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Vocabulary

Divide the class into pairs or small groups. Focus their


attention on the photo and point out the example question
Aim and answer. Ask them to take it in turns to ask and answer
Revise common phrases connected with holidays. similar questions about the actions of the people in the
photo.
Warm-up Conduct class feedback, asking questions about the photo
Divide the class into small groups and ask them to think of five and eliciting answers from individual students.
things they do on holiday that they dont do at home, e.g. buy
SUGGESTED ANSWERS
souvenirs.
A man is having a drink.
Elicit ideas and write interesting or new words on the board. A woman is taking a photo.
Exercise 1 People are buying souvenirs.
Ask students to copy the phrases 111 into their notebooks.
Check they understand the words. Elicit the difference
Reading
between a hotel, a hostal and a B and B (bed and breakfast). Aim
Focus their attention on the verbs in the box and ask them to Read a text about holiday plans and answer questions on it.
match a verb to each phrase.
ANSWERS Exercise 4 $1.02
1 go Focus students attention on the text and the photo of Matt.
2 explore Explain that Matt is chatting to his friend on the internet.
3 buy Ask students to read and listen to the text as you play the
4 meet recording, and to answer the two questions.
5 lose Check answers with the class.
6 miss
ANSWERS
7 have
Matt is in Icaria, Greece. Konnie is going to Portugal.
8 get
9 send Culture note
10 hire
Foreign holidays
11 book
It is common for British people to go abroad for their main
Vocabulary practice holiday. Spain and France are by far the most popular overseas
13 star tasks to practise the vocabulary. Also available on the holiday destinations. Most working people have around four
Tests and Resources Multi-ROM. weeks holiday per year and take two weeks of this holiday
allocation during July or August.
Exercise 2 Learn it!
Focus students attention on the Learn it! box. Read the Research it!
information out to the class.
Read the Research it! box with the class. Ask students to
Ask students to copy the sentences into their notebooks and
discuss which countries they think come top in the list of
then translate them into their own language.
most popular holiday destinations and why.
Discuss translations as a class.
Give them the research task to do for homework. Encourage
them to use the internet, encyclopaedias and other resources.
Speaking
Remember to have a follow-up discussion in class when they
Aim have done the research.
Ask and answer questions to describe what is happening in a ANSWER
holiday photo. France
Figures for 2012 show that France was the top holiday
Exercise 3 destination with over 83 million tourists, followed by USA
With books closed, ask students how many phrases they can with around 63 million. China was third, closely followed by
remember from exercise 1. Spain (both with just under 58 million tourists) and the UK,
Students open their books and check. with around 29 million tourists, was 8th on the list.
Ask them to name some other things you do on holiday: take Further practice
a photo, go to a caf, eat ice cream, etc. Vocabulary, Workbook page 6

