ / 5
1 I / live / by the coast when I’m older.
1 We enjoy ______________ (play) video games.
_______________________________________
2 We / not visit / our cousins this Christmas. 2 I hate ______________ (do) the dishes.
3 Lydia hopes ______________ (go) to college
_______________________________________
one day.
_______________________________________ 4 Is it fun ______________ (learn) the piano?
5 Gary practices ______________ (dance) in the
4 Amy and Elijah / win / the dance competition.
evenings.
_______________________________________
___ / 5
5 You / not have / time for lunch today.
_______________________________________
___ / 5
PRINTABLE © Oxford University Press 2020 PRINTABLE © Oxford University Press 2020
For each level of Link It!, there are Unit tests, Review tests, Mid-Year
and End-Year tests, and dyslexia-friendly versions of all of these
tests. All of these tests can be opened using a word processing
program and edited before printing.
Worksheets The Unit tests include vocabulary and grammar questions, Let’s
talk about … (communication) work, and a Trending topics writing
Grammar: Essential and Vocabulary: Essential task. Each test is scored out of 50 points. The Review tests focus
provide additional practice of the Student Book material at a basic on vocabulary and grammar, reading, Trending topics writing and
level and are ideal for giving weaker students more practice. listening skills. Each test is scored out of 100 points. All of these tests
have an A and B version, to help prevent students from cheating.
Grammar: Extension and Vocabulary: Extension
In addition, there is a Mid-Year and End-Year test for all levels, which
offer more challenging practice for the more able students.
tests reading, Trending topics writing, listening, and speaking, and is
Reading and writing scored out of 100 points. The Mid-Year test can be taken after Unit 4
There is a Reading and writing worksheet for every unit, providing (Levels 1–4), or after Unit 3 (Levels 5–6).
more reading and writing practice linked to the topic and language Lastly, there are dyslexia-friendly versions of the Unit, Review,
of the unit. Mid-Year and End-Year tests for students who require this.
There are also printable practice Cambridge exams in the style of
Speaking pairwork
A2 Key for Schools 2020 (Levels 1–3), B1 Preliminary for Schools
There is one Speaking pairwork worksheet per unit, giving oral
(Levels 4 and 5), and B2 First for Schools (Level 6). These will help
practice of the grammar and vocabulary in the corresponding unit.
students who are preparing for these exams to gain confidence
Games with the specific question types while using language that they
There are board games for Levels 1–3. Although these resources have already covered. The audio material for these practice exams
give practice of the main grammar and vocabulary of the unit, the is available online with all the resources.
emphasis is on fun activities.
Listening
There is listening material for every unit with various tasks relating
to the grammar, vocabulary, and topic of that unit. One task
in every unit is a task type found in Cambridge exams, to give
students practice of that format.
Active citizenship
There are four Active citizenship worksheets per level, which require
students to prepare a presentation in groups on themes that have a
focus on ethics and values.

Video
Audio
The audio is for classroom listening. There is a track list in the level
Teacher’s Guides.
Grammar link presentations

The Grammar link presentations are slide presentations of the
grammar taught in all levels. They are structured to present the
grammar and then students practice it. In Level 6, the presentation
video is given by two students: Stacy and Dave.
There is an exciting variety of video available for Link It!:

communication videos, voxpops or vlogs, culture videos, and CLIL
videos (Levels 4–6 only).
The communication videos provide realistic everyday scenarios
with relatable teenagers. This will prepare students for typical
transactional situations in an English-speaking country.
Voxpops (Levels 1–3) and vlogs (Levels 4–6) are authentic
interviews with American teenagers about the topics in the unit of
the book.
Documentary videos deal with different cultural aspects of the
English-speaking world and are closely linked to the language
syllabus and topical themes of the Student Book.
Finally, the CLIL videos (Levels 4–6) can be used as a flipped
classroom activity before starting the CLIL lessons, or students can
watch the video at home for revision.

Link It! Classroom Presentation Tool
Deliver heads-up lessons
Engage your students in your blended learning classroom with the easy-to-use digital features. Download to your tablet or
computer, connect to an interactive whiteboard, projector, or screen, and teach lessons that run smoothly—every time.
Play audio and video at the touch of a button, and launch activities straight from the page. Answer keys reveal answers
one-by-one or all at once to suit your teaching style. Capture your students’ attention with the Focus tool—activities fill the
screen so that everyone can participate, even in large classes.
Take your classroom presentation tool with you and plan your lessons online or offline, across your devices. Save your
weblinks and make notes directly on the page—all with one account.
• Focus your students’ attention on a single activity.
• Play audio and video at the touch of a button.

• Speed up or slow down the audio to tailor lessons to
your students’ listening level.
• Save time in class and mark answers all at once.

