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T6 Starter unit

• Divide the class into pairs or small groups. Focus their attention on the photo and point out the example question and answer. Ask them to take it in turns to ask and answer similar questions about the actions of the people in the photo.

• Conduct class feedback, asking questions about the photo and eliciting answers from individual students.

SUGGESTED ANSWERSA man is having a drink.A woman is taking a photo.People are buying souvenirs.

Reading

Aim• Read a text about holiday plans and answer questions on it.

Exercise 4 $ 1.02• Focus students’ attention on the text and the photo of Matt.

Explain that Matt is chatting to his friend on the internet. • Ask students to read and listen to the text as you play the

recording, and to answer the two questions. • Check answers with the class.

ANSWERSMatt is in Icaria, Greece. Konnie is going to Portugal.

Culture noteForeign holidaysIt is common for British people to go abroad for their main holiday. Spain and France are by far the most popular overseas holiday destinations. Most working people have around four weeks holiday per year and take two weeks of this holiday allocation during July or August.

Research it!• Read the Research it! box with the class. Ask students to

discuss which countries they think come top in the list of most popular holiday destinations and why.

• Give them the research task to do for homework. Encourage them to use the internet, encyclopaedias and other resources.

• Remember to have a follow-up discussion in class when they have done the research.

ANSWERFrance Figures for 2012 show that France was the top holiday destination with over 83 million tourists, followed by USA with around 63 million. China was third, closely followed by Spain (both with just under 58 million tourists) and the UK, with around 29 million tourists, was 8th on the list.

Further practiceVocabulary, Workbook page 6

Vocabulary

Aim• Revise common phrases connected with holidays.

Warm-up• Divide the class into small groups and ask them to think of five

things they do on holiday that they don’t do at home, e.g. buy souvenirs.

• Elicit ideas and write interesting or new words on the board.

Exercise 1• Ask students to copy the phrases 1–11 into their notebooks.

Check they understand the words. Elicit the difference between a hotel, a hostal and a B and B (bed and breakfast).

• Focus their attention on the verbs in the box and ask them to match a verb to each phrase.

ANSWERS1 go2 explore3 buy4 meet5 lose6 miss7 have8 get9 send

10 hire11 book

Vocabulary practice• 1–3 star tasks to practise the vocabulary. Also available on the

Tests and Resources Multi-ROM.

Exercise 2 Learn it!• Focus students’ attention on the Learn it! box. Read the

information out to the class.• Ask students to copy the sentences into their notebooks and

then translate them into their own language.• Discuss translations as a class.

Speaking

Aim• Ask and answer questions to describe what is happening in a

holiday photo.

Exercise 3• With books closed, ask students how many phrases they can

remember from exercise 1.• Students open their books and check. • Ask them to name some other things you do on holiday: take

a photo, go to a café, eat ice cream, etc.

4666381 Mosaic TG3_PRESS.indb 6 01/07/2014 12:42

Starter unitT7

Exercise 7• Ask students to write the numbers 1–7 in their notebooks.• Tell them that they must decide which verb is needed to

complete each gap, choosing the present simple or present continuous form.

• Allow students to compare their answers in pairs before checking them with the class.

ANSWERS1 don’t go2 spend3 take4 explore5 ’m trying6 ’m reading7 ’m not looking

Grammar practice• 1–3 star tasks to practise the present simple and present

continuous. Also available on the Tests and Resources Multi-ROM.

Writing

Aim• Write a paragraph about typical summer holidays.

Exercise 8• Divide the class into pairs or small groups and ask them to tell

each other about their summer holidays. Encourage them to use the questions in the instructions for exercise 8.

• Ask students to read the instructions carefully and write their paragraph in their notebooks. With a stronger group, students could write about their partner’s / classmates’ holidays from their discussions. This means they would be practising the third person s, which is useful.

• With a weaker group, remind them to use adverbs such as usually, always, never, often and sometimes.

• Go round monitoring and giving assistance while they are writing. Set them a time limit to complete the activity if necessary.

• When they have finished, invite some students to read their paragraphs aloud to the class or ask students to compare their paragraph with another student from a different pair / group.

Further practiceGrammar, Workbook page 6Grammar and vocabulary reference, Workbook pages 80–83Grammar and vocabulary worksheets, Tests and Resources Multi-ROM

Exercise 5• Ask students to read the sentences 1–6 and find out if they

are true or false by reading the text again.• Ask them to correct any false sentences in their notebooks.• Check answers with the class.