Starter unit T6

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Exercise 5 Exercise 7
Ask students to read the sentences 16 and find out if they Ask students to write the numbers 17 in their notebooks.
are true or false by reading the text again. Tell them that they must decide which verb is needed to
Ask them to correct any false sentences in their notebooks. complete each gap, choosing the present simple or present
Check answers with the class. continuous form.
ANSWERS
Allow students to compare their answers in pairs before
1 False. Matt promises to send Konnie a postcard. checking them with the class.
2 True. ANSWERS
3 True. 1 dont go
4 False. He isnt having problems because everyone speaks 2 spend
really good English. 3 take
5 False. Konnie and her family want to go abroad because 4 explore
they really like the coast. 5 m trying
6 True. 6 m reading
7 m not looking
Grammar Present simple and present Grammar practice
continuous 13 star tasks to practise the present simple and present
Aims continuous. Also available on the Tests and Resources
Multi-ROM.
Revise how to use the present simple and present continuous.
Revise how to use adverbs of frequency with the present Writing
simple.
Complete a text with verbs in the present simple and present Aim
continuous. Write a paragraph about typical summer holidays.
Exercise 6 Exercise 8
Ask a student to read out the instruction. With a weaker Divide the class into pairs or small groups and ask them to tell
group, ask them to find the blue sentences and copy them each other about their summer holidays. Encourage them to
into their notebooks. use the questions in the instructions for exercise 8.
Encourage all students to refer to the blue sentences as they Ask students to read the instructions carefully and write their
answer the questions in their notebooks. paragraph in their notebooks. With a stronger group, students
Check answers with the class. could write about their partners / classmates holidays from
their discussions. This means they would be practising the
ANSWERS
third person s, which is useful.
1 Present simple: Why do you always go abroad?; We often
come to Greece; I dont like long journeys With a weaker group, remind them to use adverbs such as
Present continuous: What are you doing?; Were exploring usually, always, never, often and sometimes.
the port; Im not learning much Go round monitoring and giving assistance while they
Affirmative: Present simple: We often come to Greece; are writing. Set them a time limit to complete the activity
Present continuous: Were exploring the port ifnecessary.
Negative: Present simple: I dont like long journeys; Present When they have finished, invite some students to read their
continuous: Im not learning much paragraphs aloud to the class or ask students to compare their
Question: Present simple: Why do you always go abroad?; paragraph with another student from a different pair / group.
Present continuous: What are you doing?
2 The present simple sentences talk about habits.
Further practice
Grammar, Workbook page 6
3 The present continuous sentences talk about activities that
Grammar and vocabulary reference, Workbook pages 8083
are happening now.
Grammar and vocabulary worksheets, Tests and Resources Multi-ROM
4 always, often. In the text: usually, sometimes. We use them
with the present simple tense.

T7 Starter unit

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Vocabulary and Listening ANSWERS
1 He describes the caf as the best in the country.
Aims 2 He isnt eating rabbit.
Revise vocabulary about food. 3 Ella doesnt like cheese very much.
Listen to a telephone conversation about food and answer 4 He thinks it is one of the tastiest meals that you can eat.
questions about it. 5 Ella thinks that Spanish food is healthier than what Nathan
is eating.
Warm-up 6 She is going to try Welsh rarebit after the holidays.
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.) Grammar Comparative and superlative
Now tell them that they have two minutes to write a list of adjectives
all the food and drink words they can think of starting with
thisletter. Aims
When the time is up, conduct class feedback. Encourage them Revise how to use comparative and superlative adjectives.
to teach each other any new words. Drill pronunciation of any Complete a text with comparative and superlative adjectives.
problem words.
Exercise 5
Exercise 1 Ask students to copy the table into their notebooks. Then ask
Focus students attention on the photos AI and ask if they them to complete the table.
know the English words for any of them. ANSWERS
Ask students to check that the words they thought of are in 1 sweet 2 hotter3 tastier 4 the most horrible
the box. Ask them to match the food words to the photos and 5 the worst 6 better7 the best
write their answers in their notebooks.
Check answers with the class and check pronunciation. Exercise 6
Invite a student to read the instruction aloud. Ask students to
ANSWERS write the answers in their notebooks.
A chicken B pepper C cheese
D sugar E chilli sauce F beans ANSWERS
G carrots H salt I yoghurt 1 most important 2 warmer3 healthier4 best
Vocabulary and grammar practice
Exercise 2
13 star tasks to practise comparative and superlative
Encourage students to study the adjectives in the box. Check adjectives. Also available on the Tests and Resources
pronunciation together if necessary.
Multi-ROM.
Ask them to write these adjectives next to corresponding
foods in exercise 1. They could then compare answers in pairs.
Speaking
SUGGESTED ANSWERS
crunchy: carrots Aim
healthy: beans, carrots, cheese, chicken, yoghurt Compare food using comparative and superlative adjectives.
spicy: chilli sauce
sweet: carrots, chilli sauce, sugar, yoghurt Exercise 7
tasty: beans, carrots, cheese, chicken, chilli sauce, yoghurt Divide the class into pairs or small groups. Ask them to read
the instructions and to choose at least two dishes from
Exercise 3 $1.03 Audio script pT135 their country which they can compare. Ask them to make
Ask a student to read the instruction aloud. sentences using comparative and superlative adjectives. They
Play the recording and ask students to listen for the answers should try to give reasons wherever possible.
to the two questions. Point out that they can include any of the adjectives on
Discuss answers as a class. page 8. With a stronger group, encourage them to use all the
adjectives they know about food (delicious, disgusting, etc.).
ANSWERS
Nathan is visiting Wales. He describes the food there as very
Conduct class feedback. Elicit comparisons from a number of
students. You could also conduct a class poll about which dish
healthy food and the cakes are really nice.
is the tastiest, the spiciest, the healthiest, etc.
Exercise 4 $1.03 Audio script pT135 Further practice
Ask students to read the questions. Play the recording again Vocabulary, Workbook page 7
for them to answer the questions in their notebooks. Grammar, Workbook page 7
Check answers with the class. Grammar and vocabulary reference, Workbook pages 8083
Grammar and vocabulary worksheets, Tests and Resources Multi-ROM