• Reveal answers after discussing the activity wasn’t
with students.
• Try the activity again to consolidate learning.
• Save your weblinks and other notes for quick access

while teaching.
• Save your notes, and use across devices using one
account so that you can plan your lessons wherever
you are.
• Work on pronunciation in class: record your students
speaking and compare their voices to Link It! audio.
Example screens taken from iPad iOS version

Classroom management
An English-speaking environment • Put the verses in the correct order This activity works
especially well with songs that tell a story. Students are given the
• Use English for classroom instructions as often as you can, and verses in the wrong order, and they have to guess the correct
ask students to use English as well. For example: Open your books
order before listening to the song.
at page 10. Raise your hand. Work in pairs, etc.
• Students should be encouraged to use expressions such as: • Match rhyming words Many songs are structured so that
alternating lines end with rhyming words, and this provides an
How do you say … in English? How do you spell …? I don’t
excellent opportunity to work on different sounds. One useful
understand. Please can you repeat that? Can you say that more
activity is to give students the lyrics with the lines of each verse
slowly, please? Can I go to the bathroom?
jumbled. Students try to unjumble the lines, according to which
lines rhyme with each other, before listening to the song to
Managing large classes check their ideas. Another variation is for students to choose
Large classes are easier to manage if you establish routines such as: between two alternatives to end each line. This could mean
choosing the word that provides the best rhyme, or the word
• Write a plan of the day’s activities on the board. that makes most sense in the context.
• Make sure that everyone understands the task before they start. • Match words to definitions Songs often contain informal
Give clear examples and ask students to provide examples expressions, idioms, and colloquial grammar. With stronger
as well. groups, it can be useful to have students try to match
• Set time limits for all activities and remind them of time limits, for difficult words and expressions to definitions or explanations.
example: You have two minutes left. Alternatively, where lyrics feature more standard items of
• Walk around the class monitoring while students work. vocabulary, students could work together in groups to find the
• Get to know your students’ personalities and learning styles so words in a dictionary and agree on a definition.
that you can maximize their potential in class.
• Allow stronger students to help weaker students while ensuring Feedback
that there is always an atmosphere of mutual respect and It is important for students to have a sense of how they have
understanding. performed. Provide feedback while you are monitoring activities.
Alternatively, you can assess an exercise afterward with the whole
Group and pairwork class: students can put up their hands to indicate how many answers
they shared, how hard or easy the task was, etc.
The interaction from working in small groups or in pairs is vital
in a language classroom, and students quickly get used to what Encourage students to behave well by using a points system.
to expect. Here are some tips for organizing groupwork in large Award points to pairs or groups that don’t make too much noise.
classes: Deduct points from pairs or groups that are too noisy or who are
not speaking in English.
• Don’t have more than five students per group.
• Set up group activities quickly by allocating students with a
letter (A, B, C, etc.). Students form groups with other students Suggestions for further reading
who have the same letter.
• Demonstrate tasks with one pair or group at the front of the General reference
class. Oxford Guide to British and American Culture—2nd Edition
• Set a time limit and keep reminding students of it. The Oxford Picture Dictionary—New edition
Practical English Usage—4th Edition by Michael Swan
Songs
There are many ways in which songs can be exploited in class, Grammar
including the following suggestions: Oxford English Grammar Course (Basic to Advanced) by
• Gap fill There are many variations of this type of activity, Michael Swan and Catherine Walter
in which students are given the lyrics with certain key words Grammar New Edition (Beginner to Pre-intermediate) by
deleted. To make it easier for students, the missing words can be Jennifer Seidl
grouped together in a wordpool. As students read the lyrics, they Grammar Sense (1–3) by Susan Kesner Bland
try to fill in the gaps, then they listen and check. If you wish to
make the activity more challenging, you could add extra words
to the wordpool as distractors, or not provide the missing words Graded readers
at all. It is important to choose the gapped words carefully, The Oxford Bookworms Library (Elementary to Pre-intermediate)—
however, because they should be audible, and students should graded readers that are ideal for extended reading, including
be able to guess from the context which word makes most non-fiction readers that are ideal for cultural and cross-curricular
sense in each gap. studies.
• Correct the mistakes Include some incorrect words or
information in the lyrics. Ask students to identify where the Ideas for supplementary activities and teacher
mistakes are and replace them with the correct words, before development
they listen to the song to check their answers. Oxford Basics – a series of short, accessible books for teachers who
• Choose the correct alternative At regular points in the lyrics, are looking for new creative ways of teaching with limited resources.
students have to choose between two or more alternative words Resource Books for Teachers – a popular series that gives teachers
or phrases to complete the lyrics correctly. Students then listen practical advice and guidance, together with resource ideas and
and check. materials for the classroom.