ANSWERS1 False. Matt promises to send Konnie a postcard.2 True.3 True.4 False. He isn’t having problems because everyone speaks

really good English.5 False. Konnie and her family want to go abroad because

they really like the coast.6 True.

Grammar – Present simple and present continuous

Aims• Revise how to use the present simple and present continuous.• Revise how to use adverbs of frequency with the present

simple.• Complete a text with verbs in the present simple and present

continuous.

Exercise 6• Ask a student to read out the instruction. With a weaker

group, ask them to find the blue sentences and copy them into their notebooks.

• Encourage all students to refer to the blue sentences as they answer the questions in their notebooks.

• Check answers with the class.

ANSWERS1 Present simple: Why do you always go abroad?; We often

come to Greece; I don’t like long journeys Present continuous: What are you doing?; We’re exploring

the port; I’m not learning much Affirmative: Present simple: We often come to Greece;

Present continuous: We’re exploring the port Negative: Present simple: I don’t like long journeys; Present

continuous: I’m not learning much Question: Present simple: Why do you always go abroad?;

Present continuous: What are you doing?2 The present simple sentences talk about habits.3 The present continuous sentences talk about activities that

are happening now.4 always, often. In the text: usually, sometimes. We use them

with the present simple tense.


T8 Starter unit

ANSWERS1 He describes the café as the best in the country.2 He isn’t eating rabbit.3 Ella doesn’t like cheese very much.4 He thinks it is one of the tastiest meals that you can eat.5 Ella thinks that Spanish food is healthier than what Nathan

is eating.6 She is going to try Welsh rarebit after the holidays.

Grammar – Comparative and superlative adjectives

Aims• Revise how to use comparative and superlative adjectives.• Complete a text with comparative and superlative adjectives.

Exercise 5• Ask students to copy the table into their notebooks. Then ask

them to complete the table.

ANSWERS1 sweet 2 hotter 3 tastier 4 the most horrible 5 the worst 6 better 7 the best

Exercise 6• Invite a student to read the instruction aloud. Ask students to

write the answers in their notebooks.

ANSWERS1 most important 2 warmer 3 healthier 4 best

Vocabulary and grammar practice• 1–3 star tasks to practise comparative and superlative

adjectives. Also available on the Tests and Resources Multi-ROM.

Speaking

Aim• Compare food using comparative and superlative adjectives.

Exercise 7• Divide the class into pairs or small groups. Ask them to read

the instructions and to choose at least two dishes from their country which they can compare. Ask them to make sentences using comparative and superlative adjectives. They should try to give reasons wherever possible.

• Point out that they can include any of the adjectives on page 8. With a stronger group, encourage them to use all the adjectives they know about food (delicious, disgusting, etc.).

• Conduct class feedback. Elicit comparisons from a number of students. You could also conduct a class poll about which dish is the tastiest, the spiciest, the healthiest, etc.

Further practiceVocabulary, Workbook page 7Grammar, Workbook page 7Grammar and vocabulary reference, Workbook pages 80–83Grammar and vocabulary worksheets, Tests and Resources Multi-ROM

Vocabulary and Listening

Aims• Revise vocabulary about food.• Listen to a telephone conversation about food and answer

questions about it.

Warm-up• Divide the class into pairs. Ask each pair to choose a letter of

the alphabet. (The letters k, q, v, x, y and z should be avoided.)• Now tell them that they have two minutes to write a list of

all the food and drink words they can think of starting with this letter.

• When the time is up, conduct class feedback. Encourage them to teach each other any new words. Drill pronunciation of any problem words.

Exercise 1• Focus students’ attention on the photos A–I and ask if they

know the English words for any of them.• Ask students to check that the words they thought of are in

the box. Ask them to match the food words to the photos and write their answers in their notebooks.

• Check answers with the class and check pronunciation.

ANSWERSA chicken B pepper C cheeseD sugar E chilli sauce F beansG carrots H salt I yoghurt

Exercise 2• Encourage students to study the adjectives in the box. Check

pronunciation together if necessary.• Ask them to write these adjectives next to corresponding

foods in exercise 1. They could then compare answers in pairs.