Starter unit T8

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Time for change
Unit summary Warm-up
Vocabulary Vocabulary
Vocabulary (practised and tested in 13 star tasks and tests)
Adjectives: behaviour: acceptable, badly-behaved, common, Aims
compulsory, direct, dishonest, easy-going, fair, familiar, honest, Learn vocabulary about different life events.
indirect, rare, strict, unacceptable, unfair, unfamiliar, voluntary, Describe events, people and rules.
well-behaved
Vocabulary presentation
Adjectives: personal qualities: active, adventurous, ambitious,
artistic, confident, creative, curious, hard-working, logical,
Interactive task to present the vocabulary with definitions
and audio.
mathematical, organized, sociable
Extra vocabulary (practised and tested in 2 and 3 star tasks Exercise 1
and tests) Allow students time to look at the words in the box. Check
feel at home (v), feel homesick (v), miss (v), settle into (v), they know the meaning of exchange programme.
ceremony (n), hunt (v), status (n), tattoo (n), tribe (n), warrior (n) Divide the class into pairs to ask each other the questions.
Word builder: achievement, arrival, protection, survival Then invite them to report back to the class.
Learn it!: career, degree
Exercise 2
Grammar Encourage students to talk about their experiences in
exercise 1, using the words in the word cloud.
have to and must: modals of obligation and prohibition
can: modals of ability and permission in the present Vocabulary practice
could: modals of ability and permission in the past 13 star tasks to practise the vocabulary. Also available on the
will be able to: modals of ability and permission in the future Tests and Resources Multi-ROM.
should and ought to: modals of advice Optional activity
If necessary, tell students about events from your own life and
Functional language ask them to write in their notebooks any words from the word
Explaining and reacting to change (practised and tested cloud which apply to your experiences. Then discuss as a class.
in 13 star tasks and tests)
How awful / surprising / exciting!
Thats fantastic / dreadful / understandable. Culture note
Oh dear! / no! / really? Exchange programmes
What a pity / shame! In the UK, some schools organize visits, where students
studying a foreign language stay with a host family in a
That sounds nice / terrible!
country where that language is spoken. In return, a student
What is / was it like? from that country stays at the British students home for the
I really like / liked it. same period of time, usually one or two weeks..
In the end, it was a good move.
How do / did you feel? Exercise 3
I was angry / anxious / excited. Play the video for students to watch and interact with.
That was sad.
Interactive video
What happened next?
Round up: Unit 1
Well, when I was
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.

T9 Unit 1

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1.1 We have to go to school on ANSWERS
1 Sean
Saturdays! 2 Alison
3 Sean
Vocabulary and Reading 4 Alison
5 Sean
Aims 6 Sean
Learn pairs of words which are opposites. 7 Alison
Identify topics and speakers in blogs. Reading extension
Warm-up A short reading comprehension about a blog.
Ask students to look at the word cloud on page 9, identify all Exercise 4
the adjectives and write them in their notebooks.
Focus students attention on the text and the highlighted
Exercise 1 words that they need to complete the sentences. Point out
Ask students to find opposite pairs within their list of that they may need to change the form of the words. Ask
adjectives from the Warm-up. them to write the answers in their notebooks.
Check answers with the class. Check answers with the class. Drill the pronunciation of home
and homesick if necessary.
ANSWERS
ANSWERS
easy going strict
compulsory voluntary 1 missed
dishonest honest 2 settled into
well-behaved badly behaved 3 felt at home
direct indirect 4 felt homesick
unfair fair Vocabulary practice
unfamiliar familiar Interactive vocabulary task.
unacceptable acceptable
rare common Further practice
Language summary, Students Book page 19
Reading preparation Vocabulary, Workbook page 8
Interactive task to pre-teach vocabulary for the blog. Vocabulary reference, Workbook pages 8687
Vocabulary worksheets, Tests and Resources Multi-ROM
Exercise 2 $104
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.
ANSWERS
food, people and home life, school life