CEFR
The Common European Framework of Reference (CEFR) was English Portfolio
designed to promote a consistent interpretation of foreign- The Language Portfolio has been developed in conjunction with
language competence among the member states of the European the CEFR. It is a folder kept by the students, which details their
Union. Today, the use of the CEFR has expanded beyond the experiences of English and learning English. A Language Portfolio
boundaries of Europe, and it is used in other regions of the world, consists of the following elements:
including Latin America, Asia, and the Middle East.
The CEFR defines linguistic competence in three levels: A, B, and C.
Each of these levels is split into two sub-levels:
The Language Passport
An overview of the student’s proficiency in English at a given point
A Basic User A1 Breakthrough
in time, and updated at regular intervals to reflect his / her progress.
A2 Waystage
This may include:
B Independent User B1 Threshold
B2 Vantage
• Student’s Self-assessment of his / her skills (listening, reading,
spoken interaction, spoken production, writing) including
C Proficient User C1 Effectiveness partial and specific competences, based on the CEFR Self-
C2 Mastery assessment Grid
The CEFR provides teachers with a structure for assessing their • Record of formal qualifications, and descriptions of language
students’ progress as well as monitoring specific language and intercultural learning experiences
objectives and achievements. Students respond to the CEFR
statements in the Reviews after Units 2, 4, 6, and 8.
• Assessments by teachers, educational institutions, and
examination boards
Link It! aims to enable students to move from no English or level A1
into level B2 at the end of the six years of the course.
• The CEFR Self-assessment Grid, as a point of reference (available
at https://www.coe.int/en/web/portfolio/self-assessment-grid)
Descriptions of the CEFR levels The Language Biography

• A Plurilingual profile, where students present their language and
Basic User cultural background.
A1 C
an understand and use familiar everyday expressions and very • A Goal-setting and learning how to learn section, where students
basic phrases aimed at the satisfaction of needs of a concrete present their objectives, plans, best learning methods, learning
type. Can introduce himself / herself and others and can ask activities outside the classroom, learning diary, and a learning
and answer questions about personal details such as where contract.
he / she lives, people he / she knows, and things he / she has.
Can interact in a simple way provided the other person talks
• An Intercultural awareness and experience section, where students
present their intercultural experiences including any student
slowly and clearly and is prepared to help.
exchanges.
A2 C
an understand sentences and frequently used expressions
related to areas of most immediate relevance (e.g., very
• A Self-assessment checklist, where students assess their own
language skills in terms of “I can …” descriptors. In Link It!, these
basic personal and family information, shopping, geography,
are found in the Review units after units 2, 4, 6, and 8 (or after
employment). Can communicate in simple and routine tasks
units 2, 4, and 6, in Levels 5 and 6).
requiring a simple and direct exchange of information on
familiar and routine matters. Can describe in simple terms
aspect of his / her background, immediate environment, and The Dossier
matters in areas of immediate need. • Samples of the students’ work, including tests, written
work, projects, or other student-generated materials, which
Independent User demonstrate students’ progress as well as their best work.
B1 C
an understand the main points of clear standard input on • In order to assist students with the compilation of a Language
familiar matters regularly encountered in work, school, leisure, Portfolio, you may ask them to record their answers to the CEFR
etc. Can deal with most situations likely to arise whilst traveling self-assessment checklist on a separate sheet of paper and keep
in an area where the language is spoken. Can produce simple it in a folder. In addition, provide each student with a copy of
connected text on topics which are familiar or of personal the printable form from page 36, once they have completed the
interest. Can describe experiences and events, dreams, hopes, CEFR checklist in the book. Ask them to keep these forms in their
and ambitions, and briefly give reasons and explanations for portfolio folder as well. Finally, encourage students to choose
opinions and plans. several pieces of their work from different points in the year in
order to compile the dossier that will appear in their portfolio.
B2 C
an understand the main ideas of complex text on both
concrete and abstract topics, including technical discussions
in his / her field of specialization. Can interact with a degree
of fluency and spontaneity that makes regular interaction
with native speakers quite possible without strain for either
party. Can produce clear, detailed text on a wide range of
subjects and explain a viewpoint on a topical issue giving the
advantages and disadvantages of various options.

Student self-assessment checklist
What I remember:
Useful grammar:
Useful vocabulary:
Objectives:
One thing I need to improve:
How can I improve this?
What did I do in English outside class?