SUGGESTED ANSWERScrunchy: carrotshealthy: beans, carrots, cheese, chicken, yoghurtspicy: chilli saucesweet: carrots, chilli sauce, sugar, yoghurttasty: beans, carrots, cheese, chicken, chilli sauce, yoghurt

Exercise 3 $ 1.03 Audio script pT135• Ask a student to read the instruction aloud.• Play the recording and ask students to listen for the answers

to the two questions.• Discuss answers as a class.

ANSWERSNathan is visiting Wales. He describes the food there as very healthy food and the cakes are really nice.

Exercise 4 $ 1.03 Audio script pT135• Ask students to read the questions. Play the recording again

for them to answer the questions in their notebooks.• Check answers with the class.


Unit 1T9

Time for change

Unit summaryVocabularyVocabulary (practised and tested in 1–3 star tasks and tests) Adjectives: behaviour: acceptable, badly-behaved, common, compulsory, direct, dishonest, easy-going, fair, familiar, honest, indirect, rare, strict, unacceptable, unfair, unfamiliar, voluntary, well-behavedAdjectives: personal qualities: active, adventurous, ambitious, artistic, confident, creative, curious, hard-working, logical, mathematical, organized, sociableExtra vocabulary (practised and tested in 2 and 3 star tasks and tests)feel at home (v), feel homesick (v), miss (v), settle into (v),ceremony (n), hunt (v), status (n), tattoo (n), tribe (n), warrior (n)Word builder: achievement, arrival, protection, survivalLearn it!: career, degree

Grammarhave to and must: modals of obligation and prohibitioncan: modals of ability and permission in the presentcould: modals of ability and permission in the pastwill be able to: modals of ability and permission in the futureshould and ought to: modals of advice

Functional languageExplaining and reacting to change (practised and tested in 1–3 star tasks and tests)How awful / surprising / exciting!That’s fantastic / dreadful / understandable.Oh dear! / no! / really?What a pity / shame!That sounds nice / terrible!What is / was it like?I really like / liked it.In the end, it was a good move.How do / did you feel?I was angry / anxious / excited.That was sad.What happened next?Well, when I was …

Warm-up

Vocabulary

Aims• Learn vocabulary about different life events.• Describe events, people and rules.

Vocabulary presentation• Interactive task to present the vocabulary with definitions

and audio.

Exercise 1• Allow students time to look at the words in the box. Check

they know the meaning of exchange programme. • Divide the class into pairs to ask each other the questions.

Then invite them to report back to the class.

Exercise 2 • Encourage students to talk about their experiences in

exercise 1, using the words in the word cloud.

Vocabulary practice• 1–3 star tasks to practise the vocabulary. Also available on the

Tests and Resources Multi-ROM.

Optional activityIf necessary, tell students about events from your own life and ask them to write in their notebooks any words from the word cloud which apply to your experiences. Then discuss as a class.

Culture noteExchange programmesIn the UK, some schools organize visits, where students studying a foreign language stay with a host family in a country where that language is spoken. In return, a student from that country stays at the British student’s home for the same period of time, usually one or two weeks..

Exercise 3• Play the video for students to watch and interact with.

Interactive video Round up: Unit 1 Episode 1: Growing up• Duration: 4.29 minutes• Topic: The events that make people feel grown up.• Task: Answer the interactive question.• Video scripts are available in the iPack Resources tab and on

the Tests and Resources Multi-ROM.


T10 Unit 1

ANSWERS1 Sean2 Alison3 Sean4 Alison5 Sean6 Sean7 Alison

Reading extension• A short reading comprehension about a blog.

Exercise 4• Focus students’ attention on the text and the highlighted

words that they need to complete the sentences. Point out that they may need to change the form of the words. Ask them to write the answers in their notebooks.

• Check answers with the class. Drill the pronunciation of home and homesick if necessary.

ANSWERS1 missed2 settled into3 felt at home4 felt homesick

Vocabulary practice• Interactive vocabulary task.

Further practiceLanguage summary, Student’s Book page 19Vocabulary, Workbook page 8Vocabulary reference, Workbook pages 86–87Vocabulary worksheets, Tests and Resources Multi-ROM

1.1 We have to go to school on Saturdays!

Vocabulary and Reading

Aims• Learn pairs of words which are opposites.• Identify topics and speakers in blogs.