Exercise 3
Ask students to write the numbers 17 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, Seans or Alisons, and why.

Unit 1 T10

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Grammar Modals of obligation Exercise 8
andprohibition Ask students to read the text in exercise 8 and to find one
adjective which means you can do something and one
Aims adjective which means you cant do something (acceptable,
Revise how to use have / had to, must, mustnt, dont have to. forbidden). With a weaker group, give them the first letter of
Learn how to use the past forms had to and didnt have to. each word.
Complete the sentences in a text about studying in the UK Ask students to complete the text using the modal verbs in
with modals of obligation and prohibition. the correct form.
For early finishers, focus their attention on the instruction:
Grammar animation
Sometimes there is more than one correct answer. Ask them to
Presentation of modals of obligation and prohibition in context. write down all the options in these cases.
Exercise 5 When they have finished, check answers with the class.
Write have to, had to, dont have to, didnt have to, must and ANSWERS
mustnt on the board. Elicit that these are modal verbs. 1 must / have to 5 must / have to
Ask students to look back at the blogs on page 10 to find 2 had to 6 dont have to
example sentences which contain these modal verbs and 3 mustnt 7 dont have to
write them in their notebooks. 4 must / have to 8 didnt have to
Elicit and check their example sentences. Grammar practice
Ask students to copy the rules into their notebooks and to 13 star tasks to practise modals of obligation and prohibition.
complete them with the words in the box. Also available on the Tests and Resources Multi-ROM.
Check answers with the class.
Culture note
ANSWERS
School uniform in the UK
Example sentences in the blogs:
I have to be home by 10 p.m.! The UK government encourages schools to have a school
We have to go to school on Saturdays uniform and most schools do, at least until the age of 16.
We dont have to do that in Denver. Each school decides how strictly their uniform rules will be
I had to memorize a whole unit for a History exam. enforced. It is important for uniforms to be available at a
You mustnt wear shoes inside, you must wear slippers! reasonable cost and to allow for religious freedoms.
I didnt have to stay in school.
1 obligation Language in action
2 obligation
3 prohibition Aims
4 no obligation Practise using present and past forms of the modal verbs.
5 no obligation
Talk about rules and the differences between primary and
Exercise 6 secondary school.
Invite a student to read out the instruction. Go through the Exercise 9
example with the class.
Ask students to look at the topics in the box. Encourage them
Ask students to complete the sentences in their notebooks. to think about their primary school years and the rules that
Check answers with the class. You could ask questions to they had to follow.
test their understanding and encourage speaking, e.g. Which Invite a student to read out the example sentence. Point out
words tell you this? or How do you know this? that their sentences can start with the rule at primary school
ANSWERS or at secondary school, but they should pay close attention to
1 dont have to 4 mustnt the tenses they use.
2 dont have to 5 mustnt Go round monitoring and giving assistance. Correct any
3 mustnt errors, and praise sentences which use the modal verbs well.
You could conduct class feedback or students could compare
Exercise 7
their sentences in pairs or small groups.
Students choose their own endings for these sentences. With
a stronger group, students could write two sentences for each Further practice
sentence beginning. Language summary, Students Book page 19
Monitor students, giving assistance as necessary. Allow plenty Grammar, Workbook page 9
of time to conduct class feedback. Grammar reference, Workbook pages 8485
Grammar worksheets, Tests and Resources Multi-ROM

T11 Unit 1

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