Do homework
Learn new words
Study for a test
Listen to music
Read something extra
Watch a TV show, video, or DVD
Write an e-mail or chat
Look at web pages
Speak to someone
Read a magazine
Other activities:

37
Classwork: continuous assessment
Test results
Name:
Date Grammar Vocabulary Reading Listening Speaking Writing
Class / Grade:
Unit 1
Unit 2
Link It! Teacher’s Guide Introduction

Unit 3
Unit 4
Unit 5
Student progress record sheet
Unit 6
Unit 7
Unit 8
Comments
Units 1–2
Units 3–4
Units 5–6
Units 7–8
Lesson planner
Class: Date: Time:

Objectives:
Anticipated problems:
Materials and resources:
Estimated
Stage Activity Procedure
Timing

Speaking competences
One area of concern for many teachers of English is how to get All speaking tasks should have a feedback stage, so that the
their students to talk. Learners may lack the confidence to speak students are made aware of the value of what they have done.
in English, and for some groups of learners, such as teenagers, • First, ask the students for their feedback on the task: How did you
the embarrassment of speaking in front of their peers in a foreign get on? Did you find out anything interesting / surprising?
language can prevent them from wanting to communicate at
all. It is vital that teachers help their students to overcome their
• Then give your feedback on their language use and overall
performance. This should include examples of what students did
reluctance, or fear, and provide plenty of opportunities for them
well, and praise for individuals and groups, where appropriate.
to speak.
Some ways of achieving this include:
• Finally, do the error correction. One way to do this is to write
three or four examples on the board of any incorrect language
• Select topics that are interesting and relevant to your learners. you heard when you were monitoring the activity, and ask the
• Devote enough time in class to speaking activities so that class to correct them. There is no need to say which students
students are regularly required to talk, and it becomes a normal made the mistakes—the aim is to draw the attention of the
part of your lessons. whole class to important areas of language and vocabulary.
• Seize opportunities to include everyday English in your Some of the advantages of students working together in pairs or
interactions with your students. You can use the time at the groups are:
beginning and end of a lesson as your students enter and exit • it gives them the chance to help each other and creates a
for everyday chat, such as: How are you today?, How was your natural context for them to learn how to use the language of
weekend?, What are you going to do next?, What are you planning collaboration, such as negotiating, planning, and agreeing.
to do after school today? This enables everyday topics and
expressions to become familiar and internalized.
• encouraging them to work with students they don’t normally
work with, can create a more positive learning environment.
• Include different types of speaking practice. This can include • there are also physical benefits: if sitting still in the same chair
role play, memorized dialogues, mix-and-mingle activities,
for the whole lesson sometimes becomes monotonous, then
discussions, guessing games, information gap, board games,
standing up and moving to a new pair or group adds interest to
competitions, competitive timed practice activities, cooperative
the class.
problem-solving, brainstorming tasks, and project work. By using
a wide range of student-centred speaking activities, their interest At the end of a speaking activity, it’s a good idea to review how well
and motivation is maintained, and you are able to cater for the it worked and what, if anything, you might do differently next time.
range of learning preferences within your group.
In general, if a task is simple to prepare and run, it probably has a
greater chance of success. If the task has lengthy or complicated
instructions, students may fail to grasp what is required, or be
unable to do the activity at all. Therefore, remember to:
• set tasks with clear, specific outcomes, e.g., “Find three differences
between your picture and your partner’s picture.” or “Read the
story and discuss what you think will happen next.” This kind of
instruction works well because learners know exactly what they
have to do and when they have finished.
• give your students appropriate language support to ensure
they have the means to complete the task. For example, do
some practice activities before a free speaking task; do plenty
of repetition of key phrases; and provide cues or prompt words
on the board.
Once they have started, monitor the students’ progress from a
distance. You could use a notebook to jot down some examples
of good use of language, and any common errors that you feel
deserve attention. However, do not interrupt the activity unless
students specifically ask for help. The aim at this point is to
encourage autonomy and fluency by letting the students talk
without interference.
Don’t let the activity continue for too long. Try to stop it just as
most, but not all, of the students are starting to finish. Instead
of trying to speak or shout over a noisy speaking activity, use a
clear signal to end groupwork, such as a piece of music,
a gesture, or a clap.