Warm-up• Ask students to look at the word cloud on page 9, identify all

the adjectives and write them in their notebooks.

Exercise 1 • Ask students to find opposite pairs within their list of

adjectives from the Warm-up.• Check answers with the class.

ANSWERSeasy going – strictcompulsory – voluntarydishonest – honestwell-behaved – badly behaveddirect – indirectunfair – fairunfamiliar – familiarunacceptable – acceptablerare – common

Reading preparation• Interactive task to pre-teach vocabulary for the blog.

Exercise 2 $ 1•04• Focus students’ attention on the topics in the box. Play the

recording for students to listen and read. Ask them to make a note of the three topics that the exchange students mention.

• Check answers with the class.

ANSWERSfood, people and home life, school life

Exercise 3• Ask students to write the numbers 1–7 in a list in their

notebooks. Then set them a reasonable time limit to scan the blogs for the correct name.

• After checking their answers, ask students which experience they think is better, Sean’s or Alison’s, and why.


Unit 1T11

Exercise 8• Ask students to read the text in exercise 8 and to find one

adjective which means you can do something and one adjective which means you can’t do something (acceptable, forbidden). With a weaker group, give them the first letter of each word.

• Ask students to complete the text using the modal verbs in the correct form.

• For early finishers, focus their attention on the instruction: Sometimes there is more than one correct answer. Ask them to write down all the options in these cases.

• When they have finished, check answers with the class.

ANSWERS1 must / have to 5 must / have to2 had to 6 don’t have to3 mustn’t 7 don’t have to4 must / have to 8 didn’t have to

Grammar practice• 1–3 star tasks to practise modals of obligation and prohibition.

Also available on the Tests and Resources Multi-ROM.

Culture noteSchool uniform in the UKThe UK government encourages schools to have a school uniform and most schools do, at least until the age of 16. Each school decides how strictly their uniform rules will be enforced. It is important for uniforms to be available at a reasonable cost and to allow for religious freedoms.

Language in action

Aims• Practise using present and past forms of the modal verbs.• Talk about rules and the differences between primary and

secondary school.

Exercise 9• Ask students to look at the topics in the box. Encourage them

to think about their primary school years and the rules that they had to follow.

• Invite a student to read out the example sentence. Point out that their sentences can start with the rule at primary school or at secondary school, but they should pay close attention to the tenses they use.

• Go round monitoring and giving assistance. Correct any errors, and praise sentences which use the modal verbs well.

• You could conduct class feedback or students could compare their sentences in pairs or small groups.

Further practiceLanguage summary, Student’s Book page 19Grammar, Workbook page 9Grammar reference, Workbook pages 84–85Grammar worksheets, Tests and Resources Multi-ROM

Grammar – Modals of obligation and prohibition

Aims• Revise how to use have / had to, must, mustn’t, don’t have to.• Learn how to use the past forms had to and didn’t have to.• Complete the sentences in a text about studying in the UK

with modals of obligation and prohibition.

Grammar animation• Presentation of modals of obligation and prohibition in context.

Exercise 5• Write have to, had to, don’t have to, didn’t have to, must and

mustn’t on the board. Elicit that these are modal verbs.• Ask students to look back at the blogs on page 10 to find

example sentences which contain these modal verbs and write them in their notebooks.

• Elicit and check their example sentences.• Ask students to copy the rules into their notebooks and to

complete them with the words in the box.• Check answers with the class.

ANSWERSExample sentences in the blogs: I have to be home by 10 p.m.!We have to go to school on Saturdays …We don’t have to do that in Denver.I had to memorize a whole unit for a History exam.You mustn’t wear shoes inside, you must wear slippers!I didn’t have to stay in school.1 obligation2 obligation3 prohibition4 no obligation5 no obligation

Exercise 6• Invite a student to read out the instruction. Go through the

example with the class.• Ask students to complete the sentences in their notebooks.• Check answers with the class. You could ask questions to

test their understanding and encourage speaking, e.g. Which words tell you this? or How do you know this?

ANSWERS1 don’t have to 4 mustn’t2 don’t have to 5 mustn’t3 mustn’t

Exercise 7• Students choose their own endings for these sentences. With

a stronger group, students could write two sentences for each sentence beginning.

• Monitor students, giving assistance as necessary. Allow plenty of time to conduct class feedback.


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