Using digital products in the classroom
For many years, teachers have been using basic audio and visual Some useful websites are:
technology in the classroom, but now with the development of
digital technology, many classrooms have access to interactive Vocaroo.com
whiteboards (IWBs), computers, smartphones, and tablets. But This is one of the easiest voice-recording sites to use. You can
whatever you use, it is not the technology itself that enhances a use it to set speaking tasks for homework. Go to the website,
lesson, but what you do with it. Technology can increase student press record, speak, and share. Once the students have recorded
motivation and engagement. It can also be very useful with themselves, they can email you their recording or download the
students who have dyslexia or other special educational needs. content as an MP3 file.
It helps to create a closer connection between learning in the
classroom, and the reality of life and communication styles for our Fotobabble.com
learners today. This allows students to record their voices over a photograph they
have uploaded. It works on computers and smartphones. You could
Before you start, find out what technology is available in your use it to set your students a homework task of taking a photo and
school, what websites can and cannot be accessed on the school’s recording their description of it.
network, and consider e-safety and whether your planned
activities may require permission (particularly any work that Wordle.net
involves taking photos and video of students). And remember to You can use this to make word clouds, which are useful for activities
set up and test the equipment before the lesson so you know how such as vocabulary revision and sentence construction. Search for
everything works. “using word clouds in teaching” on the Internet and you will find
many useful ideas. Or try Cloudart—this is an app that allows you
Video to make word clouds on a tablet.
Using video in the classroom gives a context for both the topic and Quizlet.com
the language; it provides visual clues so students can see gestures, This site allows you and your students to make vocabulary
facial expressions, and body language that accompany speech, flashcards. You can make lexical sets based on vocabulary in your
and this helps them to understand meaning. Unlike audio, where coursebook and then play the games on Quizlet to revise and test
students’ imagination can play a significant part, visual content the vocabulary. This also works on tablets and smartphones.
provides a shared common understanding as all students see the
same thing.
Smartphones and tablets
Some ways to use video in the classroom:
Combining audio and recording functions, a digital camera and
• Pause the video and have students say what they can see on the apps, these are powerful tools for language learning and allow
screen. Or play a game: with two teams: name something on the greater creativity in the classroom and for home study.
screen and the first student in each team touches the item or
points at it. The first one to do this gets a point for their team.
• With an app such as Skitch, students can write directly onto
photos.
• Pause the video just before a key moment and ask students to
discuss questions such as: What is going to happen? What is the
• Some apps, such as Comic Life, allow you to turn photos into
stories. Search for the term “digital storytelling” on the Internet
person about to do? Then play the video and ask students to
and you’ll find plenty of advice and tips.
check their predictions.
• After watching a video, ask students to write some questions on • Apps such as ScreenChomp and Educreations allow you to
make simple videos. These can be useful for creating grammar
the board about the visual content of the video, e.g., What color
presentations, projects, and short videos.
was the man’s sweater? Students try to answer the questions, first
from memory and then after watching the clip again. • Apps such as iMovie or VideoShow allow students to make
podcasts combining voice recording and visuals.
• Show a clip that has a lot of body language in it, for example
an argument, with no sound. Ask students what they think is
happening and what the people are saying. After they share
their ideas, play the video again with sound, to see how close
their ideas were to the original.
Internet for you and your students

Use the Internet to help you: there are plenty of online forums
where teachers have created lesson plans and shared ideas on
using technology. The producers of educational apps can be
another source of help. They create tools for teachers, to help them
make the best use of their products.

CLIL
The letters CLIL stand for Content and Language Integrated CLIL in the classroom
Learning. This refers to teaching subjects, such as Science, Math, In CLIL, the teacher’s job is to help the student’s development
and Geography, to students through a foreign language. The result by providing support structures for him or her to get to the next
is the simultaneous learning of English and subject content, which stage or level. These support structures, or “scaffolds”, stimulate
is why CLIL is often described as a “dual approach”. This approach is the student’s ability to build on prior knowledge and learn new
considered very effective for many reasons. information. Importantly, the tasks and activities that are part of
• Students use and learn English in relatively authentic situations, these scaffolds are just beyond the level of what the learner can do
which is a more natural way to learn. alone. And this is where interaction comes in: CLIL teachers need to
• They understand more language through clues in the context create communicative tasks and situations which enable students
and, therefore, develop confidence in their ability. to build understanding, knowledge, and skills through interaction
• They eventually move into the world of work, or further studies, with the teacher and with their classmates.
with a strong base of having used English in a wide range of life • Plan lessons based on resources that make the content
situations. accessible and memorable, e.g., using images, realia, video,
• CLIL lends itself to a “learning by doing” approach, and works technology, songs, and games. You need to do this more than
well with a multiple intelligences approach. you would for normal language lessons.
• It encourages extra cooperation between teachers of different • Help students to structure their understanding of the text.
subjects and the development of learning resources. Classification exercises, hierarchies, mind maps, and other
graphic organizers all help them to work with the new
information and deepen their understanding.
L1 in the classroom • Provide a variety of task-types to take into account different
Because, in CLIL, students are trying to understand two different learning styles, such as labeling, listing and reordering
things at the same time—language and content—it is natural information, and filling in charts.
that, on occasions, they will introduce their native language (L1)
• Create communicative activities that let students digest and
into the classroom. While some people still believe that this is
practice new content and language.
detrimental to the production of English, extensive research has
shown that using both L1 and L2, in fact, has a beneficial effect
on overall achievement. Examples of CLIL activities (these can be used with
We now know, for example, that multilingual learners use their other subjects, too)
L1 to help them generate ideas and plan writing, to search for • Music: each student has a card with the name of a musical
words and phrases, as well as to explore and rehearse ideas before instrument on one side and, depending on the level, a brief
committing to them in English; they create a kind of mental first description on the other side. Students mingle saying the
draft in their L1. Then, as tasks near completion, L1 is also used to description or miming the instrument for others to guess. They
reflect on the process and edit work. Working in groups, students’ then swap cards and repeat.
interactions are more fluid, collaborative, and balanced when they • Geography: choose a country and elicit questions from the
use their L1s. By contrast, when students are told that they are not students about this country. Write them on the board. Then
allowed to use their L1, group discussions are fragmented, non- divide the class into small groups and assign them each
collaborative, and do not address the task effectively. a different country. Ask them to research and answer the
A common concern among teachers is that students will go “off questions about their country.
task” if permitted to use their L1 in collaborative activities. While • Math: invite a student to describe a geometrical shape to the
off-task discussion has been observed in groups of students using rest of the class who should draw and name it.
their L1, it tends to occupy a very small proportion of total task
time, and is arguably no different to what might be expected in any
classroom, multilingual or “English only”. Indeed, the potential gains
facilitated by allowing L1 use in these circumstances seem likely to
outweigh any losses caused by off-task chat.
In conclusion, as teachers, we should accept that L1 and L2 are
mutually supportive; that the language students already know
constitutes a valuable learning tool and should therefore be
accepted in the classroom where useful, for example, where it
helps to clarify a point. However, do make sure that students do
not come to rely on L1 as a crutch whenever they have language
comprehension difficulties.

Inclusivity
Introduction Providing support and motivation
English has become a global lingua franca, and is widely perceived One of the keys to providing effective support for students with
as a prerequisite for success in many areas of life. However, SEN is understanding and working with their individual challenges,
language learners with special educational needs may be at a preferences, strengths, and in some cases, crisis flashpoints. In
disadvantage pedagogically, and at risk of experiencing an ever- addition to any support you may receive from your institution or
increasing attainment gap between themselves and their peers. teaching body, you should also think about how you can use your
International organizations, such as the European Commission and personal knowledge of the student to personalize their learning
the United Nations Educational, Scientific and Cultural Organization experience. Knowing which music a student listens to, or whether
(UNESCO), recognize the importance of closing this attainment there is a particular video game they like, enables teachers to draw
gap, and many countries are working to achieve this by adopting on those interests through lesson topics and learning material.
inclusive approaches in their education systems. Equally, knowing something about the student’s background,
personal life, and family creates an affective bond which helps
lower barriers to learning. It sends the message that you are
What is SEN?
interested in your students, and this personal interest is a powerful
The term “special educational needs” (SEN) describes the needs of motivating force.
students who have a difficulty, or disability, which makes learning
harder for them than for other students of the same age. For
example, they could have difficulty with reading, writing, number Giving praise
work, or understanding information. They could have difficulty Most students respond well to positive reinforcement and students
expressing themselves or understanding what others are saying. with SEN are no different in this regard. Notice how individual
There may be sensory or physical needs which affect learning; a students respond to different ways of praising and reinforcing
medical or health condition may slow down a student’s progress success (not all students are comfortable receiving praise in front of
or involve treatment that affects their education. Some students the rest of the class, for example). Use the approach that seems to
may have learning difficulties in the form of a particular disorder work best for them.
or syndrome.
Ways of classifying special educational needs may vary from place Dealing with memory problems
to place, but in 2007, the Organization for Economic Cooperation
Working memory is used to hold small amounts of information
and Development (OECD) classified different types of special
temporarily, such as instructions for carrying out an activity. In
educational needs into three categories. These are:
many students with SEN, including dyslexia, it is either poorly
A disabilities: sensory, physical, and intellectual impairments; developed or, in some cases, damaged and they quickly become
B learning difficulties: specific learning differences such as dyslexia, overwhelmed and cannot remember what they need to do.
and other “invisible” cognitive differences which are not directly Unfortunately, it is easy for teachers to misinterpret this as a sign
linked to socio-economic or linguistic causes, such as attention that the student doesn’t listen to instructions. You can use a range
deficit / hyperactivity disorder (ADHD); of approaches to help these students, including:
C disadvantages: difficulties that arise from socio-economic, • trying to break up instructions and information in general into
cultural, and / or linguistic factors. smaller chunks, pausing regularly to give the student time to
We are using the term SEN to refer to OECD categories B and C. take in the information before carrying on;
• creating connections, where possible, between new information
and known information, or remembered experience. For
Working with students with SEN example, you might say: Use the information in the text to fill in
Students make progress at different rates or have different ways in the boxes … like we did in the lesson yesterday about camping,
which they learn best, and teachers should aim to take account of remember?
this in the way they organize and prepare their lessons. Students
making slower progress or having particular difficulties in one
• using a “buddy” system in class; the SEN student’s buddy can
help with the steps of the learning activity.
area will need extra help or different kinds of instruction to help
them succeed.
At the same time, it is important to recognize that, although Making accommodations
students with special needs may have difficulties in many areas, Here are some examples of ways you could help students with SEN
they will also have areas of strength, for example they may be to learn more effectively:
very creative and have a high degree of curiosity; they may have • Make sure they sit in a seat where they will benefit most from
an ability to think “outside the box” and see different ways of the lesson, probably away from windows and doors, and in most
approaching a problem. Recognizing and utilizing these strengths cases, in front of your desk. Students with ADHD also work better
is important to students’ academic and intellectual development. when desks are arranged in rows as this gives them a sense of
structure and order.
• For reading tasks, provide specially printed material (or allow
them to use a tablet) with a suitable sans serif font and a large
font size. Print the text on a pastel-colored background and
avoid columns. This is particularly helpful for dyslexic students.

Inclusivity
• For students, such as those with ADHD, who find visual Providing structure and predictability
processing difficult, and therefore become overwhelmed with Students who regularly experience emotional distress or anxiety
a busy colorful coursebook, a simple low-tech solution, such as need a great deal of structure and predictability in the classroom.
offering “text windows” (two L-shaped pieces of card), can help At times when you sense an imminent crisis, and perhaps also just
learners to focus on one part of the page at a time. A frequently after a crisis has occurred, many students with SEN need order,
used intervention for some learners with dyslexia is the use of calm, and tasks that are relatively undemanding. They are reassured
colored paper for printing out handouts. by routine and knowing exactly what is expected of them, so it is
• Allow additional time for classroom tasks, projects, and important to establish classroom routines and to display rules, and
assessment, where possible. aim to repeat them whenever necessary in a clear and firm manner.
• Arrange for the student to take exams and tests in a separate,
quiet room. Where possible, provide oral rather than written Keeping a positive focus
assessment for students who have difficulty with reading and
Students who have behavior issues can go into a downward spiral
writing.
if the only feedback they get in school is negative. It is therefore
essential to try and address behavior problems in a positive way.
Organizing learning For example, praise achievements where appropriate, and use
Many students with SEN have difficulty organizing different aspects eye contact and non-verbal signals, wherever possible, to let the
of their study: lesson materials, homework, deadlines, etc. You student know when their behavior is inappropriate. If you have to
can help by making sure they have an effective way of organizing discuss a student’s behavior, do so in private, to avoid the possibility
and storing their work, such as a good folder. At the end of the of confrontation, or argument, in front of the rest of the class.
lesson, allow time for students to organize their materials and
homework. If necessary, make sure that students have a system or Using technology
follow a fixed routine for writing down assignments and recording
There is now a wide range of online resources that address special
important dates.
educational needs, for example interactive whiteboards, programs
that help with reading and writing, text-to-speech technology, etc.
Working with other students There is also a great deal of information and support for teachers
The English language classroom is an environment which of students with SEN, which you can find by carrying out the
is particularly suitable for inclusive practices because of the relevant search.
opportunities it provides for promoting cooperation between
learners. Collaborative small groupwork is an excellent way of
developing good classroom social skills. When it works well,
groupwork is an enjoyable way of practicing language, and it
enables students to work both collectively and at their own level.
For students with SEN it is also an opportunity to clarify problems
without drawing attention to themselves in front of the whole
class. Groupwork also gives teachers the opportunity to arrange
students in combinations of balanced personalities, e.g., more
settled students with students who find it difficult to maintain
concentration, stronger students with weaker students, more
imaginative and less imaginative students.
One activity that can work well for these students is whole-class
drilling. For example, when practicing new language, get the
whole class to stand up; half of the class then asks the questions
while the other half answers. In this way, nobody feels singled out,
and students with SEN are able to participate more freely and with
less stress.
Encouraging social integration

For students with SEN, feeling that they are part of the class or
feeling that they are isolated from the class ultimately affects
many aspects of their educational performance. In many countries
there is a high incidence of bullying of students with SEN, and a
significant part of this is due to a lack of understanding among
other students of the issues that students with SEN live with.
Although there are some elements of social integration that
teachers cannot do anything about, they can and should do
everything in their power to ensure that students understand the
nature of the difficulty, or disability, affecting their classmates, and
to promote an empathetic attitude towards them.

Global skills
Projects Classroom management
Project work is a series of varied activities that culminates in Depending on the size of the class, project work can be challenging
a concrete end product, which can give students a real sense for the teacher, so it is important to be organized and to plan
of accomplishment, and is evidence of their achievement and carefully, especially in projects where students are working on
progress. Projects are usually collaborative, although sometimes different things in different groups. Usually, the more the students
students can work on individual projects, sharing resources and take on responsibility for organizing themselves, the more
pooling ideas, etc., but with each student having an end product successful the project will be.
of their own. The best projects draw on students’ knowledge of Here are some organizational tips:
language (including skills such as reading, writing, listening, and
speaking), other curriculum areas, and practical skills such as
• Allocate a specific time for “project work” (e.g., the last 15
minutes of each lesson, one lesson per week, etc.).
drawing, model making, photography, and other creative arts.
Learning through projects is an ideal way of motivating students
• Make sure they all have what they need and, if it is a creative arts
project, allow time at the end of the session for clearing up.
because they are given an opportunity to do what they naturally
like doing, or to avoid what they don’t like doing. Depending • Check that everyone knows what they need to be doing at each
on the nature of the project, there is usually something to suit stage of the project. They may decide to assign roles within their
everyone. Activities may include: being creative with different group. Some examples of typical project roles are: planners,
materials and multimedia; doing research to find relevant researchers, artists, directors, camera crew, presenters.
information about their chosen topic; interviewing people; doing As with a CLIL approach, when doing projects, teachers generally
some kind of performance; writing creatively; or organizing an find that they have to be flexible with L1 use, especially in a
event. Any of these will involve sharing ideas, working together, monolingual environment. You don’t need to worry too much
and trying out new things. Projects are ideal for mixed-ability about this, as long as students are using the target language in
classes because students can be assigned tasks according to their English at key points in the process. Think about the language you
particular strengths and weaknesses. want students to practice while they are doing their project, and
Here are some examples of end products: make sure they have language models or support where necessary.
Especially at lower levels, key vocabulary and grammar should be
• a visual display or class poster pre-taught or revised as appropriate.
• a magazine It is a good idea to keep a record of project work you do with the
• a leaflet or booklet (e.g., a guide to their town) class by making a note of what worked well and what went wrong.
• an event (e.g., a concert, play, or art exhibition) This will help you to improve on the management of the project
• a presentation or report based on a survey the next time you do a similar project.
• a video recording
• an audio recording Examples of projects
• a photo story Let’s eat a healthy diet!
• a physical model (e.g., of an island) Students research and classify food into groups. They design and
make a food pyramid poster, and write recommendations.
Resources At the end: Students interview each other about their eating habits
using simple models, e.g., Do you eat lots of (fish)? Do you like (apples)?
Project work is an ideal opportunity for exploiting technology in a
Do you eat a healthy diet? etc., and make recommendations.
meaningful way. Here are a few suggestions:
Follow-up: students can work in pairs to write a menu for a day’s
• Use the Internet to find information. meals, making sure they include food from each group in a
• Use mobile devices, such as smartphones or tablets, to take balanced way.
photos, make audio recordings, or short video clips.
• Use websites to make puzzles or word clouds. Endangered species poster / fact files
Students research the current situation regarding endangered
• Share a project on a school blog. animals, the reasons behind this, and possible future outcomes.
• Use a shared document site such as Google Docs. They make a poster to ask for people’s support.
• Use a website to make a comic. At the end: Display the poster in the school, and make a plan of
action.
Follow-up: a class discussion about how we can save endangered
animals.

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i o n

Link It! Teacher’s Guide Introduction

Cambridge exam practice

3 Link It! Teacher’s Guide Introduction

Student Book and Workbook Video in every unit

• Students have access to interactive activities practicing

4 Link It! Teacher’s Guide Introduction

Student B What were you doing on Wednesday?

There is a wealth of extra resources provided for teachers with

• All the class audio and video is provided.

Grammar link presentations

Teacher’s Resource Center

For every unit there are grammar presentations which present

PRINTABLE © Oxford University Press 2020

5 Link It! Teacher’s Guide Introduction

The language and skills that students acquire in each

Making the most of Link It!

6 Link It! Teacher’s Guide Introduction

Step 2 uses examples

Making the most of Link It!

7 Link It! Teacher’s Guide Introduction

The initial exercise is presentation of the new vocabulary,

The last exercise is a

Vocabulary strategy boxes provide students with useful

Making the most of Link It!

8 Link It! Teacher’s Guide Introduction

Think! boxes encourage students to reflect on

Making the most of Link It!

9 Link It! Teacher’s Guide Introduction

Every conversational dialogue is available as a

Speaking strategy boxes

Real English features

Making the most of Link It!

10 Link It! Teacher’s Guide Introduction

Students write their own dialogues, based

The final Link it! exercise

Making the most of Link It!

11 Link It! Teacher’s Guide Introduction

Look! boxes draw attention

The grammar page

Making the most of Link It!

Ask students to check answers in pairs

12 Link It! Teacher’s Guide Introduction

The inclusive step-by-step approach means

Pairwork tasks invite

Presentation tasks at the end of the Listening and

Making the most of Link It!

Train students to listen in stages

13 Link It! Teacher’s Guide Introduction

Check it out! encourages

The text is recorded

Culture focus boxes point

Making the most of Link It!

14 Link It! Teacher’s Guide Introduction

The step-by-step approach breaks up the

Study strategy boxes

Challenge boxes provide

Making the most of Link It!

15 Link It! Teacher’s Guide Introduction

Often there is a Think

The Look! box highlights

The Fun facts provide students with useful

Making the most of Link It!